Teaching Middle School Computer Science During COVID-19: A Case Study of Blended Learning

• In Event: Critical Perspective on Technology Integration in Secondary and Higher Education

Abstract

This case study explored a middle school computer science (CS) teacher’s experience teaching in a blended format during the COVID-19 pandemic. An interview and multiple class session observations were conducted to understand the teacher's challenges and strategies to adapt to the blended learning environment. The challenges involved a lack of administrative guidance and support, a low level of interactivity in the classroom, and students’ low motivation, low show-up rate, and assignment completion rate. Some useful strategies the teacher used to address the challenges involved using independent assignments, introducing 3D modeling online, encouraging online students to speak up, and frequently making announcements. This study has important implications for secondary-level CS education in blended learning environments.

Authors

• Jiaqi Yu, The University of Alabama

• Feiya Luo, The University of Alabama

• Empress Searight, The University of Alabama