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I Felt Like We Were Actually Going Somewhere: Adapting Summer Professional Development for Elementary Teachers to a Virtual Experience During COVID-19

Authors:

Eva Skuratowicz,

Maggie Vanderberg,

Dominique Bradley,

Joseph P. WilsonAuthors Info & Claims

SIGCSE '21: Proceedings of the 52nd ACM Technical Symposium on Computer Science Education

Pages 739 - 745

https://doi.org/10.1145/3408877.3432482

Published: 05 March 2021 Publication History

Abstract

In fall 2019, the National Science Foundation awarded Southern Oregon University a two-year Computer Science for All Researcher Practitioner Partnership grant focused on integrating computational thinking (CT) into the K'5 instruction of general elementary and elementary bilingual teachers. This experience report highlights the process of transitioning one essential component of the project an elementary teacher summer institute (SI) from in-person to online due to COVID-19. This report covers the approach the team took to designing the SI to work virtually, the challenges encountered, the experiences of the 15 teachers involved through observations and surveys, and the opportunities for refinement. This report will be of potential interest for other computer science (CS) education researchers who also may be working with elementary teachers to incorporate CS and CT activities into their instruction.

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Cited By

Liu ZGearty ZRichard EOrrill CKayumova SBalasubramanian R(2024)Bringing computational thinking into classrooms: a systematic review on supporting teachers in integrating computational thinking into K-12 classroomsInternational Journal of STEM Education10.1186/s40594-024-00510-611:1Online publication date: 7-Oct-2024
https://doi.org/10.1186/s40594-024-00510-6
Blaushild NBlazquez RMcGee SMcGee-Tekula R(2024)Balancing teachers’ needs in times of crisis: investigating how computer science instructional coaches and teachers navigated remote professional development during COVID-19Computer Science Education10.1080/08993408.2024.2313913(1-33)Online publication date: 6-Feb-2024
https://doi.org/10.1080/08993408.2024.2313913
Krause GVanderberg ME. Hung ESkuratowicz E(2023)Computational thinking in a bilingual kindergarten classroom: Emergent ideas for teaching across content areasEducation and Information Technologies10.1007/s10639-022-11454-128:8(9767-9782)Online publication date: 18-Jan-2023
https://doi.org/10.1007/s10639-022-11454-1
Show More Cited By

Index Terms

I Felt Like We Were Actually Going Somewhere: Adapting Summer Professional Development for Elementary Teachers to a Virtual Experience During COVID-19
1. Social and professional topics
  1. Professional topics
    1. Computing education
      1. Computational thinking
      2. K-12 education

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cover image ACM Conferences

SIGCSE '21: Proceedings of the 52nd ACM Technical Symposium on Computer Science Education

March 2021

1454 pages

ISBN:9781450380621

DOI:10.1145/3408877

General Chairs:
Mark Sherriff
University of Virginia, USA
,
Laurence D. Merkle
Air Force Institute of Technology, USA
,
Program Chairs:
Pamela Cutter
Kalamazoo College, USA
,
Alvaro Monge
California State University, Long Beach, USA
,
Judithe Sheard
Monash University, Australia

Copyright © 2021 ACM.

Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]

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SIGCSE: ACM Special Interest Group on Computer Science Education

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Publication History

Published: 05 March 2021

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SIGCSE '21: The 52nd ACM Technical Symposium on Computer Science Education

March 13 - 20, 2021

Virtual Event, USA

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Overall Acceptance Rate 1,595 of 4,542 submissions, 35%

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Cited By

Liu ZGearty ZRichard EOrrill CKayumova SBalasubramanian R(2024)Bringing computational thinking into classrooms: a systematic review on supporting teachers in integrating computational thinking into K-12 classroomsInternational Journal of STEM Education10.1186/s40594-024-00510-611:1Online publication date: 7-Oct-2024
https://doi.org/10.1186/s40594-024-00510-6
Blaushild NBlazquez RMcGee SMcGee-Tekula R(2024)Balancing teachers’ needs in times of crisis: investigating how computer science instructional coaches and teachers navigated remote professional development during COVID-19Computer Science Education10.1080/08993408.2024.2313913(1-33)Online publication date: 6-Feb-2024
https://doi.org/10.1080/08993408.2024.2313913
Krause GVanderberg ME. Hung ESkuratowicz E(2023)Computational thinking in a bilingual kindergarten classroom: Emergent ideas for teaching across content areasEducation and Information Technologies10.1007/s10639-022-11454-128:8(9767-9782)Online publication date: 18-Jan-2023
https://doi.org/10.1007/s10639-022-11454-1
Shagiakhmetova MBystritskaya EDemir SStepanov RGrishnova EKryukova N(2022)Primary Teachers Difficulties Related to Compulsory Distance Education During COVID-19Contemporary Educational Technology10.30935/cedtech/1158914:2(ep357)Online publication date: 2022
https://doi.org/10.30935/cedtech/11589
McGill MSnow EVaval LDeLyser LWortel-London SThompson A(2022)Practitioner Perspectives on COVID-19’s Impact on Computer Science Education Among High Schools Serving Students from Lower and Higher Income FamiliesACM Transactions on Computing Education10.1145/355704723:1(1-31)Online publication date: 29-Dec-2022
https://dl.acm.org/doi/10.1145/3557047
Gonzalez-Maldonado DTsan JEatinger DWeintrop DFranklin D(2022)Comparison of CS Middle-School Instruction during Pre-Pandemic, Early-Pandemic and Mid-Pandemic School YearsProceedings of the 2022 ACM Conference on International Computing Education Research - Volume 110.1145/3501385.3543974(282-293)Online publication date: 3-Aug-2022
https://dl.acm.org/doi/10.1145/3501385.3543974
Tsan JCoenraad MCrenshaw ZPalmer JEatinger DBeck KWeintrop DFranklin DMerkle LDoyle MSheard JSoh LDorn B(2022)Reimagining Professional Development for K-8 CS TeachersProceedings of the 53rd ACM Technical Symposium on Computer Science Education - Volume 110.1145/3478431.3499361(530-536)Online publication date: 22-Feb-2022
https://dl.acm.org/doi/10.1145/3478431.3499361

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