Making computing interesting to school students

Black, Jonathan; Brodie, Jo; Curzon, Paul; Myketiak, Chrystie; McOwan, Peter W.; Meagher, Laura

doi:10.1145/2462476.2466519

Cited by 37 publications

(22 citation statements)

References 18 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The school curriculum is a complex environment where multiple competing priorities exist (Settle et al, 2012), and thus it is difficult for the in-service teachers to change and add one big concept into the already busy curriculum without support from management. Academics and industry could do more to engage with teachers, especially if they wish to introduce deep computational thinking principles in schools (Black et al, 2013).…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Improving the Computational Thinking Pedagogical Capabilities of School Teachers

Bower¹,

Wood²,

Lai³

et al. 2017

AJTE

152

View full text Add to dashboard Cite

Section: Discussionmentioning

confidence: 99%

“…Providing teachers with adequate teaching-related resources is critical in order to improve student outcomes (Stevens et al, 2013). Black et al (2013) suggest that creating communities of practice could allow teachers to share the resources and provide each other with ongoing support.…”

Section: Teaching Computational Thinking and The Challenges Involvedmentioning

confidence: 99%

Improving the Computational Thinking Pedagogical Capabilities of School Teachers

Bower¹,

Wood²,

Lai³

et al. 2017

AJTE

152

View full text Add to dashboard Cite

“…Black et al carried out a study in the UK where they asked Computing teachers how they felt they could make the subject interesting (Black et al 2013). The key aspects that they identified were the importance to teachers of making Computing fun and relevant.…”

Section: The Teachers' Perspectivementioning

confidence: 99%

Computing in the curriculum: Challenges and strategies from a teacher’s perspective

2016

View full text Add to dashboard Cite

Computing is being introduced into the curriculum in many countries. Teachers' perspectives enable us to discover what challenges this presents, and also the strategies teachers claim to be using successfully in teaching the subject across primary and secondary education. The study described in this paper was carried out in the UK in 2014 where teachers were preparing for the mandatory inclusion of Computing into the curriculum. A survey was conducted of over 300 teachers who were currently teaching Computing to elicit their perspectives on challenges and strategies. From the analysis of the data, extrinsic and intrinsic challenges were identified for both teachers and students. In addition, a variety of pedagogical strategies were recommended by teachers from their own practice. In categorising approaches taken by teaching to support students five key themes emerged: unplugged type activities, contextualisation of tasks, collaborative learning, developing computational thinking, and scaffolding programming tasks. Further investigation could support whether these strategies can alleviate the challenges of teaching and learning of Computing for students and teachers. In particular developing student resilience in Computing is seen as a challenge while not many strategies are suggested. The results of this study will be useful for teachers who are new to the teaching of Computing.

show abstract

“…There is an additional role for those in higher education (Computer Science and Education) departments to support the teachers with subject knowledge. Universities are a great resource for teachers seeking to increase their subject knowledge [Black et al 2013] and those in the UK have shown a great willingness to support teachers in this way.…”

Section: Localmentioning

confidence: 99%

Untitled

2014

TOCE

View full text Add to dashboard Cite

Computer science in UK schools is undergoing a remarkable transformation. While the changes are not consistent across each of the four devolved nations of the UK (England, Scotland, Wales and Northern Ireland), there are developments in each that are moving the subject to become mandatory for all pupils from age 5 onwards. In this article, we detail how computer science declined in the UK, and the developments that led to its revitalisation: a mixture of industry and interest group lobbying, with a particular focus on the value of the subject to all school pupils, not just those who would study it at degree level. This rapid growth in the subject is not without issues, however: there remain significant forthcoming challenges with its delivery, especially surrounding the issue of training sufficient numbers of teachers. We describe a national network of teaching excellence which is being set up to combat this problem, and look at the other challenges that lie ahead.

show abstract

Making computing interesting to school students

Cited by 37 publications

References 18 publications

Improving the Computational Thinking Pedagogical Capabilities of School Teachers

Improving the Computational Thinking Pedagogical Capabilities of School Teachers

Computing in the curriculum: Challenges and strategies from a teacher’s perspective

Untitled

Contact Info

Product

Resources

About