Teachers' Use of Video Reflections to Reinforce Computer Science Language and Concepts
Teachers' Use of Video Reflections to Reinforce Computer Science Language and Concepts
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教师使用视频反思来强化计算机科学语言和概念
DOI：
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发表时间：
2020
期刊：
影响因子：
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通讯作者：
M. Warschauer
中科院分区：
文献类型：
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作者：
Ha Nguyen;Leiny Garcia;S. Jacob;Debra J. Richardson;M. Warschauer
本文调查了教师使用Flipgrid（面向学生的视频平台）作为反思工具，在小学高年级课堂上推广计算机科学语言的情况。我们对三名四年级老师采取个案研究的方法：一位老师有很多特殊需要的学生，一位老师有更多有天赋的学生，还有一位老师教英语和西班牙语双浸入式课程。数据来源包括教师访谈、研究人员和教师之间的设计会议以及课堂观察。我们发现具有不同教学愿景的教师采用了强化、学生参与和形成性评估的工具。我们记录了教师的迭代改进策略和教师注意的转变，特别是对象（即计算机科学词汇和概念），水平（即全班与个别学生）以及他们如何通过视频反思注意到学生学习的深度。这项研究有助于正在进行的研究在不同的K-12教室中促进计算机教育的教学方法，特别是在没有接受过计算机科学教育正规培训的教师中。
This paper examines teachers' use of Flipgrid, a student-facing video platform, as a reflection tool to promote computer science language in upper elementary classrooms. We take a case-study approach with three fourth grade teachers: one had a high number of students with special needs, one had substantially more gifted and talented students, and one taught a dual immersion English-Spanish class. Data sources include teacher interviews, design meetings between researchers and teachers, and classroom observations. We find that teachers with different pedagogical visions adopted the tools for reinforcement, student engagement, and formative assessment. We document teachers' iterative improvement strategies and shifts in teacher noticing, particularly the objects (i.e., computer science vocabulary and concepts), level (i.e., whole-class versus individual students), and depth of how they noticed students learning through video reflections. This study contributes to the ongoing work that examines instructional approaches to promoting computing education in diverse K-12 classrooms, especially among teachers with no formal training in computer science education.
K-8 计算机科学的学校嵌入和全学区教学辅导：对残疾学生的影响
DOI：
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发表时间：
2018
期刊：
Journal of technology and teacher education
影响因子：
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作者：
Israel, M.;Ray, M. J.;Maa, W. C.;Jeong, G.;Lee, C.;Lash, T.;& Do, V.
通讯作者：
& Do, V.