Abstract: 
As the field of computer science (CS) is gaining increased attention in K-8 schools, the need for qualified teachers is rapidly growing. Yet little is still known about the design features, implementation, and outcomes of professional development (PD) programs in computing. In this talk, I will examine a CS professional development program built around high-quality design features reported in the research literature, investigate the impact of the program on participating teachers’ learning and classroom practice, and identify specific design features that facilitated changes in teacher learning and practice. In addition, I will discuss strategies for incorporating culturally responsive pedagogies in the design of PD to support broad efforts intended to prepare teachers with the knowledge and skills needed to deliver equitable CS education. Finally, I will discuss implications from this work for the teaching and learning of CS in elementary and middle school classrooms.

Bio: 
Chrystalla Mouza is the Dean of the College of Education at the University of Illinois Urbana-Champaign. She was previously the director and Distinguished Professor of Teacher Education specializing in educational technology in the University of Delaware’s School of Education, and a professor of computer and information sciences in Delaware’s College of Engineering.
 
Mouza earned an Ed.D., M.Ed., and M.A. in instructional technology and media in education from Teachers College, Columbia University and completed postdoctoral work at the Educational Testing Service. She has expertise in learning sciences and teacher learning, applications of technology in K-12 classrooms, teaching and learning outcomes in ubiquitous and mobile computing environments and computer science education.
 
Mouza is a principal investigator on several projects funded by the National Science Foundation to advance computer science education through sustainable partnerships, teacher professional development and community engagement. She also has served as a principal investigator on several projects funded by the Delaware Department of Education to improve teacher quality in high-need schools. Previously, she was the learning scientist on two National Science Foundation projects aimed at improving climate change education by providing effective professional development to teachers. Mouza has received multiple awards, including the 2010 Distinguished Research in Teacher Education Award from the Association of Teacher Educators.
 
In addition to publishing her own work in key outlets, Mouza serves as editor of the journal of Contemporary Issues in Technology and Teacher Education. She is also on the editorial board of various journals, including the Review of Educational Research, the Journal of Technology and Teacher Education and the Journal of Research on Technology in Education. She provides editorial assistance to numerous other journals, conferences and book publications.