Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/6502
Title: Reimagining Computational Thinking Professional Development: Benefits of a Community of Practice Model
Authors: Killen, Heather
Coenraad, Merijke
Byrne, Virginia
Cabrera, Lautaro
Ketelhut, Diane Jass
Plane, Jandelyn
Keywords: Teaching and Teacher Learning
Issue Date: Jun-2020
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Killen, H., Coenraad, M., Byrne, V., Cabrera, L., Ketelhut, D. J., & Plane, J. (2020). Reimagining Computational Thinking Professional Development: Benefits of a Community of Practice Model. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 4 (pp. 2125-2132). Nashville, Tennessee: International Society of the Learning Sciences.
Abstract: Cultivating teacher understanding of embedded computational thinking (CT) in elementary STEM instruction can be challenging. In this paper we investigate the success of a science teacher computational thinking inquiry group (STIGCT) as a professional development (PD) model. By observing participants as they collaboratively produced multiple CT-infused elementary science lessons we determined our STIGCTstructure, specifically the diversity of the participants, the collaborative structure of activities, and the time for iteration and experimentation, leveraged, and exceeded, the benefits of a community of practice (CoP) model. Our STIGCTrepresents the first research effort to develop a CoP to educate teachers about CT, addressing a gap in understanding which will be of interest to those in CT education. The success of our STIGCT model, especially as driven by the design choice of including pre- and in-service teachers in the community, also contributes to the PD field.
URI: https://doi.dx.org/10.22318/icls2020.2125
https://repository.isls.org//handle/1/6502
Appears in Collections:ICLS 2020

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