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

由于计算思维(CT)已经成为一种将计算工具和实践引入学习者小学课堂的流行策略，有人呼吁支持教师将其嵌入到他们的核心教学中(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，将计算机辅助教学介绍给教师，并展示他们如何在课程和教学背景下使用计算机辅助教学来支持教学。本项目使用创新的基于视频的专业学习模式来建设小学教师包容性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，它将CT综合课程的示范视频与有指导的观察和反思结合在一起，为小学教师将CT整合到自己的教学中做好准备。密歇根州立大学和国家非营利性组织Digital Promise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集成课程。本项目有三个主要目标：(1)开发一种利用经过审查的视频案例库来发展小学教师在CT整合方面的能力的PD方法；(2)考察带有视频案例的PD对小学教师知识和实践的影响；(3)调查CT整合在核心学科课程中的扩展及其对学生计算认同感和核心学科内学习的影响。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，这些学校的人口结构各不相同。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，并在第二年扩大到用户研究的大约两倍。随后，将有更多跨区教师参与其中。该项目通过基于设计的实施研究来框定，以指导研究。该项目采用定性和定量的方法，考察了这一专业发展对小学教师对CT的理解、注意与CT集成有关的教学实践(包括包容性计算教学法)的能力，以及在随后的CT综合课程的规划和实施过程中这些实践的应用。最后，该项目调查了CT的整合是否对学生在核心学科中的计算身份和学习收益产生了积极影响。这个项目得到了CS for All：Research and RPPS计划的支持。这个奖项反映了NSF的法定使命，并通过使用基金会的智力优势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.