Dorodchi, M. M., & Benedict, A., & Rorrer, A., & Pugalee, D. K., & Cao, L. (2021, July), Broadening the Middle School Computational Thinking Interventions Beyond Block Programming  Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. 10.18260/1-2--36757

\bibitem{asee_peer_36757}
  Dorodchi, M. M., \& Benedict, A., \& Rorrer, A., \& Pugalee, D. K., \& Cao, L. (2021, July), \emph{Broadening the Middle School Computational Thinking Interventions Beyond Block Programming}
  Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference.
  10.18260/1-2--36757

Mohsen M. Dorodchi, Alexandria Benedict, Audrey Rorrer, David K. Pugalee, and Lijuan Cao.  "Broadening the Middle School Computational Thinking Interventions Beyond Block Programming".  2021 ASEE Virtual Annual Conference Content Access, Virtual Conference, 2021, July.  ASEE Conferences, 2021.  https://peer.asee.org/36757 Internet.  05 May, 2024

\bibitem{asee_peer_36757}
  Mohsen M. Dorodchi, Alexandria Benedict, Audrey Rorrer, David K. Pugalee, and Lijuan Cao.
  "Broadening the Middle School Computational Thinking Interventions Beyond Block Programming".
  \emph{2021 ASEE Virtual Annual Conference Content Access, Virtual Conference, 2021, July}.
  ASEE Conferences, 2021.
  https://peer.asee.org/36757 Internet.  05 May, 2024

@INPROCEEDINGS{asee_peer_36757
author = "Mohsen M. Dorodchi, Alexandria Benedict, Audrey Rorrer, David K. Pugalee, and Lijuan Cao"
title = "Broadening the Middle School Computational Thinking Interventions Beyond Block Programming"
booktitle = "2021 ASEE Virtual Annual Conference Content Access"
year = "2021"
month = "July"
address = "Virtual Conference"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/36757}
number = {10.18260/1-2--36757}
}

TY  - CPAPER
AB  - The contributions of this research paper are as follows: 1) it builds on prior work done in transitioning teaching and learning of program-ming and computational thinking from block-based programming to text-based programming languages, and 2) it infuses this model of programming to teach computational thinking (CT) in middle school curriculum and studies the impact of the professional development (PD) on teachers. Our proposed curricular approach is based on the request from our partner middle school teachers in exposing students to Python. Through the existing researcher-practitioner partnerships (RPPs), we have been providing CT professional development for the teachers based on block programming. Furthermore, we developed and presented the new materials in two online PD's as a short and a more detailed one in Spring and Summer of 2020 to help the teachers with planning for the 20-21 school year. Moreover, we studied how such PD would impact the teachers.Our prior study of the middle school ecosystem revealed that teachers’ needs should always be the focal point of PD's, as there are many unmet needs for CS/CT in K-12. Our first challenge was to provide a holistic view of programming in Python while reassuring the teachers that they are able to learn the language and teach it to their students. Furthermore, integrating CT into school curriculum poses new challenges regarding the changes. We find that the available and existing resources for transitioning from block programming to Python require further insightful reconfiguration and modification to fit the middle school curriculum
AU  - Mohsen M. Dorodchi
AU  - Alexandria Benedict
AU  - Audrey Rorrer
AU  - David K. Pugalee
AU  - Lijuan Cao
CY  - Virtual Conference
DA  - 2021/07/26
PB  - ASEE Conferences
TI  - Broadening the Middle School Computational Thinking Interventions Beyond Block Programming
UR  - https://peer.asee.org/36757
DO  - 10.18260/1-2--36757
ER  -