Teach Tech Kentucky Evaluating the Impact of Computer Science Focused Teacher Micro-Credentials
The Teach Tech Kentucky (TTK) program invites teachers who provide math instruction in Grades 3 through 8 to learn about computer science instruction through online, self-paced modules and ongoing coaching support.
In an era when advanced technology is a part of daily life, schools are tasked with preparing students to live in an increasingly computational world. The number of employment opportunities in technology occupations is growing steadily, and there are more jobs available than qualified applicants to fill those positions. This creates an opportunity for students who pursue education in computer science. As such, students may benefit from early and ongoing access to instruction in computer science and computational thinking. However, few K–12 teachers are prepared to teach computer science, particularly at the elementary and middle school levels.
With support from an Education and Innovation Research grant from the U.S. Department of Education, AIR is partnering with the Ohio Valley Educational Cooperative and BloomBoard Inc. to evaluate a micro-credential teacher professional learning program that focuses on building student skills in computer science and computational thinking through the Teach Tech Kentucky (TTK) program. TTK invites teachers who provide math instruction in Grades 3 through 8 to learn about computer science instruction through online, self-paced modules and ongoing coaching support that prepares them to implement math lessons that integrate computer science and computational thinking. Teachers may choose to enhance their lessons by using devices made available through a Technology Lending Library. In addition, teachers participating in TTK host a family engagement event through which families have the opportunity to learn about their child’s computer science instruction and future career opportunities in computer science.
To understand program implementation and to test its efficacy on teacher and student outcomes, AIR is conducting a two-cohort randomized controlled trial that includes approximately 3,200 students in Grades 3–8 taught by 66 teachers across 35 schools in northern Kentucky. AIR researchers are assessing the impact on teacher self-efficacy in the use of computer science and computational thinking instructional practices and on student math achievement.
Our initial findings based on implementation for the first cohort during the 2022–23 school year suggest improved teacher self-efficacy in the use of computer science and computational thinking instructional practices among teachers in the first implementation group.
Coming Up Next
Cohort 2 schools and teachers are implementing the TTK program during the 2023–24 school year. We look forward to sharing our final findings on the impact of the TTK program on teacher and student outcomes for both cohorts.
