Empowering teachers to teach CS &amp;#x2014; Exploring a social constructivist approach for CS CPD, using the Bridge21 model

Byrne, Jake Rowan; Fisher, Lorraine; Tangney, Brendan

doi:10.1109/fie.2015.7344030

Cited by 4 publications

(3 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Given that computer science is largely problem driven, Constructionism and Problem-based learning are two learning theories long associated with teaching computer science [23]- [26], [27].…”

Section: Design Thinking In Computer Science 21 Computer Science Pedmentioning

confidence: 99%

Developing Creativity in Computer Science Initial Teacher Education through Design Thinking

O'Callaghan

Connolly

2020

United Kingdom &Amp; Ireland Computing Education Research Conference.

View full text Add to dashboard Cite

Design thinking is a valuable component in teacher education enabling the development of creativity amongst the cohort. Studies have been developed to capture the effects of discipline specific design thinking, however design thinking amongst Computer Science pre-service teachers has not been thoroughly evaluated. Pre-service Computer Science post-primary teachers will need to have the capacity to develop these skills within their initial teacher education programmes. In this paper we propose a design thinking workshop model for use by pre-service teachers to engage and motivate students while covering core CS concepts, using web application development. Computer Science as a subject at post-primary will enable students solve real-world problems through the design and creation of computational artefacts developed using a collaborative human-centred approach.Developing such artefacts requires particular skills, such as creativity and problem-solving and it will be necessary for Computer Science pre-service teachers to use innovative problem-solving approaches when fostering these skills. The paper will present the project implementation along with qualitative and quantitative findings. In particular this paper highlights the pre-service teacher perception of the benefits of design thinking in Computer Science particularly applicability in the domain and increased engagement. This, we argue, is critical in our understanding and important in their initial teacher education. CCS CONCEPTS • Applied computing → Education; Interactive learning environments.

show abstract

Section: Design Thinking In Computer Science 21 Computer Science Pedmentioning

confidence: 99%

Developing Creativity in Computer Science Initial Teacher Education through Design Thinking

O'Callaghan

Connolly

2020

United Kingdom &Amp; Ireland Computing Education Research Conference.

View full text Add to dashboard Cite

show abstract

“…Bridge21 is not only a pedagogical model, but an ongoing empirical research project, following a design based research approach (Wang & Hannafin, 2005). It has been used across a wide range of subject areas both in the formal and informal learning environments: Digital Media (Lawlor, Marshall & Tangney, 2016), Cross curricular (Sullivan, Marshall & Tangney, 2015), Computer Science (Byrne, O'Sullivan, & Sullivan, 2017;Tangney, Oldham, Conneely, Barrett & Lawlor, 2010), History (O'Donovan, McCrea, Gallagher & Tangney, 2016 and Teacher Professional Development (Girvan, Conneely, & Tangney, 2016;Byrne, Fisher & Tangney, 2015;Conneely, Girvan, Lawlor & Tangney, 2015).…”

Section: Introduction: Bridge21 Backgroundmentioning

confidence: 99%

Technology-Mediated Collaborative Learning: The Bridge21 Activity Model in Theory and Practice

Byrne

Kearney

Sullivan

2018

Didactics of Smart Pedagogy

View full text Add to dashboard Cite

This chapter explores the Bridge21 activity model designed to support the development of an innovative 21st century learning environment in 2nd level schools. Over the past ten years, the model has been developed, trialed and tested with over 14,000 students and over 2,000 teachers, both in informal and formal educational scenarios. Research conducted at Trinity College Dublin has evaluated and underpinned the development of this learning model.The Bridge21 learning model is a pragmatic approach to team-based technology-mediated learning. It is designed to leverage current technology and to release students' potential through a structured move away from individualised, teacher-led learning. Essential elements of the model include: Technology-Mediated, Project-Based, Teamwork and Reflection.This chapter introduces the Bridge21 activity model and provides approaches and techniques to those who wish to design Bridge21 learning experiences. It empowers schools to build on what already works well for teachers and students, while creating the space for innovative ideas and alternative approaches to teaching and learning. It presents a shift in focus from the teaching of individual subjects, to the teaching of key competencies and 21st Century learning skills.

show abstract

“…En consecuencia, el impacto es importante, así los autores James y George (2009) lo consideran un elemento clave para el éxito de los estudiantes en ciencias de la computación debido a que enfatiza la abstracción y la automatización (Park, Hyun, & Heuilan, 2015). Sáez-López et al (2016), muestran los resultados favorables de enseñar conceptos de computación en los primeros años escolares debido a la motivación que causa el entorno Scratch, para muchos profesores es una herramienta nueva y representa un reto aprender a usarlo e integrarlo en el aula, pero altamente justificable el esfuerzo debido a la aceptación de los niños, considerando que para ellos también es reto a vencer (Sentance & Csizmadia, 2017;Wong, Cheung, Ching, & Huen, 2015;Saari, Blanchfield, & Hopkins, 2016;Byrne, Fisher, & Tangney, 2015;Zeng, 2015;Bustillo & Garaizar, 2015;Calao, Moreno-León, Correa, & Robles, 2015;Dorling & White, 2015). Otras Instituciones y profesores han usado entornos alternativos a Scratch porque coinciden en los beneficios que aportan en los estudiantes (Cheng, Fu, & Chen, 2016;Worrell, Brand, & Repenning, 2015;Jenkins, 2015;Berland & Wilensky, 2015;Han, Kim, & Wohn, 2015;Sarmento, Reis, Zaramella, Almeida, & Tacla, 2015) e inclusive han propuesto contenidos temáticos o cursos para niños de 11-12 años (Duncan & Bell, 2015;Hui-Chi, Chiu-Fan, Cheng-Chih, & Yu-Tzu, 2015;Yadav, Mayfield, Zhou, Hambrusch, & Korb, 2014) y la organización de torneos abiertos para niños de hasta 14 años indica una confianza global por parte de las Instituciones educativas (UK Bebras Computational Thinking Challenge, 2015;Talent Search, 2015).…”

Section: Preuniversitariounclassified

Escenarios de aprendizaje personalizados a partir de la evaluación del pensamiento computacional para el aprendizaje de competencias de programación mediante un entorno b-learning y gamificación

Rojas-López¹

View full text Add to dashboard Cite

The teacher is a key piece of the functionality and efficiency of a university educational model, because, by determining a learning environment under his experience and creativity, he can get that students achieve specific professional competences, especially that teacher who has changed the paradigm focused on himself and has focused on the student, in addition to making use of educational strategies that support the teaching -learning process. Computer programming is an activity that creates software technology and continues to be a profession with high global demand for qualified personnel, which has led universities to offer different alternatives of educational offer, that is, the model of face-to-face learning is not the only way to offer the acquisition of respective competences

show abstract

Empowering teachers to teach CS — Exploring a social constructivist approach for CS CPD, using the Bridge21 model

Cited by 4 publications

References 11 publications

Developing Creativity in Computer Science Initial Teacher Education through Design Thinking

Developing Creativity in Computer Science Initial Teacher Education through Design Thinking

Technology-Mediated Collaborative Learning: The Bridge21 Activity Model in Theory and Practice

Escenarios de aprendizaje personalizados a partir de la evaluación del pensamiento computacional para el aprendizaje de competencias de programación mediante un entorno b-learning y gamificación

Contact Info

Product

Resources

About