Salt Lake City, Utah
June 23, 2018
June 23, 2018
July 27, 2018
Computers in Education
In this paper, we describe our experience in a hybrid Google Computer Science for High Schools (CS4HS) workshop for the high school teachers of West Virginia in the summer of 2016. As Computer Science education in high schools of West Virginia is highly underdeveloped, it is very necessary to initiate this CS4HS project by visiting the teachers and holding face-to-face interactions with them. After the initial face-to-face phase, rigorous instructions can be delivered online. Based upon the above strategy, our CS4HS project consists of three phases. Phase 1 of this project constitutes several one-day workshops in the summer of 2016. We made visits to high schools in four school districts of . All the participating school districts were very supportive, and all the facilities were offered to us for free. During the one-day workshops, high school teachers learned how to log onto our university servers remotely. Also during Phase 1 workshops, training sessions were offered on several software tools such as Google Course Builder, Google Hangouts, Scratch, and Piazza Discussion Board, as Phase 2 and Phase 3 heavily rely on these software tools. More importantly, personal relationships were established between the participating teachers and us, which greatly facilitated the next two phases. Phase 2 was entirely online. It was offered as a four-week online workshop. Specifically, fundamental hardware and software content knowledge of Computer Science was delivered to the participating teachers systematically. In Phase 3 of this project, year-round online and on-site support was provided for the participating teachers to incorporate Computer Science into their teaching. Two university students are in charge of online support, and they also travel to high school classrooms to provide assistance. This phase aims to reinforce the outcome of the summer workshop as well as to maintain a long-term community of practice among high school teachers and us. More than 30 teachers have participated in our workshop and none has any CS degree. Only 8% have taught a CS course before. For assessment, Google administered pre and post workshop online survey. Google asked the participants to provide grades in 1 to 5 range for the question “How successful was your implementation of CS4HS PD content?”. Total 22% provided 5, 73% provided 4 and 5% provided the lowest score 1. No participants provided 2 or 3. Also when Google asked “Would you recommend this PD opportunity to other colleagues? Everyone except one answered “Yes”. The remaining person answered “Maybe” whereas no one answered “No”. In the paper we will analyze other data collected during the surveys and demonstrate how this CS4HS project accomplishes multiple outcomes, and meets the major goals laid out in our proposal. To this end, we are offering year-round online and on-site support to the teachers. As a matter of fact, developing a Computer Literacy course in high schools involves multiple challenges, such as the readiness of instructors, budget, and enrollment requirement. We are currently working closely with the teachers as well as their administrators to overcome the above challenges.
Naz, A., & Lu, M., & Bowen, J., & Zackoski, C. R. (2018, June), A Hybrid Google Computer Science for High School Workshops Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--29690
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