Learning Environment | |||
|---|---|---|---|
Item Prompt | N | M | SD |
An interpreter is provided for all participants. | 27 | 1.00 | 0.00 |
Closed captioning is provided for all participants. | 25 | 2.56 | 1.44 |
Handouts are provided for all participants. | 25 | 3.68 | 0.85 |
Materials and resources are equitably accessible to all participants. | 23 | 1.76 | 0.65 |
Materials and resources are explicitly linked to CSTA PK-12 CS and AI learning standards. | 44 | 1.99 | 1.31 |
Materials and resources are explicitly linked to state PK-12 CS and AI learning standards. | 42 | 1.85 | 1.21 |
Materials and resources are high-quality. | 49 | 3.19 | 0.70 |
Session design reflects a clear link between activities and intended outcomes. | 15 | 1.97 | 1.11 |
The cost of any tools is explicitly mentioned. | 17 | 3.56 | 1.00 |
The physical or virtual space is organized to support collaboration and active engagement. | 44 | 3.31 | 0.64 |
There are minimal environmental distractions (e.g., temperature, noise levels) | 51 | 3.37 | 0.73 |
PD Content Quality | |||
|---|---|---|---|
Item Prompt | N | M | SD |
PD content is appropriate for grade band(s) for that session. | 47 | 3.36 | 0.81 |
PD content requires deeper learning (analysis and application). | 48 | 2.93 | 1.05 |
The PD includes assistance for developing inclusive teaching strategies (i.e., pedagogy). | 46 | 2.09 | 1.16 |
The PD includes assistance for improving accessibility (e.g., tools) in teachers’ classrooms. | 45 | 1.72 | 1.11 |
The session includes practice, application, or simulation tied to authentic classroom scenarios of workshop participants. | 46 | 3.00 | 1.04 |
AI Content Quality | |||
|---|---|---|---|
Item Prompt | N | M | SD |
AI-related content in the PD is objectively (e.g., not hyping) presented. | 40 | 3.15 | 0.73 |
PD content addresses how AI uses data. | 41 | 2.27 | 1.16 |
PD content addresses how to use AI appropriately (e.g., nature of humans and AI, human role in creating AI). | 35 | 1.99 | 1.17 |
PD content addresses issues related to responsible and ethical considerations of designing or creating AI. | 40 | 2.31 | 1.10 |
PD content addresses societal impacts of using AI. | 39 | 1.82 | 1.09 |
PD content addresses technical aspects of AI (e.g., understanding model architecture, training or fine-tuning models). | 39 | 2.08 | 1.17 |
Facilitation | |||
|---|---|---|---|
Item Prompt | N | M | SD |
Facilitator(s) asked higher-order questions (that promote analysis and synthesis). | 41 | 2.82 | 1.16 |
Facilitator(s) asked lower-order questions. | 42 | 2.74 | 1.08 |
Facilitator(s) creates a psychologically safe environment — questions and productive disagreement were welcomed. | 47 | 3.61 | 0.57 |
Facilitator(s) demonstrates strong content knowledge. | 47 | 3.33 | 0.82 |
Facilitator(s) differentiates instruction for all attendees in terms of grade bands. | 30 | 2.68 | 1.02 |
Facilitator(s) differentiates instruction for all attendees in terms of novel vs. experienced with CS. | 35 | 1.77 | 0.87 |
Facilitator(s) differentiates instruction for all attendees in terms of specific courses (e.g., Exploring CS, AP CS A). | 23 | 1.72 | 0.93 |
Facilitator(s) includes active learning strategies throughout. | 47 | 3.15 | 1.00 |
