Leveraging Virtual Professional Development to Build Computational Thinking Literacies in English Language Arts Classrooms

Autor/inn/en	Jocius, Robin; O'Byrne, Ian; Blanton, Melanie; Albert, Jennifer; Joshi, Deepti; Robinson, Richard; Andrews, Ashley
Titel	Leveraging Virtual Professional Development to Build Computational Thinking Literacies in English Language Arts Classrooms
Quelle	In: Contemporary Issues in Technology and Teacher Education (CITE Journal), 21 (2021) 4 PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1528-5804
Schlagwörter	Computer Literacy; Faculty Development; Pandemics; COVID-19; English Teachers; Language Arts; Middle School Teachers; High School Teachers; Computer Simulation; Teacher Workshops; Thinking Skills; Synchronous Communication; Asynchronous Communication; Teaching Methods; English Instruction; Online Courses; Networks; Educational Technology + Suchen Sie Ihr Suchwort? Computerkenntnisse; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Sprachkultur; Middle school; Middle schools; Mittelschule; Mittelstufenschule; High school; High schools; Oberschule; Computergrafik; Computersimulation; Denkfähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; English langauage lessons; Online course; Online-Kurs; Unterrichtsmedien
Abstract	This article describes the Infusing Computing project, a 4-year study designed to support middle and high school teachers in infusing computational thinking (CT) into their disciplinary teaching. Due to the COVID-19 pandemic, weeklong workshops held in summer 2020 were shifted to a virtual format and utilized emerging technology tools, synchronous and asynchronous sessions, explicit collaborative scaffolds, networking, and digital badging. Specifically, this study examined the experiences of English language arts (ELA) teachers (14 middle school, 13 high school) who participated in the virtual Infusing Computing workshops. Findings demonstrated that ELA teachers were able to leverage learning successfully from virtual PD to infuse CT into existing curricula, although teachers differed in the ways that they appropriated and adapted pedagogical tools for CT infusion. (As Provided).
Anmerkungen	Society for Information Technology and Teacher Education. P.O. Box 719, Waynesville, NC 28786. Fax: 828-246-9557; Web site: http://www.citejournal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01