Teaching Elementary Computer Science through Universal Design for Learning
Teaching Elementary Computer Science through Universal Design for Learning
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通过通用学习设计教授基础计算机科学
DOI：
10.1145/3328778.3366823
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发表时间：
2020
期刊：
影响因子：
--
通讯作者：
Lash, Todd
中科院分区：
文献类型：
--
作者：
Israel, Maya;Jeong, Gakyung;Ray, Meg;Lash, Todd
考虑到当今课堂的学术多样性，从事计算机科学（CS）和计算思维（CT）教学的小学教师必须创造CS/CT体验，这些体验对广泛的学习者（包括残疾人）来说都是可访问的。开发包容性教学体验的一种方法是通过通用学习设计（UDL）框架，其中教师主动为最广泛的学习者设计教学。这样做可能具有挑战性，因为小学教师可能不熟悉UDL框架，或者可能没有在CS/CT教学中应用UDL的经验。本研究旨在探讨四位国小教师如何在电脑辅助教学（CS/CT）中，提供以单一语言为基础的教学给不同学术背景的学习者。教师在CS/CT教育中接受与UDL相关的专业发展和教学辅导。数据包括教师的教案，辅导日志，教师访谈进行了定性分析和三角。数据显示，教师普遍解决了所有三个UDL原则，重点是两个原则（多种参与手段和多种手段表示内容）以上的第三个原则（多种手段的行动和表达）。他们专注于将任务分解为步骤，强调学生的选择，并以多种方式呈现信息。调查结果显示，教师之间的细微差别，以及实施。
Given the academic diversity of today's classrooms, elementary teachers engaged in computer science (CS) and computational thinking (CT) instruction must create CS/CT experiences that are accessible and engaging to a broad range of learners, including those with disabilities. One method of developing inclusive instructional experiences is through the Universal Design for Learning (UDL) framework, wherein teachers proactively design instruction for the broadest range of learners. Doing so may be challenging as elementary teachers may not be familiar with the UDL framework or may not have experience with applying UDL within CS/CT instruction. The purpose of this qualitative study was to investigate how four elementary teachers provided UDL-based instruction to academically diverse learners during CS/CT instruction. Teachers received professional development and instructional coaching related to UDL within CS/CT education. Data included teachers' lesson plans, coaching logs, and teacher interviews which were qualitatively analyzed and triangulated. Data revealed that teachers generally addressed all three UDL principles, with an emphasis on two of the principles (multiple means of engagement and multiple means of representing content) above the third principle (multiple means of action and expression). They focused on breaking tasks into steps, emphasizing student choice, and presenting information in multiple ways. Findings revealed nuanced implementation differences among the teachers as well.
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发表时间：
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影响因子：
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