Restricted Research - Award List, Note/Discussion Page
Fiscal Year: 2023
1560 The University of Texas at Arlington (143448)
Principal Investigator: Robin Jocius,robin.jocius@uta.edu,(504) 427-5628
Total Amount of Contract, Award, or Gift (Annual before 2011): $ 221,791
Exceeds $250,000 (Is it flagged?): No
Start and End Dates: 6/1/23 - 5/31/27
Restricted Research: YES
Academic Discipline: Department of Curriculum and Instruction
Department, Center, School, or Institute: none
Title of Contract, Award, or Gift: Collaborative Research: Unpacking Computational Thinking for Elementary Teachers and Learners
Name of Granting or Contracting Agency/Entity:
National Science Foundation (NSF)
CFDA Link: NSF
47.076
Program Title:
Discovery Research PreK-12 (DRK-12)
CFDA Linked: Education and Human Resources
Note:
(SAM Category 1.3.1.) This Level II DRK12 Teaching strand, Design and Development, Unboxing CT for Elementary Classrooms project (hereafter, Unboxing CT)is a collaboration between The Citadel and the University of Texas at Arlington (UTA). The primary goal of Unboxing CT is to investigate computational thinking (CT) teacher learning trajectories and curriculum integration opportunities for elementary teachers. The overarching research goals of Unboxing CT are to: (1) support elementary teachers in infusing CT to help students meet content-focused learning goals; (2) develop further understanding of the learning trajectories through which elementary teachers might move as they begin to integrate CT into disciplinary teaching; and (3) use mixed qualitative and quantitative methods to understand how a variety of teacher learning supports (i.e., differentiated PD based on prior knowledge, collaborative teacher workgroups, peer coaching) might best support teachers to knowledgeably integrate CT into disciplinary teaching. Ultimately, we hope that our findings can serve as the foundation for the design of more scalable elementary teacher professional development (PD) and ongoing support for CT integration. We will work intensively with teachers to support them in adapting and implementing interdisciplinary, CT-integrated lessons using equitable pedagogies. Specifically, Unboxing CT will be guided by three primary research questions: RQ1: How do P-5 teachers integrate CT into their disciplinary teaching RQ2: What are the teacher learning trajectories that teachers move through as they work towards CT integration? RQ3: How does a comprehensive system of teacher supports (e.g., differentiated PD, co-teaching, teacher collaborative time, co-design of lessons) impact the integration of CT Unboxing CT will directly impact 150 teachers in multi-year participation in professional development and coaching and approximately 9000 students indirectly in their classrooms. This project will broadly support computing infusion into elementary school classrooms by: (1) providing content-rich PD for infusing computing, (2) investigating the use of a learning trajectory-based teacher learning and development model, and (3) creating freely available resources and curriculum for computing infusion. The Unboxing CT integrated computing-infused curriculum will be explicitly linked to CS standards, content standards and national STEM standards, school curricula, and classroom contexts. The project team will also collaborate with teacher partners to create virtual teacher professional development resources and tools for building school communities where computing infusion becomes ingrained in the school culture. All resources will be freely shared with the public. Intellectual Merit: Over the three years of this study, we will use cycles of design and analysis to continually refine our learning trajectory-based model for professional development. The PD has been specifically designed for scalability and sustainability. In Y1 of the project, teachers will develop conceptual knowledge of CT infusion and implement CT-based curriculum. In Y2 of the project, teachers will co-create, adapt, and pilot lessons co-designed with colleagues and members of the research team. In Y3, teachers will refine curriculum through cycles of lesson design and analysis and learn to take on the role of teacher-leaders in sharing CT infusion principles and practices with school-based colleagues. In Y4, teachers will serve as school-based leaders in CT infusion.
Discussion: No discussion notes