Computer science teacher reactions towards raspberry Pi Continuing Professional Development (CPD) workshops using the Bridge21 model
Jake Rowan Byrne, Lorraine Fisher, Brendan Tangney · 2015
This paper describes in-service post-primary school teacher reactions towards the provision of a Raspberry Pi Continuing Professional Development (CPD) Programme designed to build capacity in python programming, circuitry and hardware configuration. The Bridge21 social constructivist model of teaching and learning was used for workshop delivery, and teachers were encouraged to use the same model to enhance Raspberry Pi delivery on return to the classroom. This paper presents results from the analysis of four (N = 4) one day Bridge21 Raspberry Pi CPD workshops delivered in the authors' home institution over the 2013/2014 academic year. This paper examines teacher reactions towards the use of the Bridge21 model for learning about using the Raspberry Pi. The authors' administered a mixed methods evaluation instrument to a self-selecting sample of N = 61 teachers to capture reactions towards use of the Bridge21 model for Raspberry Pi CPD delivery. Qualitative coding of text responses combined with statistical analysis of Likert scales gathered from the evaluation instrument indicate that (a) teacher reactions towards the use of the Bridge21 model for learning Raspberry Pi technologies was positive and (b) teachers intended to use the same model to enhance their own Raspberry Pi delivery in the school classroom.