Pedagogy and Processes for a Computer Programming Outreach Workshop—The Bridge to College Model

Tangney, Brendan; Oldham, Elizabeth; Conneely, Claire; Barrett, Stephen; Lawlor, John

doi:10.1109/te.2009.2023210

Cited by 38 publications

(17 citation statements)

References 10 publications

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“…There have been many studies performed to verify the efficacy of Scratch as a teaching tool for young audiences. Tangney et al (2010) used Scratch in a project-based after-school workshop for 15-16 year old students. Their goal was to see if they could engage students at an early stage and put them on a path to CS courses.…”

Section: Scratchmentioning

confidence: 99%

Visual and textual programming languages: a systematic review of the literature

Noone

Mooney

2018

J. Comput. Educ.

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It is well documented, and has been the topic of much research, that Computer Science courses tend to have higher than average drop out rates at third level, particularly so for students advancing from first year to second year. This is a problem that needs to be addressed with urgency but also caution. The required number of Computer Science graduates is growing every year but the number of graduates is not meeting this demand and one way that this problem can be alleviated is to encourage students, at an early age, towards studying Computer Science courses.This paper presents a systematic literature review that examines the role of visual and textual programming languages when learning to program, particularly as a first programming language. The approach is systematic, in that a structured search of electronic resources has been conducted, and the results are presented and quantitatively analysed. This study will provide insight into whether or not the current approaches to teaching young learners programming are viable, and examines what we can do to increase the interest and retention of these students as they progress through their education.

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Section: Scratchmentioning

confidence: 99%

Visual and textual programming languages: a systematic review of the literature

Noone

Mooney

2018

J. Comput. Educ.

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“…Since 2007, the authors have been engaged in a project which has developed a very particular model of ICT-mediated project-based learning (Tangney, Oldham, Conneely, Barrett, & Lawlor, 2009). The learning model involves moving away from a teacher-centred pedagogy and is designed to release the potential of student-led, collaborative, technology-mediated learning.…”

Section: The Bridge21 Learning Modelmentioning

confidence: 99%

Learning Circles: A Collaborative Technology-Mediated Peer-Teaching Workshop

2015

Self Cite

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This research study explores peer teaching and learning without a domain expert teacher, within the context of an activity where teams of second level students (~16 years old) are required to create a learning experience for their peers. The study looks at how participants would like to be taught and how they would teach their peers if given the opportunity and examines the support they require, their motivation levels, and if they actually learn curriculum content using this approach.An exploratory case study methodology was used, and the findings suggest that students want varied learning experiences that include many of the elements which would fall under the heading of 21st century learning, that with some support and encouragement they can create innovative learning experiences for their peers, and that they can learn curriculum content from the process.

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“…Scratch is a two-dimensional programming software in which the user interlocks blocks that represent different commands to move different sprites (objects) or characters (MIT 2012 ;Utting et al 2010 ). With simple functionality, Scratch is a suitable fi rst language for those who are learning to program (Tangney et al 2010 ).…”

Section: Scratchmentioning

confidence: 99%

A Case Study: From Game Programming to ICTs

Shannon

Ward

2014

ICTs and the Millennium Development Goals

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Students in the U.S. perform poorly in mathematics and science tests in both U.S. and international assessments, a weakness refl ected in the Information Communication and Technology competencies. The strong connection between competencies in mathematics, science, and ICT has created major concerns for educators and policy makers since poor performance in these areas endangers the future of the nation in global business. As a result, we investigated how the perspectives of noncomputer science educators changed when they learned game programming and ICT skills. The participants learned two free Web 2.0 game programming applications including Scratch and Alice and discussed one article. Online discussions and peer review processes through social network made up this mixed method study. The fi ndings indicated that teaching and learning game programming with projectbased learning as well as refl ecting on teaching methods resulted in building logical concepts and critical thinking skills. The results also led to promoting ICT in the K-16 curriculum and private fi rms.

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Pedagogy and Processes for a Computer Programming Outreach Workshop—The Bridge to College Model

Cited by 38 publications

References 10 publications

Visual and textual programming languages: a systematic review of the literature

Visual and textual programming languages: a systematic review of the literature

Learning Circles: A Collaborative Technology-Mediated Peer-Teaching Workshop

A Case Study: From Game Programming to ICTs

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