Investigating Virtual Teacher Learning for Computational Thinking Infusion

• In Event: Teacher Learning in the Virtual Classroom

Abstract

This paper documents findings from the Infusing Computing project, a four-year study of teacher PD that supports the integration of computational thinking into disciplinary teaching. From 2017-2019, more than 250 teachers participated in week-long, face-to-face PD workshops. In April 2020, due to the COVID-19 pandemic, Summer 2020 PD sessions were shifted to a virtual format. Specifically, this study examines the experiences of 151 middle and high school teachers who participated in virtual Infusing Computing workshops in Summer 2020. We draw on several sources of data, including pre-PD surveys, post-PD surveys, teacher interviews, and follow-up surveys, to investigate the impact of the PD and to identify elements of the virtual PD experience that supported teacher learning and engagement.

Authors

• Robin Jocius, University of Texas at Arlington

• Jennifer Albert, The Citadel

• Ian O'Byrne, College of Charleston

• Melanie Blanton, Texas Tech University

• Deepti Joshi, The Citadel

• Richard Robinson, The Citadel

• Ashley Andrews, The Citadel