646 Views
  1. Lynn Hodge
  2. https://tpte.utk.edu/people/lynn-hodge-phd/
  3. Professor and Director
  4. Presenter’s NSFRESOURCECENTERS
  5. University of Tennessee Knoxville, Center for Enhancing Education in Math and Science, UTK...
  1. Elizabeth Lindquist
  2. https://orcid.org/0000-0002-1407-4890
  3. Project Coordinator and Research Associate
  4. Presenter’s NSFRESOURCECENTERS
  5. University of Tennessee Knoxville
  1. Joshua Rosenberg
  2. https://joshuamrosenberg.com
  3. Assistant Professor, STEM Education
  4. Presenter’s NSFRESOURCECENTERS
  5. University of Tennessee Knoxville
  1. Amir Sadovnik
  2. https://uvu.eecs.utk.edu/
  3. Assistant Professor
  4. Presenter’s NSFRESOURCECENTERS
  5. University of Tennessee Knoxville

Computer Science for Appalachia

NSF Awards: 1923509

2021 (see original presentation & discussion)

Grades K-6, Adult learners

To address the needs of students in East Tennessee Appalachia, Computer Science for Appalachia (CSA): A Research-Practice Partnership to Integrate Computer Science into Rural East Tennessee Schools creates a vision for CS and support for teachers to plan for and teach CS strategies that are responsive to students and their communities. CSA will help administrators and teachers address challenges related to teaching CS, such as access to high-quality professional learning for teachers and technical infrastructure. CSA’s collaborative work will bring together the University of Tennessee, three rural East Tennessee school districts, and key community organizations. Building and strengthening this partnership will enhance learning and lifelong outcomes for students by increasing their opportunities to engage with CS in the elementary grades. For stakeholders as well as researchers, the project will lead to an enhanced understanding of how rural school districts create opportunities for students to engage meaningfully with CS and to a strong partnership that will enhance CS education in Appalachia in the years to come.

CSA’s overarching goal is to strengthen an existing Research-Practice Partnership (RPP) through work sessions focused upon: community learning, computational thinking, the key ideas of Culturally Relevant Pedagogy (CRP), and a shared vision for the work to be carried out. The design and implementation of CS professional development (PD) for teachers will be critical to strengthening the partnership and developing resources for teachers. A subset of the RPP will co-design and co-develop the PD focused on the new Tennessee K-8 CS standards, providing the greatest opportunity for students to understand CS ideas and practices. In particular, CSA will focus on preparing K-5 teachers to (1) engage students in activities that connect with their experiences and (2) cultivate students’ interests in and understanding of CS and of global issues beyond their immediate communities. Research activities will explore teacher identity development related to CS and teaching CS, as well as teacher learning through their involvement in the PD. Evaluation will focus on efforts to strengthen the RPP and will include formative and summative feedback to be provided to the RPP leadership group. Results will be shared with those in the CS education community statewide and beyond through presentations at conferences, workshops, and publications. RPPs are critical to addressing educational challenges in rural school districts because they connect school districts with each other and university partners, and STEM teacher educators in rural communities are in urgent need of knowledge about effective models to support RPPs. This collaboration will offer new insights into the most persistent issues faced by the most isolated school districts. 

This video has had approximately 218 visits by 168 visitors from 89 unique locations. It has been played 119 times.
activity map thumbnail Click to See Activity Worldwide
Map reflects activity with this presentation from the 2021 STEM For All Video Showcase website, as well as the STEM For All Multiplex website.
Based on periodically updated Google Analytics data. This is intended to show usage trends but may not capture all activity from every visitor.
show more
Discussion from the 2021 STEM For All Video Showcase (14 posts)
  • Icon for: Rita Hagevik

    Rita Hagevik

    Higher Ed Faculty
    May 11, 2021 | 07:04 a.m.

    Hi Lynn - Great to see this video and to hear your voice again! Great project! Rita

  • Icon for: Lynn Hodge

    Lynn Hodge

    Lead Presenter
    Professor and Director
    May 12, 2021 | 08:50 p.m.

    Thanks Rita, good to see you too. Looking forward to checking out your video!

  • Icon for: Aman Yadav

    Aman Yadav

    Facilitator
    Professor
    May 11, 2021 | 08:13 a.m.

    Loved the teacher perspective in the video and how they see the value of CS. I was wondering how do teacher see the value of CT/CS in supporting science learning and in what ways are they bringing it into their instruction. 

  • Icon for: Lynn Hodge

    Lynn Hodge

    Lead Presenter
    Professor and Director
    May 12, 2021 | 09:07 p.m.

