Computer Science Education: Online Content Modules and Professional Development for Secondary Teachers in West Tennessee -- A Case Study

Autor/in	Allen, Lee
Titel	Computer Science Education: Online Content Modules and Professional Development for Secondary Teachers in West Tennessee -- A Case Study
Quelle	In: Journal of Educational Technology, 15 (2018) 2, S.8-15 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0973-0559
Schlagwörter	Computer Science Education; Public Schools; Faculty Development; Programming; Middle School Teachers; Summer Programs; Online Courses; Educational Technology; Technology Uses in Education; STEM Education; Program Effectiveness; Teacher Attitudes; Tennessee + Suchen Sie Ihr Suchwort? Computer science lessons; Informatikunterricht; Public school; Öffentliche Schule; Programmierung; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Sommerkurs; Online course; Online-Kurs; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; STEM; Lehrerverhalten
Abstract	With ongoing efforts in the United States to further develop the availability of computer science education in the public schools, federal, state, and local educational agencies are increasing efforts to encourage and promote the inclusion of computer science and programming skills in the middle school curriculum (Grover, Pea, & Cooper, 2015). The goal for the Online Content Modules: Computer Science in the Middle Grades project was the development of five online content modules with a focus on computer science instruction in three public school districts in West Tennessee, and disseminated through a week-long professional development summer institute. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01