Teacher Support Networks and Digital Literacy/Computer Science Instruction: A Social Network Analysis Case Study

• In Event: Marriott Roundtable Session 33
  In Roundtable Session: Pedagogical Models and Strategies for Teaching With Technology

Abstract

In this study, the authors sought to understand the extent to which an urban district’s teacher instructional support network enabled or constrained capacity to implement and diffuse DLCS instructional practice throughout the K-12 curriculum. Social network analysis was used to investigate informal teacher advice-seeking and advice-giving patterns of DLCS support. Network measures of cohesion and centrality were computed. Findings revealed that DLCS focused teacher support networks tend to exhibit very low density, have relatively few ties, include a high number of isolates (teachers with no connections), and centralize around a particular actor. Overall, study findings suggest that district capacity for improved digital literacy and computer science instruction may be low.

Authors

• Rebecca Mazur, University of Massachusetts - Amherst

• Rebecca H. Woodland, University of Massachusetts - Amherst