Innovating Pedagogical Practices through Professional Development in Computer Science Education

Authors

  • Xiaoxue Du

    MIT Media Lab, MIT, Cambridge, MA 02139, USA
  • Ellen B Meier

    Teachers College, Columbia University, New York City, NY 10027, USA

     

DOI:

https://doi.org/10.30564/jcsr.v5i3.5757
Received: 30 May 2023 | Revised: 9 July 2023 | Accepted: 13 July 2023 | Published Online: 20 July 2023

Abstract

Recent advancements in technology have opened up new avenues for educators to facilitate teaching and leverage more learning access in the digital age. As the demand for computational skills continues to grow in preparation for future careers, both teachers and students face the challenge of developing problem-solving, critical thinking, communication, and collaboration skills within an emerging digital landscape. Technology adoption, big data, cloud computing and artificial intelligence pose ongoing challenges for both teachers and students in adapting to the changing workforce development landscape. To tackle these challenges, the paper highlights the importance of exploring the implications of learning sciences in classroom teaching, developing a holistic vision for professional development in education, and understanding the complexities of teacher change. To effectively implement these components, it is crucial to adopt design approaches that prioritize student ownership in education and embrace the principles of inclusive education to reconceptualize the teaching practices in education and technology.

Keywords:

Education, Computational thinking, Teacher education, Professional development, Design, Equity

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How to Cite

Du, X., & Meier, E. B. (2023). Innovating Pedagogical Practices through Professional Development in Computer Science Education. Journal of Computer Science Research, 5(3), 46–56. https://doi.org/10.30564/jcsr.v5i3.5757

Issue

Vol. 5 , Iss. 3 (July 2023)

Article Type

Review

License

Copyright © 2023 Author(s)

Creative Commons License

This is an open access article under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License.

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