Open AccessComputational thinking in classrooms: A study of a PD for STEM teachers in high needs schools
Author(s) -
Qing Li,
Laila J. Richman,
Sarah Haines,
Scot McNary
Publication year - 2020
Publication title -
canadian journal of learning and technology
Language(s) - English
Resource type - Journals
eISSN - 1499-6685
pISSN - 1499-6677
DOI - 10.21432/cjlt27857
Subject(s) - thematic analysis , mathematics education , psychology , multimethodology , qualitative research , faculty development , professional development , pedagogy , process (computing) , content analysis , semi structured interview , computational thinking , computer science , sociology , social science , operating system
This study explores the influence of a professional development (PD) model aiming to build teacher capacities for K-12 schools. It examines the impact of this PD on teachers’ learning of content and pedagogical knowledge related to computational thinking. It also investigates the lessons learned during the implementation process.
This mixed-methods study examined 25 teachers who participated in the PD. The pre- and post-tests analysis showed positive outcomes of this PD in helping teachers learn CT skills. The thematic analysis of the qualitative data identified themes to answer the second, third and fourth research questions. Learner-centered approaches, differentiated learning, and unplugged activities were three main themes identified in teacher-created lesson plans.