Designing a Model of Computer Science Professional Development for Elementary Educators in Inclusive Classrooms

Autor/inn/en	Hutchison, Amy; Colwell, Jamie; Gutierrez, Kristie; Evmenova, Anya; Offutt, Jeff; Taylor, Valerie
Titel	Designing a Model of Computer Science Professional Development for Elementary Educators in Inclusive Classrooms
Quelle	In: Journal of Technology and Teacher Education, 29 (2021) 2, S.165-193 (29 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-7069
Schlagwörter	Computer Science Education; Professional Development; Models; Technology Integration; Inclusion; Students with Disabilities; Incidence; Elementary School Teachers; Teacher Attitudes; Teacher Participation; Academic Standards; Access to Education; Instructional Design; Summer Programs; Institutes (Training Programs); Electronic Learning; Communities of Practice; Program Effectiveness; Virginia + Suchen Sie Ihr Suchwort? Computer science lessons; Informatikunterricht; Analogiemodell; Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Vorkommen; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Education; Access; Bildung; Zugang; Bildungszugang; Lesson concept; Lessonplan; Unterrichtsentwurf; Sommerkurs; Sommerakademie; Community
Abstract	New computer science standards are being rapidly introduced at the elementary level but little is known about how to prepare teachers to learn and teach the content of these standards, or how to support students with disabilities in learning computer science. Accordingly, we designed and studied the Inclusive Computer Science Model of Professional Development to prepare teachers to integrate computer science for students with disabilities. This paper presents results from this design-based study to understand the factors that inhibited and enhanced teachers' participation in the professional development and how participation in the professional development influenced teachers' instruction and perceptions about teaching computer science to students with disabilities. Results revealed two inhibiting factors and one enhancing factor for participation. Further, although teachers did increase their integration of computer science for students with disabilities, it was challenging for teachers to learn and apply new computer science content and approaches for supporting students with disabilities at the same time. Future professional development efforts should focus on careful scaffolding and release of responsibility when preparing teachers to support students with disabilities in learning computer science. (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 719, Waynesville, NC 28786. Tel: 828-246-9558; Fax: 828-246-9557; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01