Leveraging Virtual PD to Support Elementary Teachers' Understandings of Computational Thinking

• In Event: AERA Poster Session 6
  In Poster Session: Teaching, Teacher Preparation, and Teacher Professional Development in the Content Areas: A Poster Session (San Diego)

Abstract

This qualitative study documents findings from the Making CT project, a research-practitioner partnership designed to support elementary teachers in integrating computational thinking (CT) into their classroom teaching. The goals of this work are two-fold: to investigate how eight elementary teachers’ conceptualizations of CT changed across a year of virtual PD sessions and to identify virtual PD elements that supported changes in teacher self-efficacy and beliefs about CT integration. Data sources included surveys, interviews, video recordings of virtual PD sessions, and teacher artifacts. Drawing on analyses of teacher surveys, interviews, and PD artifacts, findings trace shifts in teacher understandings and beliefs about CT infusion and identify elements of virtual communities that support teachers as they use, modify, and create CT-infused lessons.

Authors

• Melanie Blanton, Texas Tech University

• Robin Jocius, University of Texas at Arlington

• Jennifer Albert, The Citadel

• Ashley Andrews, The Citadel

• Deepti Joshi, The Citadel