Computational thinking professional development was the most-cited support for integrating computational thinking into lessons, cited by 54 percent of teachers¶

Claim · All claims
Evidence · 1 study · design r2 · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The highest proportion of teachers surveyed (54 percent) cited computational thinking professional development as one of the top three supports for integrating computational thinking into their lessons. → Christina Luke and Viki M. Young 2020

Evidence¶

Christina Luke and Viki M. Young 2020¶

Christina Luke and Viki M. Young. (2020). Integrating Micro-credentials into Professional Learning: Lessons from Five Districts. Digital Promise. https://digitalpromise.dspacedirect.org/items/8960df64-de36-4121-8af2-651b343b0884 doi:10.51388/20.500.12265/103

q2 · i? · design · r2

Teacher survey in the five-district collaborative on ongoing support. District leaders met cohorts at least three or four times in person during the school year, and some held monthly virtual meetings; 54 percent cited CT professional development among top supports.

"The highest proportion of teachers surveyed (54 percent) cited compu- tational thinking professional development as one of the top three supports in integrating computational thinking into their lessons."

Discussion¶

Related Claims¶

• Collaborative planning time with colleagues was the top support cited by teachers earning micro-credentials, cited by 74 percent of respondents — related
• Talladega County Schools narrowed a broad CT framework to five core competencies embedded across the curriculum — related
• Teachers participating in the micro-credential collaborative reported positive receptivity, with 84 percent agreeing micro-credentials were significant to their computational thinking learning — related
• Pilot districts report teacher knowledge and integration, not student demand, as their principal equity challenges — related
• 76.5% of students demand a shift toward hands-on practical computer activities over theoretical instruction — related
• IPSD piloted its CT competency map in 2019-2020 in schools including a subset of its Title I equity-goal schools, paired with professional development — a narrower finding that bears on this claim
• More than 90 percent of teachers reported monetary bonuses and stipends for time spent would be definitely or very motivating for completing another micro-credential — related
• Teachers evaluated the PD moderately positively, and about three-quarters reported actually using what they learned in their mathematics lessons — related