Finding the Hook: Computer Science Education in Elementary Contexts

Abstract

The purpose of this study was to investigate how elementary teachers with little knowledge of computer science (CS) and project-based learning (PBL) experienced integrating CS through PBL as a part of a standards-based elementary curriculum in Grades 3–5. The researchers used qualitative constant comparison methods on field notes and reflections to describe the teachers' participation in professional development to create CS-infused projects to be implemented with their students. Categories that emerged included standards integration, student autonomy, and challenges of infrastructure and time. The data are from the first 6 months of a 3-year, National Science Foundation-funded project. (Keywords: computer science, project-based learning, integration, elementary curriculum)

Author Notes

Zehra Ozturk is a doctoral candidate in Early and Elementary Childhood Education at Georgia State University. Her research interests are young children's language and literacy learning with a focus on digital literacies, technology integration in contexts with children from diverse ethnic, cultural, linguistic and socioeconomic backgrounds. Please address correspondence to Zehra Ozturk, Department of Early and Elementary Education, Georgia State University, 30 Pryor St, Atlanta, GA 30302-3965, USA. E-mail: [email protected]

Caitlin McMunn Dooley is the deputy superintendent for Curriculum and Instruction for Georgia's public schools. Her research is on children's and teacher's learning and digital literacy development.

Meghan Welch is a postdoctoral research associate at Georgia State University. Her research areas of interest include child development, digital literacies and issues of equitable access around participatory digital practices.

Additional information

Funding

This work was supported by the National Science Foundation (1433327).