Boniface, A. (2020). Breaking the code: A narrative inquiry into creating and implementing computer science curriculum into elementary classrooms (Publication No. 27963661) [Doctoral dissertation, Northern Arizona University]. ProQuest Dissertations and Theses Global.

Abstract:

“Many elementary teachers are required to teach computer science and coding. However, many teachers do not have the technology skills, curriculum resources, or training support to effectively integrate technology into their instruction. The goal of this study is to contribute to the literature that provides researchers, teachers, and curriculum makers with ways to develop elementary computer science curriculum, engage teachers in collaborative professional development, and effectively integrate technology into classroom instruction. This research utilizes narrative inquiry as a methodology to highlight the processes of computer science curriculum construction, teacher collaboration within a training context, and implementation of curriculum in elementary classrooms. Schwab’s commonplaces provide a framework to unpack teachers’ stories related to curriculum development. Communities of practice and TPACK provide frameworks for teacher collaboration and classroom implementation. Stories of experience reveal how teachers collaborate with peers and use their knowledge to make instructional decisions that meet the needs of students. This research reveals how the context of life in schools affects the ways that teachers view computer science curriculum, technology training, and classroom implementation of integrated technology curriculum. Teachers want hands on training that allow them to engage in collaborative dialogue with peers and experts. Additionally, teachers benefit from collaborative and ongoing professional development models where a mentor is available to model or co-teach the content while engaging in dialogue about instructional decisions and pedagogical skills. Teachers benefit from curriculum that supports and enhances their knowledge of computer science content and technology platforms. However, teachers value flexibility within the curriculum to make instructional decisions that accommodate the unique needs of their own comfort levels with technology, the diverse needs of students, classroom technology barriers, and time constraints.  Recommendations are included for additional research that explores how new literacy curriculum construction, teacher collaboration, and curriculum implementation are affected by life in schools. Recommendations are included to further explore how students, specifically English Language Learners and students with specials needs, benefit from computer science curriculum that integrates literacy content, project planning, creativity, and problem-solving. Teachers who integrate computer science into their instruction are encouraged to stay the course and continue making positive strides in the effort to prepare students for life in the 21st century.”