Robots, Programming and Coding, Oh My!

Geist, Eugene

doi:10.1080/00094056.2016.1208008

Cited by 30 publications

(20 citation statements)

References 10 publications

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“…Prominent researchers suggest these content areas should be integrated into elementary education (Bers, Ponte, Juelich, Viera, & Schenker, 2002; Bers, 2010; Devlin et al, 2013) and most states already have engineering standards (whether teachers know it or not) embedded into their curriculum (Carr et al, 2012; NGSS Lead States, 2013; Nickels, 2014). Robotics and programming/coding focus on all four areas of STEM, incorporating problem solving, critical thinking, sequencing, and design tasks through active learning and engagement (Geist, 2016; Sullivan & Heffernan, 2016). Currently, some structures and software are in place to help students of young ages access programming (e.g., WonderWorkshop Dash, Lego WeDo, Scratch, www.code.org).…”

Section: Discussionmentioning

confidence: 99%

“…The next step to introduce coding into elementary currciculum is allowing students access to physical robots, tangible code, and the overlap of STEM subjects (Geist, 2016) with adequate support for teachers and students with disabilities. Students as young as Pre-K can access robotics and programming technology (Bers, 2010), but the right systems (e.g., symbolic or picture code rather than text-based code) need to be created to meet their academic level.…”

Section: Discussionmentioning

confidence: 99%

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Computer Programming With Pre-K Through First-Grade Students With Intellectual Disabilities

Taylor

2018

J Spec Educ

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Researchers suggest students in early elementary grade levels are active learners and creators and need to be exposed to science, technology, engineering, and mathematics (STEM) curriculum. The need for student understanding in STEM curriculum is well-documented, and positive results in robotics and computer programming are leading researchers and policy makers to introduce new standards in education. The purpose of this single-case design study is to research the potential for PreK-1st grade students with intellectual disabilities (ID) to learn skills in computer programming through explicit instruction, concrete manipulatives, and tangible interfaces. Students were assessed through baseline, treatment, and generalization phases. The students with ID were found to successfully program the robot, following explicit instruction, although they had difficulty generalizing skills to tablet application. Discussion of results, future research, and limitations is provided.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Computer Programming With Pre-K Through First-Grade Students With Intellectual Disabilities

Taylor

2018

J Spec Educ

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“…In addition to basic knowledge and skills, having a high level of knowledge in technology is among the skills expected from individuals in the twenty-first century (Geist, 2016;National Education Association [NEA], 2012). Computational thinking skills, which are expressed as twenty-first-century skills, must be gained by integrating them into curriculums (Kong et al, 2020).…”

Section: Computational Thinking and Codingmentioning

confidence: 99%

Teaching Block-Based Coding to a Student with Autism Spectrum Disorder

Özgüç

Altin

2022

Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi

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Introduction:The aim of this study is to review the process of teaching coding to a student with autism spectrum disorder (ASD) and to examine that student's educational gains, problems encountered during process, and suggestions for solutions. Method:The research was designed as a case study and involved a three-month instruction process, during which the instruction sessions were prepared via the explicit instruction method of coding skills for a 10-year-old boy with autism spectrum disorder. Further, the contributions of this study were analysed through the data obtained via content analysis method with the NVivo 10 program. Findings:The findings indicated that the participant demonstrated significant gains as a result of the coding teaching process. He successfully completed the first and second levels in the Code.org platform by reducing the level of help given under the researcher's supervision. The participant completed the last two lessons of his second level without any help and became independent in coding skills. The gains increased the participant's motivation; he further stated that he wanted to make coding his future profession. Discussion:The participant not only gained skills in programming, he also learned new skills, e.g., finding the document he saved on a computer, taking a screenshot, and printing something out. According to the literature, programming teaching not only contributes to career planning in the field of engineering, these skills can also be used in daily life or will be needed in other professions. It has been emphasized that individuals with ASD should not only use technology as consumers, but also should be productive individuals in the field of technology by developing their computational thinking skills.

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“…Its goal is to understand how to bring it into preschool practice. It considered three developmentally appropriate [18] approaches to computation: computational thinking, programming, and robotics. Within computational thinking, it distinguished between learning activities that incorporate non-programmable digital technologies (e.g., an interactive whiteboard, a digital camera, and a computer for non-programmable activities) and those that do not.…”

Section: Introductionmentioning

confidence: 99%

Coding as Literacy in Preschool: A Case Study

2021

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Coding is increasingly recognized as a new literacy that should be encouraged at a young age. This understanding has recontextualized computer science as a compulsory school subject and has informed several developmentally appropriate approaches to computation, including for preschool children. This study focuses on the introduction of three approaches to computation in preschool (3–6 years), specifically computational thinking, programming, and robotics, from a cross-curricular perspective. This paper presents preliminary findings from one of the case studies currently being developed as part of project KML II—Laboratory of Technologies and Learning of Programming and Robotics for Preschool and Elementary School. The purpose of the KML II project is to characterize how approaches to computation can be integrated into preschool and elementary education, across different knowledge domains. The conclusions point to “expression and communication” as an initial framework for computational approaches in preschool, but also to multidisciplinary and more creative methodological activities that offer greater scope for the development of digital and computational competences, as well as for personal and social development.

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Robots, Programming and Coding, Oh My!

Cited by 30 publications

References 10 publications

Computer Programming With Pre-K Through First-Grade Students With Intellectual Disabilities

Computer Programming With Pre-K Through First-Grade Students With Intellectual Disabilities

Teaching Block-Based Coding to a Student with Autism Spectrum Disorder

Coding as Literacy in Preschool: A Case Study

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