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Related Experiment Videos

A Virtual Professional Development Program for Computer Science Education During COVID-19.

Chrystalla Mouza1, Hilary Mead2, Bataul Alkhateeb1

  • 1School of Education, University of Delaware, Newark, DE 19716 USA.

Techtrends : for Leaders in Education & Training
|June 1, 2022
PubMed
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Virtual professional development (PD) for computer science teachers increased their knowledge and self-efficacy. Teachers valued the flexibility and accessibility of online learning, indicating its effectiveness for future educational programs.

Area of Science:

  • Computer Science Education
  • Teacher Professional Development
  • Educational Technology

Background:

  • The COVID-19 pandemic necessitated a rapid shift from in-person to virtual professional development (PD) for educators.
  • Expanding computer science education requires effective PD for teachers, which faced challenges during the pandemic.
  • Existing PD programs needed adaptation for virtual delivery to maintain continuity and quality.

Purpose of the Study:

  • To describe the transition of a computer science PD institute to a virtual format.
  • To examine the influence of virtual PD participation on teacher outcomes, including knowledge and self-efficacy.
  • To identify the most valued aspects of virtual PD by participating teachers.

Main Methods:

  • Data were collected from two cohorts of teachers participating in the virtual PD institute.
Keywords:
Computer science educationProfessional developmentVirtual learning

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  • A mixed-methods approach was employed, utilizing surveys (N=30), lesson plans (N=22), and interviews (N=17).
  • Quantitative and qualitative analyses were performed on the collected data.

    • Main Results:

    • Teachers reported an increase in their computer science knowledge and self-efficacy after participating in the virtual PD.
    • Qualitative data revealed specific affordances of the virtual PD format that were highly valued by teachers.
    • The virtual PD successfully maintained engagement and learning outcomes despite the shift in delivery.

    Conclusions:

    • Virtual professional development is an effective modality for enhancing computer science teacher knowledge and self-efficacy.
    • The flexibility and accessibility of virtual PD are key factors contributing to teacher satisfaction and perceived effectiveness.
    • Findings offer valuable insights for designing and implementing future virtual PD programs in computer science education.