Please use this identifier to cite or link to this item:
https://repository.isls.org//handle/1/4518
Title: | Using Participatory Design to Facilitate In-service Teacher Learning of Computational Thinking |
Authors: | Karumbaiah, Shamya Dabholkar, Sugat Shim, Jooeun Yoon, Susan Chandy, Betty Ye, Andy |
Issue Date: | Jun-2019 |
Publisher: | International Society of the Learning Sciences (ISLS) |
Citation: | Karumbaiah, S., Dabholkar, S., Shim, J., Yoon, S., Chandy, B., & Ye, A. (2019). Using Participatory Design to Facilitate In-service Teacher Learning of Computational Thinking. In Lund, K., Niccolai, G. P., Lavoué, E., Hmelo-Silver, C., Gweon, G., & Baker, M. (Eds.), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019, Volume 2 (pp. 827-828). Lyon, France: International Society of the Learning Sciences. |
Abstract: | Teaching computational thinking (CT) in K-12 curricula requires supporting teachers in developing relevant knowledge and skills. In this paper, we present a participatory design approach for in-service teachers' professional development which takes a distributed expertise stance in engaging teachers as co-designers of their learning. Our qualitative analysis revealed that teachers valued the learning community that emerged, their evolved perceptions regarding integrating CT in subject matter, and their transformative agency in reimagining teaching CT. |
URI: | https://doi.dx.org/10.22318/cscl2019.827 https://repository.isls.org//handle/1/4518 |
Appears in Collections: | CSCL 2019 |
Files in This Item:
File | Size | Format | |
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827-828.pdf | 136.21 kB | Adobe PDF | View/Open |
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