Professional Development Strategies and Recommendations for High School Teachers to Teach Computer Science Online

IF 1.2 Q2 EDUCATION & EDUCATIONAL RESEARCH

COMPUTERS IN THE SCHOOLS Pub Date : 2022-10-12 DOI:10.1080/07380569.2022.2127343

Florence Martin, Nicole Shanley, Nicole Hite, D. Pugalee, Manuel A. Pérez-Quiñones, L. Ahlgrim-Delzell, E. Hart

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Abstract

Abstract Based on a current Research to Practice Partnership (RPP) between a southeastern public university and a state virtual public school in the United States, ten high school teachers from a virtual school who teach Computer Science (CS) online participated in a summer workshop to collaborate through a participatory action research project regarding design, facilitation, and evaluation strategies to be included in effective professional development. The questions were posed through an online collaborative Jamboard during the summer workshop. The teacher posts were qualitatively analyzed to identify common themes. Recommendations for professional development on design included CS content, how to teach CS, and CS tools and activities. For facilitation, they recommended resources for supplemental instruction and feedback tools for providing feedback in various modalities and a tool repository. For assessment, they recommended content knowledge assessments, including lab assignments, single and pair programming, and coding assessments. Overall recommendations for a professional development course to teach CS online were also offered.

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高中教师在线计算机科学专业发展策略与建议

摘要基于目前东南部一所公立大学和美国一所州立虚拟公立学校之间的研究与实践伙伴关系（RPP），来自一所虚拟学校的十名在线教授计算机科学（CS）的高中教师参加了一个夏季研讨会，通过一个关于设计、促进、，以及将评价战略纳入有效的专业发展。这些问题是在夏季研讨会期间通过在线合作Jamboard提出的。对教师职位进行了定性分析，以确定共同的主题。关于设计专业发展的建议包括CS内容、如何教授CS以及CS工具和活动。为了方便起见，他们建议提供补充指导和反馈工具资源，以各种方式提供反馈，并建立一个工具库。对于评估，他们建议进行内容知识评估，包括实验室作业、单人和双人编程以及编码评估。还提供了关于在线教授CS的专业发展课程的总体建议。

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来源期刊

COMPUTERS IN THE SCHOOLS EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.40

自引率

11.10%

发文量

期刊介绍： Under the editorship of D. LaMont Johnson, PhD, a nationally recognized leader in the field of educational computing, Computers in the Schools is supported by an editorial review board of prominent specialists in the school and educational setting. Material presented in this highly acclaimed journal goes beyond the “how we did it” magazine article or handbook by offering a rich source of serious discussion for educators, administrators, computer center directors, and special service providers in the school setting. Articles emphasize the practical aspect of any application, but also tie theory to practice, relate present accomplishments to past efforts and future trends, identify conclusions and their implications.