This multiple case study describes a year-long implementation of a research-based coaching model designed to support changes in elementary teachers’ technology integration practices. We examined coaches’ perceptions of the model through the use of coaches’ questionnaires, reflection notes, and meeting notes. Teachers’ coaching experiences were also examined through end-of-year interviews. We identified successes (relationships with teachers, ability to provide personalized support, and teacher change) and challenges (time, technology difficulties, relationships, and collaboration challenges). The primary lessons learned from the coaches’ experiences with the research-based PD focused on (1) the impact of personalized support, (2) the relationships between teachers and coaches, and (3) development of the coaches’ knowledge.

Objectives . Computer Science (CS) education has become increasingly prevalent in elementary schools because of multiple rationales, such as the importance of computational literacy and the growing demand for CS-related workforce preparation. As elementary CS standards continue to be adopted by many states, more examples and voices from the field may help educators understand what effective computational thinking (CT)/CS integration looks like in practice. Method . We employed a descriptive qualitative approach to study eight award-winning K-8 CS teachers and aimed to answer three research questions: (1) What were elementary CS teachers’ rationales for CT/CS integration? (2) How do elementary CS teachers integrate CT/CS into their classroom practices? (3) What are the needs of CS teachers for meaningful CT/CS integration in elementary schools? Data were collected through interviews, a questionnaire, and artifacts and analyzed using thematic analysis. Findings . Our findings of elementary CS teachers’ rationales for CT/CS integration encompassed its essential nature as a literacy skill, its potential to promote equity in education, and its alignment with standards across various disciplines. To support CT/CS integration at the elementary level, CS teachers described important aspects with examples from their instructional practices: (a) Real-world applications; (b) hands-on activities; (c) strategies to scaffold and guide student learning; (d) collaboration with classroom teachers; and (e) support from professional development (PD). Conclusion . The study results shared CS teachers’ voices from practice and shed light on the urgent need for more support and PD opportunities for both homeroom teachers and CS teachers in elementary schools, as well as the crucial need for multiple levels of support within K-12 school systems. Continuous efforts in creating systematic and sustainable PD plans and supporting collaborative professional communities for teachers within the instructional context are a must to help prepare our elementary students with the essential CS knowledge and skills they need to thrive in this technology-rich society.

Despite ongoing calls for prioritizing K-12 computer science (CS) education, an enduring gender gap exists.We explored one high school CS program where female participation was consistently higher ...

With the increasing demand for K-12 computer science education (CSed), and the importance of preparing highly qualified preservice teachers who have basic CS knowledge, teacher education faculty play an essential role in CSed capacity building. However, little is known about the best ways for supporting teacher education faculty with the integration of CSed in preservice teacher coursework. To address this challenge, and explore faculty’s CS understandings and integration rationales, we conducted a case study to investigate a two-day, six-hour CS professional development delivered to 49 faculty and staff members in a college of education (21 of which agreed to be study participants). We found faculty developed more nuanced understandings of CSed and resolved conflations around CS and general technology use. Additionally, faculty held varied rationales for the importance of CSed, but themes of access and equity were central, universal motivators for explaining why CSed should be integrated into preservice coursework.