Considering Parents in Coding Kit Design

Yu, Junnan; Bai, Chenke; Roque, Ricarose

doi:10.1145/3313831.3376130

Cited by 35 publications

(8 citation statements)

References 52 publications

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“…Research conducted by Yu et al also showed that 14 out of 18 parents expected that playing with programming tools would enable their children to understand coding and be more competent [7]. This is because they believed that programming would be an important skill for the future and see it as a second language that their children would need to acquire.…”

Section: Parents' Suggestions On the Use Of Edtech Tools In Programmi...mentioning

confidence: 99%

Teaching Application of EdTech Tools in Children's Programming Beginners: Take Microbit as an Example

Gou¹

2023

EHSS

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In the post-epidemic era, education and technology are becoming more and more closely related. As technology continues to innovate, the use of scientific and technological software, artificial intelligence, etc. in education is becoming more and more widespread. This article analyses three aspects of education: parents, educational institutions and students, and offers advice and suggestions to educational institutions for improvement based on the views of students and parents. Parents are supportive of their children learning programming languages and are willing to allow their children to use technology in the classroom. However, parents still have concerns about the financial support needed and the negative effects (eye health, etc.) of using technology for their children. Students would like to be able to incorporate more interesting technology into their learning process as this would greatly increase their interest. Educational institutions also find the use of technology in the implementation of their curriculum. However, they still have concerns about investing money in it. We believe that technology plays a vital role in programming education and that if used correctly it can benefit students, parents and educational institutions alike.

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Section: Parents' Suggestions On the Use Of Edtech Tools In Programmi...mentioning

confidence: 99%

Teaching Application of EdTech Tools in Children's Programming Beginners: Take Microbit as an Example

Gou¹

2023

EHSS

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“…Parents are involved in a myriad of disciplinary domains with their children, from technology use and computational thinking to science learning (e.g., Luce et al, 2017; Tour, 2019; Yu et al, 2020). The parent engagement literature focuses on the roles and tasks parents take on with their children, such as formal learning experiences (e.g., Barton et al, 2004; Carreón et al, 2005), informal learning through everyday family activity (e.g., Luce et al, 2017), and learning across formal and informal contexts with and for their children (e.g., Barron et al, 2009; Takeuchi et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…For instance, Takeuchi et al (2019) find that some parents were not aware of out-of-school learning programs, and different parents may value formal versus informal learning programs differently. Lastly, parents’ perceptions of their own skills and backgrounds can shape their perspectives on learning jointly with their children (Yu et al, 2020). Our work extends efforts to unpack the views of adults from diverse backgrounds, targeting those who work with youths in minoritized communities situated in neighborhoods deemed resource-constrained through the placement of Title I schools.…”

Section: Introductionmentioning

confidence: 99%

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Changing Lanes: Relational Dispositions That Fuel Community Science Learning

Clegg¹,

Hernly

Ahn

et al. 2023

American Educational Research Journal

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Supporting youths’ STEM dispositions takes an entire community of adults, yet we must understand the dispositions that adults bring to such community efforts, ways they influence youths’ learning and are shaped by the community. In this paper, we examine a sociotechnical system called Science Everywhere, which invited the broader community to interact with science learning experiences youths shared across home, school, and community settings. Integrating frameworks for disposition and asset-based community development, we present a case study of four focal adults within Science Everywhere embedded in one neighborhood. We make the case for a relational perspective of disposition development that leverages community members’ science and relational assets to foster dynamic, community-specific learning opportunities for youths, particularly those from resource-constrained communities.

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“…Prior research has begun to investigate the ways in which caregivers support their children in STEM projects during family workshops [11], [21], and at home [18], [23], [24]. These supports are categorized as "roles" caregivers enact.…”

Section: Introduction/ Backgroundmentioning

confidence: 99%

Caregivers’ Roles in Supporting Children’s Engagement in Engineering Activities at Home (Fundamental)

Paul,

Penney,

Maltese

et al.

2023 ASEE Annual Conference &Amp; Exposition Proceedings

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Her research interests include (1) examining individual's identity(ies) in one or more STEM disciplines, (2) understanding the role of making a.11d tinkering in formal and informal learning environments, and (3) investigating family engagement in and interactions around STEM-related activities. Before joining BU, she completed a post-doctoral fellowship at Indiana University-Bloomington. She earned a Ph.D. in mathematics education from Clemson University.

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Considering Parents in Coding Kit Design

Cited by 35 publications

References 52 publications

Teaching Application of EdTech Tools in Children's Programming Beginners: Take Microbit as an Example

Teaching Application of EdTech Tools in Children's Programming Beginners: Take Microbit as an Example

Changing Lanes: Relational Dispositions That Fuel Community Science Learning

Caregivers’ Roles in Supporting Children’s Engagement in Engineering Activities at Home (Fundamental)

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