2017 - Empowering Teachers to Raise Career Awareness in Computing: Lessons Learned

Attribution: Javidi, Giti, & Sheybani, Ehsan
Researchers: Ehsan SheybaniGiti Javidi
University Affiliation: University of South Florida
Email:
Research Question:
This study aims to provide activities to motivate teachers to use technology in their classrooms and encourage students to pursue a STEM related field, Computer Science in particular.
Published: Yes
Journal Name or Institutional Affiliation: Systemics Cybernetics and Informatics
Journal Entry: Vol. 15, No. 3, Pp. 10-15
Year: 2017
Findings:

– Teachers reported that participation in the program increased their content knowledge and skills related to computing and innovative ideas in incorporating programming into their curriculum.
– Teachers were able to gain confidence in incorporating their subject matter into Scratch-based classroom activities and teaching this material in a classroom setting and gain a better understanding of careers in STEM.
– By the end of the training teachers knew a great deal about careers in computing and agreed that they should be acquainted with new career developments to ensure that students are familiar with computing career opportunities so youth can make better decisions about their career path in college.

Scholarship Types: Journal Article Reporting Empirical ResearchKeywords: ComputingEducationHigh SchoolSTEMSTEM Career IntentTeachersTeaching MethodsTechnologyRegions: NationalMethodologies: MixedResearch Designs: Case StudySurveysAnalysis Methods: Content AnalysisDescriptive Statistics Sampling Frame:Teachers in 14 school divisions
Sampling Types: Non-Random - PurposiveAnalysis Units: TeacherData Types: Mixed-Longitudinal
Data Description:

Kolb’s Experimental Learning Model, which argues that knowledge is constructed through the transformation of experience during experiential learning.

In each of the three project years, participating teachers were provided 90 hours (per teacher, per year) of training in learning, creating, and integrating game-based instructional modules on STEM career exploration. Two groups of teachers each participated in two-week long face-to-face training on Scratch during the summer each year and several Saturdays during the academic year. The workshops were designed to help teachers create educational games in their teaching subject area.

Teacher training was part of a three-year research funded by an NSF project to support low-income rural and urban high school students. The 41 participating teachers were recruited from 14 different school divisions (same school divisions as the students).

Variables:
Career Awareness (participants’ perceived understanding of the Computer Engineering, Computer Science and Information Technology careers about six open-ended items about the summer training sessions);
Teacher Survey about perceptions of STEM teaching, understanding of critical technologies, instructional practices, use of technology, and importance of digital media, professional learning, student outcomes, and organizational support

 

Theoretical Framework:
Relevance:Factors Related to STEM Readiness
Archives: K-16 STEM Abstracts