Facilitator(s) includes different pedagogical practices modeled throughout (e.g., modeling, structured discussion, think-pair-share, protocols). | 46 | 2.54 | 1.06 |
Facilitator(s) responds appropriately to participant questions. | 48 | 3.42 | 0.73 |
Participant Engagement | |||
|---|---|---|---|
Item Prompt | N | M | SD |
Participants are intellectually engaged (contributing, collaborating, applying) vs. passively receiving information. | 47 | 3.24 | 0.89 |
Participants have ample opportunities for collaboration. | 48 | 2.88 | 1.07 |
Participants used AI during the session inappropriately. | 29 | 1.17 | 0.60 |
The PD included time for feedback on teachers' learning. | 42 | 2.07 | 1.18 |
The PD included time for teachers' reflection on their own learning. | 47 | 2.67 | 1.26 |
Learning Environment - Frequencies | ||||||||
|---|---|---|---|---|---|---|---|---|
Item Prompt | N/A | 1 | 1.5 | 2 | 2.5 | 3 | 3.5 | 4 |
An interpreter is provided for all participants. | 27 | 27 | 0 | 0 | 0 | 0 | 0 | 0 |
Closed captioning is provided for all participants. | 29 | 10 | 1 | 1 | 0 | 1 | 1 | 11 |
Handouts are provided for all participants. | 29 | 2 | 0 | 0 | 0 | 2 | 0 | 21 |
Materials and resources are equitably accessible to all participants. | 31 | 7 | 4 | 7 | 3 | 2 | 0 | 0 |
Materials and resources are explicitly linked to CSTA PK-12 CS and AI learning standards. | 10 | 26 | 1 | 2 | 0 | 3 | 2 | 10 |
Materials and resources are explicitly linked to state PK-12 CS and AI learning standards. | 9 | 25 | 3 | 1 | 2 | 3 | 0 | 8 |
Materials and resources are high-quality. | 59 | 0 | 3 | 2 | 4 | 17 | 10 | 13 |
Session design reflects a clear link between activities and intended outcomes. | 92 | 7 | 1 | 1 | 2 | 1 | 2 | 1 |
The cost of any tools is explicitly mentioned. | 31 | 2 | 0 | 0 | 0 | 1 | 1 | 13 |
The physical or virtual space is organized to support collaboration and active engagement. | 9 | 0 | 1 | 2 | 4 | 13 | 10 | 14 |
There are minimal environmental distractions (e.g., temperature, noise levels) | 57 | 0 | 0 | 7 | 4 | 7 | 10 | 23 |
Note. (N/A) not applicable, no opportunity; (1) not at all evident, despite opportunity; (2) minimally evident; (3) somewhat evident; (4) strongly evident. | ||||||||
PD Content Quality - Frequencies | ||||||||
|---|---|---|---|---|---|---|---|---|
Item Prompt | N/A | 1 | 1.5 | 2 | 2.5 | 3 | 3.5 | 4 |
PD content is appropriate for grade band(s) for that session. | 7 | 0 | 4 | 3 | 1 | 8 | 9 | 22 |
PD content requires deeper learning (analysis and application). | 6 | 5 | 4 | 6 | 1 | 8 | 10 | 14 |
The PD includes assistance for developing inclusive teaching strategies (i.e., pedagogy). | 7 | 20 | 1 | 8 | 2 | 6 | 1 | 8 |
The PD includes assistance for improving accessibility (e.g., tools) in teachers’ classrooms. | 7 | 27 | 4 | 4 | 0 | 3 | 1 | 6 |
The session includes practice, application, or simulation tied to authentic classroom scenarios of workshop participants. | 7 | 5 | 1 | 6 | 5 | 7 | 4 | 18 |
Note. (N/A) not applicable, no opportunity; (1) not at all evident, despite opportunity; (2) minimally evident; (3) somewhat evident; (4) strongly evident. | ||||||||
AI Content Quality - Frequencies | ||||||||
|---|---|---|---|---|---|---|---|---|
Item Prompt | N/A | 1 | 1.5 | 2 | 2.5 | 3 | 3.5 | 4 |
