Collaborative Research: Modeling inclusive computational thinking instruction: Video cases for developing teacher knowledge

由于计算思维（CT）已经成为向小学课堂学习者介绍计算工具和实践的一种普遍策略，因此有人呼吁支持教师将其嵌入其核心教学（即数学、科学和语言艺术）。要做到这一点，需要高质量的专业发展，向教师介绍CT，并展示他们如何在课程和教学环境中使用CT来支持教学。本项目采用创新的基于视频的专业学习模式，培养小学教师的包容性CT整合能力。这种专业发展模式（PD）的核心是一个经过审查的案例库，将CT综合课程的示范视频与指导性观察和反思相结合，使小学教师能够将CT整合到自己的教学中。密歇根州立大学和国家非营利组织“数字承诺”正在与密歇根州和马里兰州的城市和农村学区合作，将这种专业学习带给教师，并支持他们开发和教授与ct相结合的课程。该项目有三个主要目标：(1)利用经过审查的视频案例库开发PD方法，以培养小学教师在CT整合方面的能力；(2)通过视频案例考察PD对小学教师知识和实践的影响；(3)研究核心科目课程中CT整合的扩展及其对学生计算身份和核心科目学习的影响。在研究实践伙伴关系（RPP）中，研究人员与来自四个学区的教育工作者合作，共同设计视频案例库和专业发展。这些学区包括密歇根州的86所小学和马里兰州的13所小学，人口结构各不相同。最初，该项目招募了5至10名模范教师进行视频录制和PD开发，并在第二年扩大到大约两倍的人数进行用户研究。随后，将有更多地区的教师参与其中。本课题通过基于设计的实施研究来指导研究。该项目采用定性和定量方法，考察了这一专业发展对小学教师对CT的理解、注意到与CT整合相关的教学实践（包括包容性计算教学法）的能力以及这些实践在随后的CT整合课程规划和实施中的应用的影响。最后，该项目调查了CT整合是否对学生的计算机身份和核心科目的学习成果产生积极影响。该项目由CS for All: Research and RPPs计划支持。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

As computational thinking (CT) has become a prevalent strategy to introduce computational tools and practices to learners elementary classrooms, there are calls to support teachers to embed it in their core instruction (i.e., math, science, and language arts). To do this requires high quality professional development that introduces CT to teachers and demonstrates how they can use it to support teaching and learning within their curricular and pedagogical contexts. This project uses an innovative video-based professional learning model to build elementary teachers' capacity for inclusive CT integration. Central to this model of professional development (PD) is a library of vetted cases that combine exemplary videos of CT integrated lessons with guided observations and reflections to prepare elementary teachers to integrate CT within their own instruction. Michigan State University and national non-profit Digital Promise are partnering with urban and rural school districts in both Michigan and Maryland to bring this professional learning to teachers and support them to develop and teach CT-integrated lessons. This project has three main objectives: (1) develop a PD approach using a library of vetted video cases to develop elementary teacher competencies in CT integration; (2) examine the influence of PD with video-cases on elementary teachers' knowledge and practice; and (3) investigate the expansion of CT integration in core subject lessons and its influence on students' computing identity and learning within core subjects. Working in a research practice partnership (RPP), researchers collaborate with educators from across four school districts to co-design both the video case library and professional development. The districts include 86 elementary schools in Michigan and 13 elementary schools in Maryland, with varying demographics. Initially the project enlists between 5 and 10 exemplary teachers for video recording and PD development, and expands to about twice that number in year 2 for a user study. Subsequently, a larger number of teachers across the districts will be involved. The project is framed through Design-Based Implementation Research to guide the research. Using qualitative and quantitative methods, the project examines the influence of this professional development on elementary teachers' understanding of CT, capacity to notice pedagogical practices related to CT integration, including inclusive computing pedagogies, and application of these practices during the subsequent planning and implementation of CT integrated lessons. Finally, the project investigates whether integration of CT positively impacts students' computing identity and learning gains within core subjects. This project is supported by the CS for All: Research and RPPs program.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.