Abstract
This paper presents a mixed-methods evaluation of the CODERS professional development program, funded by the US Department of Education’s Education, Innovation, and Research initiative. The program aimed to enhance digital literacy in rural schools through interdisciplinary approaches. The professional development (PD) sessions were designed to cultivate coding literacy across disciplines, leveraging expertise from various fields. Using evidence-based pedagogies such as Model-Practice-Reflect and writing strategies, the PD modules facilitated educators in integrating coding into their teaching. The study addresses research questions concerning the influence of CODERS PD on teachers’ content knowledge, efficacy, and instructional practices, as well as its impact on rural students’ engagement in coding, career interests, and efficacy. Data collection involved surveys, interviews, and statewide tests administered to both teachers and students. Preliminary findings suggest a positive impact of the CODERS program on both teachers and students. Teachers exhibited increased efficacy in teaching coding and writing. Students demonstrated enhanced achievement in science standardized tests and improved confidence in coding and STEM-related fields. The study underscores the importance of integrating coding literacy across the curriculum, particularly in rural settings where access to such opportunities may be limited. By equipping rural educators with coding skills and fostering student engagement in coding activities, the CODERS program has the potential to bridge the digital divide and expand career opportunities for underrepresented groups in 21st-century industries. This research highlights the potential of coding literacy to empower students and educators, shaping their perceptions of literacy, learning, and future career pathways.
Presenters
Keri FranklinProfessor of English; Project Director, Computer Science Opportunities, Development and Education in Rural Schools, Reynolds College of Arts, Social Sciences and Humanities, Missouri State University, Missouri, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Professional Development, Coding, Underrepresented Groups
