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Introducing Computer Science into K-8 Classrooms: Teachers' Perspectives from a Large, Urban School District

Published: 26 February 2020 Publication History

Abstract

As part of the national Computer Science for All initiative, there is a growing presence of computer science (CS) in K-8 classrooms. This poster presents findings from a survey of 130 K-8 teachers from Chicago Public Schools (CPS) about the state of computer science in their schools and their experiences teaching it. Results from the survey highlight the plurality of ways CS is being implemented in the classroom. The survey also reveals challenges instructors face in teaching CS. Finally, the survey reports on teachers' own experiences in the classroom, finding that teachers enjoy teaching CS and think their students also enjoy CS.

Reference

[1]
C. Fancsali, L. Tigani, P. Toro Isaza, and R. Cole. 2018. A Landscape Study of Computer Science Education in NYC: Early Findings and Implications for Policy and Practice. In Proceedings of the 49th ACM Technical Symposium on Computer Science Education. ACM, New York, NY, USA, 44--49.

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  1. Introducing Computer Science into K-8 Classrooms: Teachers' Perspectives from a Large, Urban School District

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    cover image ACM Conferences
    SIGCSE '20: Proceedings of the 51st ACM Technical Symposium on Computer Science Education
    February 2020
    1502 pages
    ISBN:9781450367936
    DOI:10.1145/3328778
    Permission to make digital or hard copies of part or all of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for third-party components of this work must be honored. For all other uses, contact the Owner/Author.

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    New York, NY, United States

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    Published: 26 February 2020

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    1. cs for all
    2. k-8 computer science education
    3. teachers

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