Research Contract: Closing the Digital Divide for Disadvantaged Students

Our CSER MOOC project provides professional development support for K-8 teachers across Australia in defining and understanding appropriate pedagogy for the teaching of computational thinking within the primary and lower secondary context. While successful in providing accessible and confidence building professional learning, and instrumental in helping define appropriate pedagogy for this new educational space, there is a pressing need for new models of professional learning that can aid teachers in quickly adopting this new curriculum area. In particular, we have seen considerable success when integrating face-to-face learning models with our online courses and professional learning models.

With the support of the Department of Education and Training, this research project enables us to expand our CSER MOOC offerings through the introduction of a national face-to-face support program, designed to assist Australian teachers with engaging with online professional learning resources, with a specific focus on supporting disadvantaged and Indigenous schools. We will be able to establish facilitated support programs across Australia, supported by the development of unplugged course resources, and a national lending library to ensure that all Australian schools have access to current education technology for Digital Technologies. We will also be able to expand our research into professional learning models and online learning, and the development of appropriate K-10 assessment and pedagogy for Digital Technologies.

For the Expanded Rollout and Support of the University of Adelaide Digital Technology MOOCS – Closing the Digital Divide for Disadvantaged Students, Department of Education and Training ($6,900,000) (2016-2020)

This story was originally posted by the Computer Science Education Research Group by Katrina Falkner.

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