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Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/4539
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dc.contributor.authorKetelhut, Diane Jass
dc.contributor.authorHestness, Emily
dc.contributor.authorMills, Kelly
dc.date.accessioned2020-06-10T13:52:28Z
dc.date.accessioned2020-06-10T20:03:53Z-
dc.date.available2020-06-10T13:52:28Z
dc.date.available2020-06-10T20:03:53Z-
dc.date.issued2019-06
dc.identifier.citationKetelhut, D. J., Hestness, E., & Mills, K. (2019). Embedding Computational Thinking in the Elementary Classroom: An Extended Collaborative Teacher Learning Experience. 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. 869-870). Lyon, France: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/cscl2019.869
dc.identifier.urihttps://repository.isls.org//handle/1/4539-
dc.description.abstractWe used design-based research to investigate an extended professional learning experience to prepare teachers to embed computational thinking in elementary science. Opportunities to interact synchronously in a community of practice - including through in- person engagement in embodied challenges, discussion, and resource sharing, appeared to productively support teacher preparedness to embed CT in their science teaching. However, asynchronous collaboration via an online platform was less effective. We describe planned adjustments for future iterations of the program.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences (ISLS)en_US
dc.titleEmbedding Computational Thinking in the Elementary Classroom: An Extended Collaborative Teacher Learning Experienceen_US
dc.typePostersen_US
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