EdTech Leaders’ Beliefs: How are K-5 Teachers Supported with the Integration of Computer Science in K-5 Classrooms?

摘要: Educational Technology Leaders’ support of computer science teachers in K-5 classrooms are influenced by their beliefs about school-based program implementation criteria, available district-level support, and state mandates on the integration science. The researcher this study examines Computer Science teacher training five different Tech districts, to determine sustainable practices for schools. In order effectively integrate instruction, administrators decision-makers must be aware Leaders hold related process programs, specifically who facilitate curricula classrooms. Information reported may inform school-level, district-level, state-level decisions implementations.