Professional development for in-service teachers : research and practices in computing education / edited by Chrystalla Mouza, Anne Ottenbreit-Leftwich, Aman Yadav.

Format:

Book

Contributor:

Mouza, Chrystalla, editor.

Ottenbreit-Leftwich, Anne, editor.

Yadav, Aman, editor.

Series:

Research, Innovation and Methods in Educational Technology

Research, innovations & methods in educational technology

Language:

English

Subjects (All):

Computer science--Study and teaching (Elementary)--United States.

Computer science.

Computer science--Study and teaching (Middle school)--United States.

Teachers--In-service training--United States.

Teachers.

Physical Description:

1 online resource (426 pages)

Edition:

1st ed.

Place of Publication:

Charlotte, NC : Information Age Publishing, Incorporated, 2022.

Summary:

"Computer science is increasingly becoming an essential 21st century skill. As school systems around the world recognize the importance of computer science, demand for teachers who have the knowledge and skill to deliver computer science instruction is rapidly growing. Yet a number of recent studies indicate that teachers report low confidence and limited understanding of computer science, frequently confusing basic computer literacy skills with computer science. This is true for both teachers at the K-8 level as well as secondary education teachers who frequently transition to computer science from other content areas, such as mathematics. As computer science is not yet included in most teacher preparation programs, professional development is a critical step in efforts to prepare in-service teachers to deliver high-quality computer science instruction. To date, however, research on best practices in computer science professional development has been severely lacking in the literature, making it difficult for researchers and practitioners alike to examine effective in-service preparation models. This book provide examples of professional development approaches that help teachers integrate aspects of computing in existing curricula at the K-8 level or deliver stand-alone computer science courses at the secondary school level. Further, this book identifies computational competencies for teachers, promising pedagogical strategies that advance teacher learning, as well as alternative pathways for ongoing learning including micro-credentials. The primary audience of the book is graduate students and faculty in educational technology, educational or cognitive psychology, learning theory, curriculum and instruction, computer science, instructional systems and learning sciences. Additionally, the book will serve as a valuable addition to education practitioners and curriculum developers as well as policy makers looking to increase the number of teachers who are prepared to deliver computing education"-- Provided by publisher.

Contents:

Introduction: Examining professional development models for computing education / Chrystalla Mouza, Anne Ottenbreit-Leftwich, and Aman Yadav

Acknowledgments

Part I. Professional development approaches for elementary and middle school content area teachers

Chapter 1. Computational thinking in elementary classrooms: A toolkit to scaffold teacher learning / Aman Yadav, Kathryn M. Rich, Christina V. Schwarz, and Rachel A. Larimore

Chapter 2. Teacher co-design in AI? csforall research

practice partnership: Curriculum development and teacher learning / Florence R. Sullivan, W. Richards Adrion, Catherine Tulungen, and Emrah Pektas

Chapter 3. Professional development supporting middle school teachers to integrate computational thinking into their science classes / Quentin Biddy, Alexandra Gendreau Chakarov, Jennifer Jacobs, William Penuel, Mimi Recker, and Tamara Sumner

Chapter 4. Teachers' knowledge and skills in computational thinking and their enactment of AI? computationally rich curriculum / Irene Lee, Ling Hsiao, and Emma Anderson

Chapter 5. Looming code: A model, learning activity, and professional development approach for computer science educators / Heidee Vincent, Victor R. Lee, Aubrey Rogowski, and Mimi Recker

Part II. Professional development approaches for high school teachers

Chapter 6. Re-making education in stem classrooms with computational play / Brian E. Gravel, Maria C. Olivares, and Eli Tucker-Raymond

Chapter 7. Culturally responsive methods for engaging all students in computer science principles / S. Megan Che, Rhoda Latimer, Eileen Kraemer, and Murali Sitaraman

Chapter 8. E-books for high school computer science teachers / Barbara J. Ericson and Mark Guzdial

Chapter 9. Implementing AI? professional development framework to assist the rollout of computer science in second-level schools in Ireland / Oliver McGarr, Merrilyn Goos, Clare McInerney, Keith Johnston, and Una Flemming

Part III. Ongoing and scaling- up professional development approaches

Chapter 10. Supporting ongoing teacher capacity and development: Moving beyond orientation professional development to support advanced teacher learning / Leigh Ann DeLyser, Stephanie Wortel-London, and Lauren Wright

Chapter 11. Leveraging collective impact to scale computer science teacher professional development and certification / Carol L. Fletcher and Jayce R. Warner

Chapter 12. Expanding computer science opportunities: A personalizable, flexible model for professional learning / Dave Frye, Mark Samberg, and Ha Nguyen

Chapter 13. Code savvy educators: A professional development model for in-service educators / Lana Peterson, Cassandra Scharber, Sarah Barksdale, Andrea Wilson Vazquez, and Tom Cozzolino

Part IV. Alternative professional development approaches: University courses and microcredentials

Chapter 14. Supporting in-service teachers in understanding the potential of data and artificial intelligence to influence and impact learning / Justin Olmanson, Jennifer Davis, and Matthew Kilbride

Chapter 15. Credentialing computation: Empowering teachers in computational thinking through educator microcredentials / Quinn Burke, Colin Angevine, Chris Proctor, Josh Weisgrau, and Kerri Ann O'Donnell

Chapter 16. From clock-based to competency-based: How micro-credentials can transform professional development / Melissa A. Rasberry, Gretchen Weber, and Joseph P. Wilson

About the Editors

About the Contributors.

Notes:

Includes bibliographical references and index.

Print version record.

Description based on publisher supplied metadata and other sources.

ISBN:

1-64802-908-6

OCLC:

1342500217