Title

Elementary Teacher Professional Development for Computer Science and Digital Game-Based Learning

Author

Christopher Levy, Concordia University - PortlandFollow

Date of Award

Spring 4-16-2019

Document Type

Dissertation

Degree Name

Doctorate of Education, Ed.D.

College

College of Education

Department

Education

First Advisor

Edward Kim, Ph.D.

Second Advisor

Donna Graham, Ph.D.

Third Advisor

Aaron Deris, Ph.D.

Abstract

The purpose of this qualitative case study research is to understand the professional development needed for elementary school (Grades K–6) educators to effectively teach computer science as part of the Computer Science for All initiative. Two research statements guided this study: Professional development training is needed for Florida elementary school educators to effectively teach the topics in the Computer Science for All initiative; Florida elementary school educators use digital game-based learning to effectively teach the topics in the Computer Science for All initiative. The sample was a purposeful sample consisting of 15 elementary school teachers at an elementary school in Florida. The data collection instruments were face-to-face interviews, teacher observations, professional development artifacts, and member checking sessions. Initial coding and pattern coding were used to identify codes and to collapse and reorganize these codes to identify emergent themes. The inductive and topological analysis models were used to analyze data collected. The key findings of this study were that teachers had limited professional development trainings in the areas of computer science and digital game-based learning in their academic and professional careers. The participants described the professional development training that is needed for them to effectively teach computer science using digital game-based learning. The participants stated that they would need professional development trainings that were hands-on, involve modeling of instruction, understanding of the pedagogical background and benefits that goes into computer science and digital game-based learning, and access to resources. The results contribute to the existing body of research.

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