Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/6502
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dc.contributor.authorKillen, Heather
dc.contributor.authorCoenraad, Merijke
dc.contributor.authorByrne, Virginia
dc.contributor.authorCabrera, Lautaro
dc.contributor.authorKetelhut, Diane Jass
dc.contributor.authorPlane, Jandelyn
dc.date.accessioned2020-07-08T23:53:49Z
dc.date.accessioned2020-07-09T04:30:02Z-
dc.date.available2020-07-08T23:53:49Z
dc.date.available2020-07-09T04:30:02Z-
dc.date.issued2020-06
dc.identifier.citationKillen, 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.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/icls2020.2125
dc.identifier.urihttps://repository.isls.org//handle/1/6502-
dc.description.abstractCultivating 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.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences (ISLS)en_US
dc.subjectTeaching and Teacher Learningen_US
dc.titleReimagining Computational Thinking Professional Development: Benefits of a Community of Practice Modelen_US
dc.typeLong Paperen_US
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