Creating Adoptable Computing Education Integrated into Social Studies Classes

该计划旨在透过将程式设计活动融入社会科课程，为更多学生提供电脑教育，并利用电脑技术提升学生的数据素养。今天，很少有学生在高中看到计算机科学。即使在40%或更多的高中提供计算机科学课程的州，也只有不到5%的学生有这个机会。每个高中生都要学历史。该项目正在为数据扫盲和数据可视化工具开发在线教育研究课程，并为教师提供持续支持。这个项目支持学生在计算上建立数据可视化的历史课，明确编程。这个项目还解决了支持社会研究教师采用数据素养课程和综合计算教育活动的挑战。在三年的时间里，该项目正在跟踪教师从职前教师数据扫盲课程到他们的实地经验，再到他们的在职安置。在三年的时间里，该项目将描述影响采用和不采用的因素。该项目的独特之处在于它专注于开发专门为社会研究而设计的课程和技术，并有教师参与，以提高采用率。该项目的潜力是提供计算教育，以更大的数量和更多样化的学生，并提供在历史背景下的数据素养。技术采纳模型表明，教师将采用具有高感知有用性和高感知可用性的技术。基于设计的研究告知在进行多年迭代研究时要收集什么数据以及如何分析它。示范性设计告知如何让教师参与设计过程，以便课程和技术满足教师对有用性和可用性的看法。该项目采用迭代的方法来开发数据素养和数据可视化工具的在线教育研究课程，并为教师提供设计支持。对教师（职前和在职）的支持目标是发展他们的知识，并为课程和技术的设计提供信息，以便能够加以调整，增加采用。该项目由CS for All计划支持。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。

The project aims to provide more students computing education by integrating programming activities into social studies classes and to use the computing to enhance students’ data literacy. Today, few students see computer science in high schools. Even in states with 40% or more of high schools offering a computer science class, less than 5% of students take that opportunity. Every high school student takes history. This project is developing an on-line education research curriculum for data literacy and data visualization tools and providing on-going support to teachers. This project supports students computationally to build data visualizations in history classes, with programming explicitly. This project also tackles the challenge of supporting social studies teachers to adopt the data literacy curriculum and the integrated computing education activities. Over a three-year period, the project is tracking teachers from a pre-service teacher data literacy course, into their field experience, and on into their in-service placement. Over three years, the project will describe the factors that influence adoption and non-adoption. This project is unique in its focus on developing curriculum and technology purpose-built for social studies with teacher involvement to improve adoption. The potential of the project is both to provide computing education to a larger number and more diverse range of students and to provide data literacy in a history context.The project draws on three theoretical frameworks. The Technology Adoption Model suggests that teachers will adopt technology that has high perceived usefulness and high perceived usability. Design-based research informs what data to collect and how to analyze it when conducting a multi-year iterative study. Participatory design informs how to involve teachers in the design process so that the curriculum and technology meets teachers’ perceptions of usefulness and usability. The project takes an iterative approach to developing an on-line education research curriculum for data literacy and data visualization tools and also in the designed support for teachers. The goal of the support to teachers (pre-service and in-service) is both to develop their knowledge and to inform the design of the curriculum and technology so that it can be adapted to increase adoption. This project is supported by the CS for All 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.