TY - GEN
T1 - Identifying design principles for CS teacher ebooks through design-based research
AU - Ericson, Barbara
AU - Rogers, Kantwon
AU - Parker, Miranda
AU - Morrison, Briana
AU - Guzdial, Mark
N1 - Funding Information:
This material is based on work supported by the National Science Foundation under Grant No. 1432300. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.
Publisher Copyright:
© 2016 ACM.
PY - 2016/8/25
Y1 - 2016/8/25
N2 - Several countries are trying to provide access to computing education for all secondary students. However, there are not enough teachers who are prepared to teach computer science. Interactive electronic books (ebooks) area promising approach for providing low-cost professional development in computer science. Over the last four years, our research group has been conducting design-based research by iteratively developing and testing versions of a teacher ebook to help secondary teachers with no programming experience learn to teach an introductory programming course. The interactive elements in the ebook were designed based on research results from educational psychology and are intended to make learning more efficient and effective. Our goals for this effort are to increase teachers' knowledge of computer science concepts and to improve teachers' confidence in their ability to teach computer science. In this paper we summarize our previous work and report on a large-scale study of version two of the teacher ebook. We also recommend several design principles for interactive ebooks for computing teachers based on feedback from teachers, log file analyses, and randomized controlled studies.
AB - Several countries are trying to provide access to computing education for all secondary students. However, there are not enough teachers who are prepared to teach computer science. Interactive electronic books (ebooks) area promising approach for providing low-cost professional development in computer science. Over the last four years, our research group has been conducting design-based research by iteratively developing and testing versions of a teacher ebook to help secondary teachers with no programming experience learn to teach an introductory programming course. The interactive elements in the ebook were designed based on research results from educational psychology and are intended to make learning more efficient and effective. Our goals for this effort are to increase teachers' knowledge of computer science concepts and to improve teachers' confidence in their ability to teach computer science. In this paper we summarize our previous work and report on a large-scale study of version two of the teacher ebook. We also recommend several design principles for interactive ebooks for computing teachers based on feedback from teachers, log file analyses, and randomized controlled studies.
KW - Design-based research
KW - Ebooks
KW - Electronic books
KW - High school teacher professional development
UR - http://www.scopus.com/inward/record.url?scp=85000359924&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85000359924&partnerID=8YFLogxK
U2 - 10.1145/2960310.2960335
DO - 10.1145/2960310.2960335
M3 - Conference contribution
AN - SCOPUS:85000359924
T3 - ICER 2016 - Proceedings of the 2016 ACM Conference on International Computing Education Research
SP - 191
EP - 200
BT - ICER 2016 - Proceedings of the 2016 ACM Conference on International Computing Education Research
PB - Association for Computing Machinery, Inc
T2 - 12th Annual International Computing Education Research Conference, ICER 2016
Y2 - 8 September 2016 through 12 September 2016
ER -