Authors:
Tiina Partanen
1
;
Pia Niemela
2
;
Linda Mannila
3
and
Timo Poranen
4
Affiliations:
1
Tampere City, Finland
;
2
Tampere University of Technology, Finland
;
3
Åbo Academi University, Finland
;
4
University of Tampere, Finland
Keyword(s):
Computer Science Education, K-12 Education, Teacher Training, MOOC, Racket, Teacher Professional Development (TPD), Math-integrated Computer Science.
Related
Ontology
Subjects/Areas/Topics:
Computer-Supported Education
;
Educating the Educators
;
e-Learning
;
e-Learning in Engineering Education
;
Information Technologies Supporting Learning
;
Instructional Design
;
Learning/Teaching Methodologies and Assessment
;
Lifelong Learning: Continuing Professional Training & Development
;
Social Context and Learning Environments
Abstract:
Many countries all over the world are in the process of introducing programming into their K-12 curricula.
New Finnish Curriculum includes programming mentioned especially in accordance with mathematics and
crafts. Consequently, Finland needs to train teachers to teach programming at elementary school level. In
this paper, we describe how elementary math teachers were educated online to teach programming using the
Racket programming language. The aim of the course was to increase both content knowledge (CK) and
technological pedagogical content knowledge (TPACK). By analyzing the course feedback, questionnaires
and exercise data, we present the teachers’ views on the course and effects on their professional development
(TPD). Finally, we describe development ideas for future online courses.