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An Exploratory Study of 4-H Professionals’ Experience with Computer Coding, Professional Development, and Implementation of Coding into Community Programs

GIffin, Elizabeth Heath
http://orcid.org/0000-0002-6958-2163
http://rave.ohiolink.edu/etdc/view?acc_num=osu16502835108097

Abstract Details

2022, Master of Science, Ohio State University, Agricultural and Extension Education.
Increasing STEM literacy to prepare students to enter the workforce is important to fill the growing need for workers in STEM fields. 4-H Youth Development has been a leader in providing out-of-school time STEM programs. Through effective professional development, 4-H professionals may develop knowledge, skills, and confidence in coding and may adopt coding as part of their county programming. The purpose of this study was to explore with a group of 4-H professionals their beliefs about computer coding, coding professional development, and the implementation of a coding curriculum as part of the Ohio State University Extension 4-H Clovers CODE (Creating Opportunities Designed for Everyone) program. The objectives were (a) to explore how 4-H professionals describe their professional development experience with Clovers CODE, (b) gain understanding of whether professional development changes the beliefs of 4-H professionals toward coding, and if so, how; and (c) explore how 4-H professionals describe their implementation experiences of Clovers CODE program content. To address the research questions, this study was designed as a single-case case study that drew on analysis of data from three focus groups with a total of nine participants from Year 1 of Clovers CODE, a review of documents with relevance to the case, and participant observation of Year 2 training. Findings from the study showed that participants thought the training was too condensed and was conducted at a pace that was faster than they could learn the content, were more comfortable with in-person training as compared to virtual training, and indicated a range of confidence in their capability to code. The resources provided to enhance programming and the anticipation of reaching more youth motivated them to participate. Participants perceived a gap in knowledge between themselves and students, and they expressed a range of confidence concerning their implementation of program content. Participants described technical and logistical challenges associated with program implementation, and consequently program implementation was limited or did not occur if the barriers could not be overcome. Participants also identified strategies they thought would aid program implementation. A conceptual model was developed to represent the training and implementation process. Implications for practice include (a) offering an onboarding process for participants in programs based on new technology; (b) establishing continued professional development to support program content and implementation; (c) instituting regular meeting of program participants; (d) providing lesson plans to scaffold the teaching, learning, and implementation process; (e) building logical connections between program components and how the components build computational thinking; and (f) supporting integration of the new program into existing programs facilitated by 4-H professionals. Future studies should continue to explore effective program implementation, implementation assessment, and the role of content mastery in program implementation. Capitalizing on participants’ motivations, addressing barriers to implementation, and bridging those barriers with desired supports may create an environment of both program and student success that builds skills for the 21st century workforce.
Theresa Ferrari (Advisor)
142 p.
Agricultural Education; Education; Science Education
Extension; Professional Development; STEM; 4-H Youth Development; Coding; Out of School Time

Recommended Citations

Citations

  • GIffin, E. H. (2022). An Exploratory Study of 4-H Professionals’ Experience with Computer Coding, Professional Development, and Implementation of Coding into Community Programs [Master's thesis, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu16502835108097

    APA Style (7th edition)

  • GIffin, Elizabeth. An Exploratory Study of 4-H Professionals’ Experience with Computer Coding, Professional Development, and Implementation of Coding into Community Programs. 2022. Ohio State University, Master's thesis. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu16502835108097.

    MLA Style (8th edition)

  • GIffin, Elizabeth. "An Exploratory Study of 4-H Professionals’ Experience with Computer Coding, Professional Development, and Implementation of Coding into Community Programs." Master's thesis, Ohio State University, 2022. http://rave.ohiolink.edu/etdc/view?acc_num=osu16502835108097

    Chicago Manual of Style (17th edition)

osu16502835108097
148
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This open access ETD is published by The Ohio State University and OhioLINK.