States increasingly are adopting computer science standards to help students develop coding and computational thinking skills. In an effort to support teachers in introducing computer science content to their students with high-incidence disabilities, a new model, computer science integration planning plus universal design for learning (CSIP+), offers ways to integrate computational thinking and coding into content area instruction. This column presents an example of how a teacher might implement the CSIP+ model when designing instruction accessible to all learners. Guiding questions to support teachers at each phase of the planning cycle are provided. VIEW

 

Amy Hutchison & Anya Evmenova

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2022

Technology and Teacher Education

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Amy Hutchison

2021

Literacy Today

The purpose of this article is to provide recommendations for teachers, drawn from research, on how to select apps and begin practices that support computational thinking. 

Anne Estapa, Amy Hutchison, and Larysa Nadolny

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2018

Technology and Teacher Education

Educators strive to ensure students are prepared for the 21st century. Learn how teachers can use coding apps to blend skill development and content learning to provide rigorous learning opportunities. VIEW

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Amy Hutchison, Larysa Nadolny, and Anne Estapa

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2015

The Reading Teacher

This paper reports results from the implementation of a model of professional development (PD) to help K-5 teachers develop the knowledge and skills to teach Computer Science (CS) in classrooms of diverse students, including students with high-incidence disabilities. This paper describes our Inclusive CS model of PD, how we made the PD model available to teachers during a pandemic and presents quantitative and qualitative results about the impact of the PD on teachers’ knowledge, comfort, and beliefs related to teaching computer science to students. Results indicate that the teachers’ knowledge, comfort, beliefs and perceptions about teaching CS to students with disabilities significantly improved. Teachers’ knowledge and understanding of Universal Design for Learning for supporting students in learning about CS also improved. 

 

Amy Hutchison, Jamie Colwell, Kristie Gutierrez, Anya Evmenova, Jeff Offutt, and Maggie Gross

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2022

Journal of Research on Technology in Education

New computer science standards are being rapidly introduced at the elementary level but little is known about how to prepare teachers to learn and teach the content of these standards, or how to support students with disabilities in learning computer science. Accordingly, we designed and studied the Inclusive Computer Science Model of Professional Development to prepare teachers to integrate computer science for students with disabilities. This paper presents results from this design-based study to understand the factors that inhibited and enhanced teachers’ participation in the professional development and how participation in the professional development influenced teachers’ instruction and perceptions about teaching computer science to students with disabilities. Results revealed two inhibiting factors and one enhancing factor for participation. Further, although teachers did increase their integration of computer science for students with disabilities, it was challenging for teachers to learn and apply new computer science content and approaches for supporting students with disabilities at the same time. Future professional development efforts should focus on careful scaffolding and release of responsibility when preparing teachers to support students with disabilities in learning computer science. VIEW

 

Amy Hutchison, Jamie Colwell, Kristie Gutierrez, Anya Evmenova, Jeff Offutt, and Valerie Taylor

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2021

Technology and Teacher Education

Two educators weigh in on one of digital and computer science literacy's hottest topics. VIEW

 

Sam Patterson and Amy Hutchison

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2016

Literacy Today