A Physical Computing Professional Development Study: Examining Differences in Male and Female Teachers’ Attitudes Toward Computing (Evaluation, Diversity)

Tyler S. Love; Andrew John Hughes

Download Paper | Permalink

Conference: 2023 ASEE Annual Conference & Exposition
Location: Baltimore , Maryland
Publication Date: June 25, 2023
Start Date: June 25, 2023
End Date: June 28, 2023
Conference Session: Pre-College Engineering Education Division (PCEE) Technical Session 13: Attitudes & Prespectives of Teachers
Tagged Division: Pre-College Engineering Education Division (PCEE)
Tagged Topic: Diversity
Page Count: 22
DOI: 10.18260/1-2--42458
Permanent URL: https://peer.asee.org/42458
Download Count: 356

Paper Authors

biography

Tyler S. Love University of Maryland Eastern Shore orcid.org/0000-0002-1161-1443

visit author page

Dr. Love is a Professor of Technology and Engineering Education, and Director of Graduate Studies in Career and Technology Education for the University of Maryland Eastern Shore at the Baltimore Museum of Industry. He earned his master's and Ph.D. in Integrative STEM Education from Virginia Tech. His bachelors degree is in Technology Education from the University of Maryland Eastern Shore. He previously taught technology and engineering (T&E) courses in Maryland’s Public School System. He is nationally recognized for his work related to the safer design of makerspaces and collaborative STEM labs. Dr. Love is an Authorized OSHA Trainer for General Industry. He has also served on committees at state and national levels that developed P-12 engineering education standards. Dr. Love is the recipient of ASEE's Fall 2022 Middle Atlantic Conference Best Paper Award. Prior to his employment at the University of Maryland Eastern Shore he was a tenure track faculty member in elementary/middle grades STEM education at Penn State University's Capital Campus.

visit author page

biography

Andrew John Hughes California State University, San Bernardino

visit author page

Dr. Hughes is an Associate Professor of Career and Technical Education at the California State University, San Bernardino. He earned his Ed.D. in Technology Education from North Carolina State University. He previously taught technology and engineering (T&E) courses in Pennsylvania’s Public School System. He is nationally recognized for his work related to metacognitive awareness, engineering education, and continual improvement. He has also served on committees at national levels that developed P-12 engineering education standards.

visit author page

Download Paper | Permalink

Abstract

Current P-12 science [1] and engineering education [2] standards call for the integration of computational thinking (CT) within authentic, design-based engineering contexts [3-5]. Physical computing has been proposed as a viable option for applying CT concepts through the engineering design process [6-8]. In addition, some studies have found that physical computing design challenges can influence female students’ attitudes toward computing and engineering (e.g., e-textile activities have been found to be more engaging to female students). However, there is limited research examining the influence that physical computing professional development (PD) has on U.S. educators, especially regarding differences between male and female teachers. Therefore, this study investigated how male and female teachers’ attitudes toward computing differed after participating in a physical computing PD experience.

The Computing Attitude Questionnaire (CAQ) [9] was used to examine the computing attitudes of 37 (13 males and 24 females) grades 4-8 educators. The results revealed that male and female teachers reported significant increases across numerous attitude constructs. Unlike male participants, females reported significant increases in their comfort with physical computing and attitude toward applying physical computing in their classes. However, when comparing the gains reported by males and females, there were no significant differences between the two groups. Supplemental post-survey questions revealed that while most participants indicated they plan to integrate more physical computing concepts within their courses, no significant differences existed between male and female teachers’ intentions to integrate such concepts. This study contributes to the limited literature on P-12 physical computing research within the U.S. It has implications for improving physical computing PD efforts offered by higher education institutions and engineering education programs. Moreover, it provides some insight into males’ and females’ attitudes toward physical computing, which can help inform the planning of future physical computing design challenges and PD opportunities.

Citation
Format

Love, T. S., & Hughes, A. J. (2023, June), A Physical Computing Professional Development Study: Examining Differences in Male and Female Teachers’ Attitudes Toward Computing (Evaluation, Diversity) Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--42458

TY - CPAPER
AB - Current P-12 science [1] and engineering education [2] standards call for the integration of computational thinking (CT) within authentic, design-based engineering contexts [3-5]. Physical computing has been proposed as a viable option for applying CT concepts through the engineering design process [6-8]. In addition, some studies have found that physical computing design challenges can influence female students’ attitudes toward computing and engineering (e.g., e-textile activities have been found to be more engaging to female students). However, there is limited research examining the influence that physical computing professional development (PD) has on U.S. educators, especially regarding differences between male and female teachers. Therefore, this study investigated how male and female teachers’ attitudes toward computing differed after participating in a physical computing PD experience.

The Computing Attitude Questionnaire (CAQ) [9] was used to examine the computing attitudes of 37 (13 males and 24 females) grades 4-8 educators. The results revealed that male and female teachers reported significant increases across numerous attitude constructs. Unlike male participants, females reported significant increases in their comfort with physical computing and attitude toward applying physical computing in their classes. However, when comparing the gains reported by males and females, there were no significant differences between the two groups. Supplemental post-survey questions revealed that while most participants indicated they plan to integrate more physical computing concepts within their courses, no significant differences existed between male and female teachers’ intentions to integrate such concepts. This study contributes to the limited literature on P-12 physical computing research within the U.S. It has implications for improving physical computing PD efforts offered by higher education institutions and engineering education programs. Moreover, it provides some insight into males’ and females’ attitudes toward physical computing, which can help inform the planning of future physical computing design challenges and PD opportunities.
AU - Tyler S. Love
AU - Andrew John Hughes
CY - Baltimore , Maryland
DA - 2023/06/25
PB - ASEE Conferences
TI - A Physical Computing Professional Development Study: Examining Differences in Male and Female Teachers’ Attitudes Toward Computing (Evaluation, Diversity)
UR - https://peer.asee.org/42458
DO - 10.18260/1-2--42458
ER -