Search results for author:"Chrystalla Mouza"
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Society for Information Technology & Teacher Education International Conference 2020 (Apr 07, 2020) pp. 348–357
Computer science education from a young age has been demonstrated to be a predictor of students joining STEM related careers, potentially closing the gap of underrepresented women and minority groups. Systematic changes in classroom environments and ...
Professional Development for Computer Science Education: Design and Outcomes from a Case Study Teacher
Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 1115–1123
As the role of technology in modern society increases, so too does the importance of computational thinking and computer science (CS) principles. To incorporate CS into K-12 curricula, teachers require training, continuing support, and access to...
Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 648–656
The field of computer science continues to lack diversity, which has led to new efforts toward increasing access to computer science among all students. In order to address the underrepresentation of minoritized youth in computer science, we...
Development, Implementation, and Outcomes of an Equitable Computer Science After-School Program: Findings from Middle-School Students
Journal of Research on Technology in Education Vol. 48, No. 2 (2016) pp. 84–104
Current policy efforts that seek to improve learning in science, technology, engineering, and mathematics (STEM) emphasize the importance of helping all students acquire concepts and tools from computer science that help them analyze and develop...
Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 1628–1634
With the increased attention on teaching computer science, there has been a growing investment into professional development opportunities that prepare teachers to deliver computer science curricula Yet, little research exists on design features of...
Society for Information Technology & Teacher Education International Conference 2021 (Mar 29, 2021) pp. 1282–1287
In this study we present the design and implementation of a professional development program for teacher educators focusing on computational thinking (CT). The design of the program addressed three key elements of CT including content, pedagogy, and ...
Resetting educational technology coursework for pre-service teachers: A computational thinking approach to the development of technological pedagogical content knowledge (TPACK)
Australasian Journal of Educational Technology Vol. 33, No. 3 (Jul 24, 2017)
This study presents the design of an educational technology course for pre-service teachers specific to incorporating computational thinking in K-8 classroom settings. Subsequently, it examines how participation in the course influences pre-service...