Computational Participation

Burke, Quinn; O’Byrne, Ian; Kafai, Yasmin B.

doi:10.1002/jaal.496

Cited by 48 publications

(22 citation statements)

References 9 publications

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“…After Wing, many other authors pointed out definitions of CT as a set of skills related with problem-solving, understanding problems, defining problems, abstraction, logical thinking, debugging, and pattern recognition [1, 2,5], as well as managing information effectively and efficiently with emergent technologies in the Big Data age [6]. According to the literature review, we frame the main definitions of each CT skill in Table 1.…”

Section: Computational Thinking: From Definition To Skillsmentioning

confidence: 99%

On Teaching Programming Fundamentals and Computational Thinking with Educational Robotics: A Didactic Experience with Pre-Service Teachers

et al. 2020

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This study aims to analyze how pre-service informatics teachers design learning scenarios with robotics to teach programming fundamentals and to promote computational thinking skills. A descriptive and exploratory case study design was implemented with 26 pre-service informatics teachers. Data were collected from the participants using qualitative and quantitative instruments. The main results pointed out the affordances and possibilities of the use of learning scenarios with robotics to teach programming fundamentals and to promote computational thinking skills as well as a strong path to promote the application of contents of the other Science, Technology, Engineering, Arts and Mathematics (STEAM) areas. Another significant finding was the impact of the didactic experience on the level of interest and self-confidence of the pre-service teachers in using robotics for teaching purposes. The results showed the importance of these didactics experiences to the pre-service teachers preparation and to apply the pedagogic approaches they have learned in theory in practical activities and to transfer this knowledge to new pedagogical situations and problems.

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Section: Computational Thinking: From Definition To Skillsmentioning

confidence: 99%

On Teaching Programming Fundamentals and Computational Thinking with Educational Robotics: A Didactic Experience with Pre-Service Teachers

et al. 2020

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“…For instance, following a unit on story writing and the Hour of Code, one English teacher combined these by having her students compare and contrast novels to computer games and saw many similarities such as how games are often constructed from stories (Bradley, 2017). Coding stories have been found to be an effective way to introduce students to coding (Burke, O'Byrne, & Kafai, 2016). Next, they brainstormed computer game design connected to their written works and developed games through Scratch (Bradley, 2017).…”

Section: Review Of Literaturementioning

confidence: 99%

“…Related to the stages of writing (Calkins, 1986), coding is a process to construct a narrative (Burke, et al, 2016). Following this principle, coding can support other academic learning skills, and as children code, they create and express themselves, developing sequencing skills as well as the ability to read and write, including sight words.…”

Section: Review Of Literaturementioning

confidence: 99%

Preservice Teacher Perceptions of Using Coding in Literacy Instruction

Frazier

Trekles

2020

Journal of Computer Science Integration

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Coding is a language with many similarities to what is traditionally thought of as literacy. Preservice teachers are familiar with literacy instruction, but were not exposed to computer science during their K-12 education nor in their teacher education course work. Yet, they are responsible for preparing children for future careers, including the growing field of computer science, which should be integrated as early as possible into the general education curriculum to build awareness, interest, and ultimately, skills. In this study, preservice teachers in a K-6 reading interventions class were trained in Scratch and provided a template to use with children struggling in various aspects of literacy. This article examines how preservice teachers perceive the relationship between coding and literacy through the theoretical framework of gaming, and whether they would include coding in literacy instruction. Results indicate preservice teachers do not feel confident enough in their teaching abilities to feel comfortable integrating coding into literacy instruction. Lack of prior knowledge and time constraints contributed to those that chose not to participate. Success occurred as Scratch was found to be motivating and individualized when using self-selected pictures and voice to connect to the written word, supporting children’s literacy learning.

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“…One method for integrating computational thinking into the curriculum involves giving students programming software to construct narratives. Programming languages such as Scratch, and Storytelling Alice offer storytelling tutorials that provide emerging coders access to computational methods (Burke, O'Byrne, & Kafai, 2016). Both Scratch and Alice improve students' confidence in their programming abilities (Cooper, Dann, & Pausch, 2000;Kalelioglu, & Gülbahar, 2014).…”

Section: Computational Thinking Through Literacymentioning

confidence: 99%

Computational Thinking and Literacy

Jacob

Warschauer

2018

Journal of Computer Science Integration

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Today’s students will enter a workforce that is powerfully shaped by computing. To be successful in a changing economy, students must learn to think algorithmically and computationally, to solve problems with varying levels of abstraction. These computational thinking skills have become so integrated into social function as to represent fundamental literacies. However, computer science has not been widely taught in K-12 schools. Efforts to create computer science standards and frameworks have yet to make their way into mandated course requirements. Despite a plethora of research on digital literacies, research on the role of computational thinking in the literature is sparse. This conceptual paper proposes a three dimensional framework for exploring the relationship between computational thinking and literacy through: 1) situating computational thinking in the literature as a literacy; 2) outlining mechanisms by which students’ existing literacy skills can be leveraged to foster computational thinking; and 3) elaborating ways in which computational thinking skills facilitate literacy development.

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Computational Participation

Cited by 48 publications

References 9 publications

On Teaching Programming Fundamentals and Computational Thinking with Educational Robotics: A Didactic Experience with Pre-Service Teachers

On Teaching Programming Fundamentals and Computational Thinking with Educational Robotics: A Didactic Experience with Pre-Service Teachers

Preservice Teacher Perceptions of Using Coding in Literacy Instruction

Computational Thinking and Literacy

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