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Helping teachers teach computer science

Friday, October 24, 2014

(Cross-posted on the Google for Education Blog)CS4HS (Computer Science for High School)What went well:

89% of participants reported they would recommend their workshop to others

44% more participants reported a “high” or “very high knowledge” of CS after their workshop vs. before

More than half of participants said they would use “most” or “all” of the activities or resources presented during their workshop.

In 2014 the number of teachers who took part in a CS4HS professional development workshop increased by 50%, primarily due to the funding of multiple MOOCs.

Ways to make a bigger impact:

Just 53% of participants said they felt a sense of community among the other workshop participants. Research by Joyce & Showers (2002) and Wiske, Stone, & Levinson (1993) shows that peer-to-peer professional development, along with ongoing support, helps teachers implement new content, retain skills, and create lasting change. We’ll explore new ways to build community among participants as we plan future workshops.

83% of participants reported being Caucasian, which is consistent with the current demographics of CS educators. This indicates a need to increase efforts in diversifying the CS teacher population.

Outcome measures show us that the most knowledge gains were among teachers who had no prior experience teaching CS or participating in CS professional development -- a population that made up just 30% of participants. While we see that the workshops are meeting a need, there remains an opportunity to develop materials geared toward more experienced CS teachers while also encouraging more new teachers to participate.

At the University of Sydney CS4HS workshop teachers are learning how to teach

Computer Science without a computer during a CS Unplugged activity.

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