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A Case Study on Elementary Teachers' Experiences Teaching Concordia University St. Paul DigitalCommons@CSP Concordia University Portland Graduate CUP Ed.D. Dissertations Research 5-1-2019 A Case Study on Elementary Teachers’ Experiences Teaching Computer Science Steve T. Kong Concordia University - Portland, [email protected] Follow this and additional works at: https://digitalcommons.csp.edu/cup_commons_grad_edd Part of the Education Commons Recommended Citation Kong, S. T. (2019). A Case Study on Elementary Teachers’ Experiences Teaching Computer Science (Thesis, Concordia University, St. Paul). Retrieved from https://digitalcommons.csp.edu/cup_commons_grad_edd/316 This Dissertation is brought to you for free and open access by the Concordia University Portland Graduate Research at DigitalCommons@CSP. It has been accepted for inclusion in CUP Ed.D. Dissertations by an authorized administrator of DigitalCommons@CSP. For more information, please contact [email protected]. Concordia University - Portland CU Commons Ed.D. Dissertations Graduate Theses & Dissertations 5-2019 A Case Study on Elementary Teachers’ Experiences Teaching Computer Science Steve T. Kong Concordia University - Portland Follow this and additional works at: https://commons.cu-portland.edu/edudissertations Part of the Education Commons CU Commons Citation Kong, Steve T., "A Case Study on Elementary Teachers’ Experiences Teaching Computer Science" (2019). Ed.D. Dissertations. 256. https://commons.cu-portland.edu/edudissertations/256 This Open Access Dissertation is brought to you for free and open access by the Graduate Theses & Dissertations at CU Commons. It has been accepted for inclusion in Ed.D. Dissertations by an authorized administrator of CU Commons. For more information, please contact libraryadmin@cu- portland.edu. Concordia University–Portland College of Education Doctorate of Education Program WE, THE UNDERSIGNED MEMBERS OF THE DISSERTATION COMMITTEE CERTIFY THAT WE HAVE READ AND APPROVE THE DISSERTATION OF Steve Tae Ho Kong CANDIDATE FOR THE DEGREE OF DOCTOR OF EDUCATION Edward Kim, Ph.D., Faculty Chair Dissertation Committee Tom Cavanagh, Ph.D., Content Specialist Heather Miller, Ph D., Content Reader A Case Study on Elementary Teachers’ Experiences Teaching Computer Science Steve Tae Ho Kong Concordia University–Portland College of Education Dissertation submitted to the Faculty of the College of Education in partial fulfillment of the requirements for the degree of Doctor of Education in Instructional Leadership Edward Kim, Ph.D., Faculty Chair Dissertation Committee Tom Cavanagh, Ph.D., Content Specialist Heather Miller, Ph D., Content Reader Concordia University–Portland 2019 Abstract Computer science is an academic discipline that provides a new foundational skill for all students. The discipline helps students develop critical thinking skills and teaches students how to move beyond merely using technology to becoming creators. The importance of computer science has been recognized across the country as states are working to train staff, adopt standards, and create implementation plans. As the demand for computer science learning opportunities increase, elementary teachers need the necessary supports to help ensure equitable access for all students. The purpose of this qualitative case study was to gain an understanding elementary teachers’ experiences teaching computer science. Two research questions guided this study: What barriers do elementary teachers experience in teaching computer science to students? What strategies do elementary teachers develop in their experience teaching computer science to students? The data collection instruments were primary semistructured interviews, secondary semistructured interviews, and documents. The inductive analysis model was used to analyze the collected data from the semistructured interviews. The typological analysis model was used to analyze the documents. The key findings of this study revealed that elementary teachers experience internal and external barriers in teaching computer science. Participants understood the importance of teaching computer science to their students, prompting them to persevere and develop new strategies in their pedagogical approaches. Interviewees also developed strategies to limit the impact of the barriers they experienced teaching elementary computer science. Keywords: computer science, elementary teachers, barriers, strategies ii Dedication This dissertation is dedicated to all of the educators and administrators who decided it was important to give students an opportunity to learn something new. To the larger computer science community moveForward(); iii Acknowledgements I thank my family and friends who have seen me through this journey. My wife Jenny has taken on more than I could imagine to raise our children as I focused on completing my study. Her constant love and support helped me see the end. I thank my three children, Kylie, Ellis, and Isaiah who gave me moments to forget the work that needed to be completed and just enjoy time with them. My parents and grandmother who gave everything so that my brother and I learned the value of hard work and humility. Thank you for teaching me to complete everything to the end. It was with all of their collective support, continued love, and sacrifice that I was able to finish this dissertation. This accomplishment belongs to them. I also want to acknowledge my faculty chair advisor Dr. Kim and committee members Dr. Miller and Dr. Cavanagh who provided feedback and guidance throughout this endeavor. Lastly, much is owed to Jenny Martel my editor. Thank you for going beyond APA style guides and helping me submit the best possible work. Thank you to the leaders who have supported me through the completion of this dissertation. Renee, Dr. Yee, Dr. Perez, Dunlap, Dr. Sanchez, Caryn, my ILE team, and Lynn, who all gave me opportunities, support, and guidance throughout this journey. iv Table of Contents Abstract ........................................................................................................................................... ii Dedication ...................................................................................................................................... iii Acknowledgements ........................................................................................................................ iv List of Tables ................................................................................................................................. xi Chapter 1: Introduction ................................................................................................................... 1 Background, Context, History, and Conceptual Framework of the Problem ..................... 3 Background, Context, and History.......................................................................... 3 Conceptual Framework ........................................................................................... 7 Statement of the Problem ........................................................................................ 8 Purpose of the Study ......................................................................................................... 10 Nature of the Study ........................................................................................................... 11 Research Questions ........................................................................................................... 12 Rationale, Relevance, and Significance of the Study ....................................................... 12 Definition of Terms........................................................................................................... 13 Assumptions, Delimitations, and Limitations ................................................................... 14 Summary ........................................................................................................................... 16 Chapter 2: Review of the Literature .............................................................................................. 18 Search Strategy ................................................................................................................. 18 Introduction ....................................................................................................................... 18 Conceptual Framework ..................................................................................................... 21 Constructivism in This Study................................................................................ 23 Review of Research Literature and Methodological Literature ........................................ 25 v History of Computer Science Education............................................................... 25 Professional Development .................................................................................... 27 Teacher Efficacy ................................................................................................... 29 View of Computer Scientists ................................................................................ 33 Computer Science Learning Experiences ............................................................. 34 Review of Methodological Issues ..................................................................................... 37 Synthesis of Research Findings ........................................................................................ 39 Critique of Previous Research .........................................................................................
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