A Fringe Topic in a Fragile Network: How Digital Literacy and Computer Science Instruction Is Supported (or Not) by Teacher Ties
A Fringe Topic in a Fragile Network: How Digital Literacy and Computer Science Instruction Is Supported (or Not) by Teacher Ties
复制标题
脆弱网络中的边缘话题：教师关系如何支持（或不支持）数字素养和计算机科学教学
DOI：
10.1145/3218361
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发表时间：
2018
影响因子：
2.4
通讯作者：
Woodland, Rebecca H.
中科院分区：
文献类型：
--
作者：
Mazur, Rebecca;Woodland, Rebecca H.
在这项由NSF CSforALL资助的研究中，作者试图了解城市地区的教师教学支持网络在多大程度上能够或限制在整个K-12课程中实施和传播数字素养和计算机科学（DLCS）教学实践的能力。本研究以社会网络分析法探讨非正式教师寻求建议与提供建议的模式。网络的凝聚力和中心性的措施进行了计算。研究结果显示，DLCS为重点的教师支持网络往往表现出非常低的密度，有相对较少的关系，包括大量的隔离（教师没有连接），并集中在一个特定的演员。此外，DLCS网络和初级教学网络之间的重叠程度较低。总体而言，研究结果表明，教师网络没有良好的结构，以支持DLCS的建议和支持流。作者的结论是，检查和加强教师网络的教学支持可能是一个关键的一步，教育领导人关心学校的改进和DLCS课程在美国学校的传播。
In this NSF CSforALL funded research study, the authors sought to understand the extent to which an urban district's teacher instructional support network enabled or constrained capacity to implement and diffuse Digital Literacy and Computer Science (DLCS) instructional practices throughout the K-12 curriculum. Social network analysis was used to investigate informal teacher advice-seeking and advice-giving patterns of DLCS support. Network measures of cohesion and centrality were computed. Findings revealed that DLCS-focused teacher support networks tend to exhibit very low density, have relatively few ties, include a high number of isolates (teachers with no connections), and centralize around a particular actor. In addition, a low level of overlap was found between DLCS networks and primary instructional networks. Overall, study findings suggest that teacher networks are not well-structured to support the flow of DLCS advice and support. The authors conclude that examining and strengthening teacher networks of instructional support may be a crucial step for educational leaders concerned with school improvement and the diffusion of DLCS curricula in US schools.