    Hi Aman, that's a great question. Our planning grant started by focusing on building the partnership with the development of PD as a vehicle to do that. Our first PD implementation was late Fall of 2020. It was a virtual setting, and we focused on linking an introduction to CS with storytelling. Based on our conversations with teachers and other district partners, storytelling and literacy seemed the obvious places to start. For my part, I noticed in the sessions that some teachers mentioned connections to math and science readily, looking for points of integration. These were obvious in terms of pattern recognition and introducing algorithms. Thus far, it seems that the teachers have implemented more of the unplugged CT activities with an interest in using the hummingbird kits to code robotics as part of a story/book scene. One of the challenges is making enough kits accessible so teachers can work with a class in meaningful ways. Our upcoming plans for Summer and Fall include PD that provides a continuation of the work we have done with CT, literacy, and more scaffolding with the hummingbird kits. Teachers are more involved in the facilitation of this next series. So, in other words, more to come on how teachers integrate these activities into their instruction as they participate in this growing community. That was a long answer to your question! And, I am still not sure I answered it. Anyway, sharing thoughts for now. Would be interested in hearing what others on the team think. 

  • Icon for: Eric Hamilton

    Eric Hamilton

    Higher Ed Faculty
    May 11, 2021 | 03:07 p.m.

    This is very helpful. We are very interested in connecting CS to students in their collaboration with peers in other locations, and opportunities for peers and near peers to teach CS to one another.  We are especially interested in women in CS leadership, and are starting a new collaboration with coding between student in US and students in UAE.  As one who family came from West Virginia, I love the work you are doing and the exposure you are giving to students while paying attention to how teachers see themselves and change.  Thank you!

  • Icon for: Lynn Hodge

    Lynn Hodge

    Lead Presenter
    Professor and Director
    May 12, 2021 | 09:09 p.m.

    Thanks for your comments Eric. I have enjoyed being part of this project, working with our team, and meeting teachers in East Tennessee. Interested in learning about your project.

  • Icon for: NATHAN KIMBALL

    NATHAN KIMBALL

    Facilitator
    Curriculum Developer
    May 12, 2021 | 12:11 p.m.

    Hi Lynn, it is exciting to see the impact on rural districts with whom you work and the positive changes that it seems to be having on teachers. It is also exciting to see that you are developing methodologies that can be more broadly applied to other rural or poorly served educational communities. So, I'm curious about your RPP and how it functions to support this kind of development. What have you learned about creating and building an RPP and the influence it has had on your work?

  • Icon for: Lynn Hodge

    Lynn Hodge

    Lead Presenter
    Professor and Director
    May 12, 2021 | 09:19 p.m.

    I think building any partnership takes a lot of time, intentionality, and there is improvisation for sure. In this case, the PD work has served as important vehicle to have conversations and opportunities to get to know each other in the context of designing and implementing PD. In addition, having prior partnerships with individuals who serve as boundary agents has been important. And, offering different ways of communicating including zoom, phone, social media messaging, etc. to provide feedback or to have a conversation - this has been helpful in beginning to develop a space for collaboration to take place. 

  • Icon for: Jessica Moon

    Jessica Moon

    Graduate Student
    May 12, 2021 | 02:15 p.m.

    Hello! I work with a computer science program in Louisiana, where there are no state CS standards. We are developing and implementing a CS curriculum, and a big part of the implementation of this curriculum has been conducting summer professional development sessions. Many of our teachers do not have a CS background, so they are both learning the material and how to teach the curriculum. I was wondering how you structure PD and get teachers to be engaged and excited about CS.

  • Icon for: Lynn Hodge

    Lynn Hodge

    Lead Presenter
    Professor and Director
    May 12, 2021 | 09:27 p.m.

    I would say, like others who work in this area, the team considered the tasks (open with room to grow in different directions, focused in terms of CS and/or engagement, and usually group worthy), the norms (inviting discussion and questions), and logistics that would make things easy for teachers (e.g. delivering bags of materials). The focus on storytelling also offered a way for teachers and the facilitators to get to know each other better since each person shared a significant story through a diorama with robotics added. I can still remember the stories and dioramas. 

  • Icon for: David Lockett

    David Lockett

    Facilitator
    Albert Einstein Fellow
    May 12, 2021 | 08:47 p.m.

    Congratulations on creating this project with rich, authentic CS content.This project is exciting. Can you share more about the significance of this work and structuring PD?

     
  • Icon for: Lynn Hodge

    Lynn Hodge

    Lead Presenter
    Professor and Director
    May 12, 2021 | 09:37 p.m.

    Another great question. The challenge and significance are the same. It is about developing a partnership and the local implementation and adaptation of PD to support teacher and partnership learning. So, for me, the focus is on developing adaptive expertise that includes content and context understanding in order to develop the right kind of resources and experiences for CS to become relevant and meaningful for teachers. And for the project team, it is about learning through these processes and seeing CS, PD, and/or partnerships in different ways. 

  • May 12, 2021 | 09:16 p.m.

    Exciting to learn about this project, as we are getting ready to work with our first cohort of rural teachers to integrate CS into disciplinary instruction.  I'm curious about your research approach - do you have specific tools you're using to measure teachers' shifting identity?  

  • Icon for: Megan Davis

    Megan Davis

    Higher Ed Administrator
    May 18, 2021 | 03:51 p.m.

    Go Vols! Love to see the Volunteers in action in STEM.

  • Further posting is closed as the event has ended.

Multiplex Discussion
  • Members may log in to post to this discussion.