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|Title:||A Tale of Two PDs: Exploring Teachers' Experiences in Co-designing Computational Activities|
|Authors:||Wu, Sally P.W.|
Horn, Michael S.
|Publisher:||International Society of the Learning Sciences|
|Citation:||Wu, S. P., Jones, B., Swanson, H., Horn, M. S., & Wilensky, U. (2021). A Tale of Two PDs: Exploring Teachers' Experiences in Co-designing Computational Activities. In de Vries, E., Hod, Y., & Ahn, J. (Eds.), Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021. (pp. 1025-1026). Bochum, Germany: International Society of the Learning Sciences.|
|Abstract:||At two professional developments (PDs), we position teachers as curriculum co-designers to support the integration of computing into traditional K-12 classrooms. Four case studies of teachers’ successes and challenges over a four-week period showed that each teacher required differentiated support to address personal fears and concerns. Results suggest flexibility and team discussions may particularly support teachers in co-design and enhance future PDs focused on developing computational activities for students in the K-12 classroom|
|Appears in Collections:||ISLS Annual Meeting 2021|
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