AI-related content in the PD is objectively (e.g., not hyping) presented. | 8 | 0 | 2 | 4 | 2 | 15 | 6 | 11 |
PD content addresses how AI uses data. | 8 | 12 | 7 | 3 | 3 | 6 | 2 | 8 |
PD content addresses how to use AI appropriately (e.g., nature of humans and AI, human role in creating AI). | 12 | 16 | 4 | 3 | 2 | 3 | 1 | 6 |
PD content addresses issues related to responsible and ethical considerations of designing or creating AI. | 8 | 11 | 4 | 5 | 5 | 5 | 4 | 6 |
PD content addresses societal impacts of using AI. | 10 | 22 | 2 | 2 | 3 | 5 | 1 | 4 |
PD content addresses technical aspects of AI (e.g., understanding model architecture, training or fine-tuning models). | 8 | 17 | 1 | 8 | 0 | 4 | 3 | 6 |
Note. (N/A) not applicable, no opportunity; (1) not at all evident, despite opportunity; (2) minimally evident; (3) somewhat evident; (4) strongly evident. | ||||||||
Facilitation - Frequencies | ||||||||
|---|---|---|---|---|---|---|---|---|
Item Prompt | N/A | 1 | 1.5 | 2 | 2.5 | 3 | 3.5 | 4 |
Facilitator(s) asked higher-order questions (that promote analysis and synthesis). | 10 | 8 | 2 | 3 | 2 | 9 | 3 | 14 |
Facilitator(s) asked lower-order questions. | 9 | 5 | 5 | 6 | 1 | 12 | 0 | 13 |
Facilitator(s) creates a psychologically safe environment — questions and productive disagreement were welcomed. | 6 | 0 | 0 | 1 | 4 | 8 | 5 | 29 |
Facilitator(s) demonstrates strong content knowledge. | 5 | 1 | 1 | 5 | 3 | 9 | 5 | 23 |
Facilitator(s) differentiates instruction for all attendees in terms of grade bands. | 24 | 4 | 3 | 3 | 3 | 8 | 3 | 6 |
Facilitator(s) differentiates instruction for all attendees in terms of novel vs. experienced with CS. | 9 | 15 | 5 | 6 | 1 | 7 | 0 | 1 |
Facilitator(s) differentiates instruction for all attendees in terms of specific courses (e.g., Exploring CS, AP CS A). | 9 | 12 | 1 | 5 | 1 | 2 | 1 | 1 |
Facilitator(s) includes active learning strategies throughout. | 5 | 5 | 2 | 2 | 1 | 11 | 7 | 19 |
Facilitator(s) includes different pedagogical practices modeled throughout (e.g., modeling, structured discussion, think-pair-share, protocols). | 7 | 7 | 4 | 11 | 4 | 7 | 2 | 11 |
Facilitator(s) responds appropriately to participant questions. | 5 | 0 | 1 | 5 | 2 | 9 | 7 | 24 |
Note. (N/A) not applicable, no opportunity; (1) not at all evident, despite opportunity; (2) minimally evident; (3) somewhat evident; (4) strongly evident. | ||||||||
Participant Engagement - Frequencies | ||||||||
|---|---|---|---|---|---|---|---|---|
Item Prompt | N/A | 1 | 1.5 | 2 | 2.5 | 3 | 3.5 | 4 |
Participants are intellectually engaged (contributing, collaborating, applying) vs. passively receiving information. | 7 | 3 | 0 | 5 | 2 | 10 | 7 | 20 |
Participants have ample opportunities for collaboration. | 5 | 6 | 3 | 7 | 1 | 10 | 6 | 15 |
Participants used AI during the session inappropriately. | 14 | 26 | 0 | 2 | 0 | 0 | 0 | 1 |
The PD included time for feedback on teachers' learning. | 9 | 19 | 2 | 5 | 1 | 7 | 1 | 7 |
The PD included time for teachers' reflection on their own learning. | 7 | 14 | 2 | 1 | 2 | 8 | 5 | 15 |
Note. (N/A) not applicable, no opportunity; (1) not at all evident, despite opportunity; (2) minimally evident; (3) somewhat evident; (4) strongly evident. | ||||||||