A Virtual Professional Development Program for Computational Thinking During COVID-19

• In Event: AERA Roundtable Session 16
  In Roundtable Session: Best Practices for Transitioning Traditional Face-to-Face Professional Development to Virtual Collaborative Spaces (Table 1)

Abstract

The need to expand computer science learning for all students has led to an increase in publicly and privately funded professional development (PD) opportunities for teachers. Our research team has been involved in the design of equity-focused PD opportunities for teachers in computing since 2012 by building partnerships with K-12 systems. The COVID-19 pandemic necessitated changes in our approach and a shift to a virtual PD institute. In this work, we describe our transition to a virtual PD institute, including the topics and design principles guiding the institute. We also examine how the virtual PD influenced teacher outcomes. Findings suggest an increase in teachers’ knowledge and self-efficacy while highlighting the affordances of virtual platforms most valued by teachers.

Authors

• Hilary Mead, University of Delaware

• Diane Codding, Northwestern University

• Scott Sheridan, University of Delaware

• Minji Kong, University of Delaware

• Chrystalla Mouza, University of Illinois at Urbana-Champaign

• Lori Pollock, University of Delaware