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

随着计算思维（CT）已经成为一种将计算工具和实践引入学习者初级课堂的流行策略，有人呼吁支持教师将其嵌入他们的核心教学（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，介绍CT教师，并展示他们如何使用它来支持教学和学习在他们的课程和教学环境。该项目采用创新的基于视频的专业学习模式，以建设小学教师的包容性CT整合的能力。这种专业发展模式（PD）的核心是一个经过审查的案例库，该案例库将联合收割机示范性CT综合课程视频与指导性观察和反思相结合，以帮助小学教师将CT整合到自己的教学中。密歇根州立大学和国家非营利性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CT整合课程。本研究的主要目的有三：（1）开发一种使用视频案例库的PD方法，以发展小学教师在计算机技术整合方面的能力;（2）研究视频案例PD对小学教师知识和实践的影响;（3）研究核心学科课程中计算机技术整合的扩展及其对学生计算认同和核心学科学习的影响。在研究实践伙伴关系（RPP）工作，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。这些地区包括密歇根州的86所小学和马里兰州的13所小学，人口统计数据各不相同。最初，该项目招募了5到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数量进行用户研究。随后，各区将有更多的教师参与。该项目通过基于设计的实施研究来指导研究。使用定性和定量的方法，该项目探讨了这种专业发展的影响，小学教师的理解CT，能力，以通知相关的教学实践CT集成，包括包容性的计算方法，并在随后的规划和实施的CT综合经验教训，这些做法的应用。最后，该项目调查CT的整合是否积极影响学生的计算身份和核心科目内的学习收益。该项目得到了CS for All：Research and RPPs计划的支持。该奖项反映了NSF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.