Developing Online Professional Development for High School Teachers to Teach Computer Science Online
Developing Online Professional Development for High School Teachers to Teach Computer Science Online
复制标题
为高中教师开展在线专业发展，在线教授计算机科学
DOI：
10.1145/3502717.3532174
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发表时间：
2022
期刊：
影响因子：
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通讯作者：
Hart, Ellen
中科院分区：
文献类型：
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作者：
Martin, Florence;Shanley, Nicole E.;Hite, Nicole;Pérez-Quiñones, Manuel A.;Pugalee, David;Hart, Ellen
创建有效的专业发展对于支持在线教授计算机科学(CS)的高中教师至关重要。这项研究的背景是基于目前美国北卡罗来纳大学夏洛特分校和北卡罗来纳州虚拟公立学校(NCVPS)之间的研究实践伙伴关系(RPP)。来自NCVPS的十名在线教授CS的高中教师参加了一个暑期研讨会，并建议将设计、促进和评估战略纳入有效的专业发展(PD)。暑期研讨会通过Zoom同步进行。它提供了讨论教师对研究问题的看法的机会：在AP计算机科学高级课程中包括什么设计、促进和评估策略是有帮助的？以及“对于为高中教师设计一门在线专业发展课程，让他们在线教授计算机科学，你有什么建议？”问题是通过在线协作Jamboard提出的，数据收集采用亲和图方法，并进行文件分析。对教师帖子进行了定性分析，以确定共同的主题。对内容设计专业发展的发现包括CS内容、如何教授CS以及CS工具和活动。对于评估，他们建议进行内容知识评估，包括实验室作业、单编程和配对编程以及编码评估。他们推荐了补充指导的工具，整合讨论板进行互动，以及为专业发展提供反馈的工具和战略。
Creating effective professional development is critical to support high school teachers who teach computer science (CS) online. The context of this study is based on a current Research to Practice Partnership (RPP) between the University of North Carolina at Charlotte in the United States and North Carolina Virtual Public School (NCVPS). Ten high school teachers from the NCVPS who teach CS online participated in a summer workshop and recommended design, facilitation, and evaluation strategies to be included in effective professional development (PD). The summer workshop was conducted synchronously via Zoom. It provided the opportunity to discuss teacher perceptions related to the research questions "What design, facilitation, and assessment strategies are helpful to include in an AP Computer Science Advanced course?" and "What recommendations do you have for designing an online professional development course for high school teachers to teach computer science online?" The questions were posed through an online collaborative Jamboard, and the affinity diagram method was used for data collection and document analysis was conducted. The teacher posts were qualitatively analyzed to identify common themes. Findings for professional development on content design included CS content, how to teach CS, and CS tools and activities. For assessment, they recommended content knowledge assessments, including lab assignments, single and pair programming, and coding assessments. They recommended tools for supplemental instruction, integration of discussion boards for interaction, and tools and strategies to provide feedback for professional development.