Abstract. This paper describes a pilot study to evaluate its use for teacher Continuing Professional Development (CPD) in Computer Science (CS) using the Bridge21 model, a particular model of 21st century teaching and learning. A range of introductory Computer Science workshops are evaluated that include topics such as; Computational Thinking, Scratch, Raspberry Pi and Python. This paper includes a detailed look at the generalized activity model used in all Bridge21 activities. Combining the Kirkpatrick training evaluation theory with ethnographic methods the researchers analyzed qualitative and quantitative data gathered from 110 in-service teachers whom attended 9 CS CPD workshops. Using the Kirkpatrick framework as a taxonomy with which to code data relating to (a) teachers initial reactions towards the workshops and (b) intentions towards use of the Bridge21 model for supporting CS classroom delivery. Findings indicate that teachers' initial reactions towards the programme were positive and that teachers intend to use the model in their classroom.
This work is situated in research on Parental Involvement (PI) in Computer Science (CS) Education. While the importance of PI in children's education is well established, most parents have little experience in CS and struggle to facilitate the learning of a child in the area. If PI in CS Education is to happen, then we argue that parents need support and that understanding the current behaviours and attitudes toward CS in the family context is important to discerning the form that support should take. This article therefore describes the development of an instrument to identify factors relating to parental attitudes toward and motivation for PI in CS education. Relevant variables situated in the context of parental computing behaviours and attitudes in the home were identified using a literature review and expert focus group. These include computing usage, availability, confidence, and experience. To measure these variables, a survey instrument was developed and administered to a large sample of parents (
n
= 1228). Results of exploratory and confirmatory factor analysis confirm that the instrument measures five constructs, namely “Confidence,” measuring parental confidence levels with computing; “Attitude to PI”; “Motivation for PI”; and two types of “Usage”: Creation and Consumption. Results of Pearson correlation revealed significant positive relationships between confidence and both positive attitudes toward, and motivation for, PI, with linear regressions confirming that confidence was a significant predictor of both. Regression analysis also identified that creative usage was a predictor of positive attitudes to PI, and that programming experience was a predictor of attitude to, and motivation for, PI. These findings were further validated through triangulation with qualitative data from focus groups with the target population. We conclude that this understanding of the predictors of PI attitudes and motivation should inform the design of initiatives to address parental engagement in CS Education.
Bridge21 is a particular model of 21 st Century teaching and learning and this paper describes a pilot study to evaluate its use for teacher Continuing Professional Development (CPD) in Computer Science (CS). The CPD programme covered a range of introductory Computer Science topics including; Computational Thinking, Scratch, Raspberry Pi Input/Outputs and Python. The researchers combined training programme evaluation theory (Kirkpatrick, 1994) with ethnographic methods (Fetterman, 1987) to analyze qualitative and quantitative data gathered from 110 in-service teachers whom attended 9 CS CPD workshops. The Kirkpatrick framework was used as a taxonomy against which to code data relating to (a) teachers reactions towards the CS CPD programme and (b) intentions towards use of the Bridge21 model for supporting CS classroom delivery. A combination of coding procedures generated four themes that address two research questions. Question one explored to what extent the 21 st Century learning model proved effective for CS CPD programme delivery, while question two explored the extent to which teachers intended to use the learning model for delivery of CS topics in the classroom. Findings indicate that teachers' initial reactions towards the programme were positive and that teachers intend to use the model for their CS delivery.
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