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|Title:||Using Participatory Design to Facilitate In-service Teacher Learning of Computational Thinking|
|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.|
|Appears in Collections:||CSCL 2019|
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