ICT Teachers’ Acceptance of “Scratch” as Algorithm Visualization Software

Abstract

This study aims to investigate the acceptance of ICT teachers pertaining to the use of Scratch as an Algorithm Visualization (AV) software in terms of perceived ease of use and perceived usefulness. An embedded mixed method research design was used in the study, in which qualitative data were embedded in quantitative ones and used to explain the results. The data were collected from 214 pre-service ICT teachers studying in four large public universities. Data was gathered through a questionnaire adapted from David's Technology Acceptance Survey (1989) and through open-ended questions. T-test and Pearson correlation, as well as descriptive statistics, were used to analyze quantitative data and constant analysis techniques were used to analyze qualitative data. Both kinds of data were mixed and are presented in the results section. The results show that pre-service ICT teachers mainly have positive and similar Scratch acceptance scores in terms of usefulness and ease of use. The factors explaining participants' perceived usefulness are identified as visual interface (37%), pedagogy(36%), and computational thinking (27%). The majority of the participants also found Scratch to be easy to use. Pre-service ICT teachers explained that what makes AV software easy to use is color separation (40%), drag and drop (30%), and familiar interface (30%). Additionally, no significant difference between the acceptance scores of the participants was found in terms of gender, years of programming experience, programming background, and the high school they graduated from as indicators of programming experience. Results congruent with previous studies regarding Scratch were found by the current study.

Mathematics and Science Teacher’s Conception and Reflection on Computer Programming with Scratch: Technological and Pedagogical Standpoint

“…The above results are in agreement with Saltan and Kara (2016) found that pre-service teachers have a positive perception and agreed that scratch is easy to use in teaching mathematics. The study conducted by Choi (2013) on Korean pre-service teachers revealed that teachers have the great intention of using scratch in future teaching.…”

“…Computer programming succeeded to boost most of the aspects of our society, respond people's needs, and being adaptable to modern and future technology (Kalelioglu & Gülbahar, 2014). Using computer programming increase the computational thinking of students (Saltan & Kara, 2016). Teachers at different levels and from different subjects use computer programming to improve teaching-learning and help students to develop skills (Ferrer-Mico, Prats-Fernàndez, & Redo-Sanchez, 2012).…”

Development of the ICT Teachers’ Perceptions of the Contribution of Scratch Program to Programming Instruction Scale

“…For the first step of scale development, literature related to block-based teaching programming was reviewed, available scales were examined. About acceptance or effect of Scratch as a teaching tool, there are some studies with preservice ICT teachers (Choi, 2013;Fesakis and Serafeim, 2009;Saltan and Kara, 2016); and few scale development studies with students (Kasalak and Altun, 2018). Items of scale development studies based on technology acceptance in the literature were also examined (Çam, 2012;Dönmez and Akbulut, 2019;Esen and Büyük, 2014;Özer, Eriş and Özmen, 2012;Serçemeli and Kurnaz, 2016;Teo, 2015;Turan and Haşit, 2014;Ursavaş, 2014).…”

Mathematics and science teacher’s conception and reflection on computer programming with scratch: Technological and pedagogical standpoint

“…Computer programming succeeded to boost most of the aspects of our society, respond people's needs, and being adaptable to modern and future technology (Kaleliogľu & Gülbahar, 2014). Using computer programming increase the computational thinking of students (Saltan & Kara, 2016). Teachers at different levels and from different subjects use computer programming to improve teaching-learning and help students to develop skills (Ferrer-Mico et al, 2012).…”