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The Idaho Elementary Computer Science (CS) Collaborative (IECC) is a researcher-practitioner partnership dedicated to understanding how to better support the predominately rural districts in Idaho to implement elementary CS education. As part of the IECC's work, we conducted a survey of elementary teachers across the state. This poster will present our initial findings. Two of the research questions we addressed via the survey are: (1) What factors would motivate Idaho elementary teachers to pursue professional development (PD) related to CS? (2) What are elementary teachers' perceptions of the value of connecting CS education to rural community economies and industries? Descriptive analyses of 309 survey responses suggest that about three-quarters of elementary teachers reported that the following factors would be at least somewhat influential in their decisions to pursue CS PD: a K-5 computational thinking requirement, a district-wide CS planning staff, a pathway for elementary teachers to earn a certification in CS teaching, and a way to request CS PD funding. Few (9%) Idaho elementary teachers found that the perception of a disconnect between CS education and rural community interests was a significant barrier to elementary CS education. Even so, over 70% of them were moderately to strongly interested in mechanisms for connecting their CS education efforts to rural community industries through guest speakers and industry partnerships. The poster will discuss the implications of these and other emerging findings from the teacher survey, as well as IECC's related surveys of Idaho district superintendents and elementary school principals.
Oh et al. (Thu,) studied this question.