School programming as literacy: the case for BOXER

O'Reilly, Declan

doi:10.1046/j.1365-2729.1998.1410051.x

Cited by 6 publications

(3 citation statements)

References 3 publications

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“…Além das teorias supracitadas, há evidências cada vez mais claras de que a interação com as tecnologias digitais e todas as repercussões já constatadas socioculturalmente acarretam imensos impactos psicológicos sobre as pessoas (Phillips, 1994;Sparker, 1995;Wegerif, 1996;Wild & Braid, 1996;Deadman, 1997;O'Reilly, 1998;Lévy, 1999Lévy, , 2004Papadakis & Collins, 2001;Tapscott, 1998Tapscott, , 2003.…”

Section: Ressalta-se Queunclassified

Representações sociais, valores morais, bússolas morais, hipercultura e segurança pública: um estudo com criminosos, policiais e cidadãos comuns na região metropolitana do Recife

Rocha

2024

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Editora Direitos para esta edição cedidos à Atena Editora pelos autores. Open access publication by Atena Editora Todo o conteúdo deste livro está licenciado sob uma Licença de Atribuição Creative Commons. Atribuição-Não-Comercial-NãoDerivativos 4.0 Internacional (CC BY-NC-ND 4.0). O conteúdo do texto e seus dados em sua forma, correção e confiabilidade são de responsabilidade exclusiva da autora, inclusive não representam necessariamente a posição oficial da Atena Editora. Permitido o download da obra e o compartilhamento desde que sejam atribuídos créditos a autora, mas sem a possibilidade de alterá-la de nenhuma forma ou utilizá-la para fins comerciais.Todos os manuscritos foram previamente submetidos à avaliação cega pelos pares, membros do Conselho Editorial desta Editora, tendo sido aprovados para a publicação com base em critérios de neutralidade e imparcialidade acadêmica.A Atena Editora é comprometida em garantir a integridade editorial em todas as etapas do processo de publicação, evitando plágio, dados ou resultados fraudulentos e impedindo que interesses financeiros comprometam os padrões éticos da publicação. Situações suspeitas de má conduta científica serão investigadas sob o mais alto padrão de rigor acadêmico e ético.

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Section: Ressalta-se Queunclassified

Representações sociais, valores morais, bússolas morais, hipercultura e segurança pública: um estudo com criminosos, policiais e cidadãos comuns na região metropolitana do Recife

Rocha

2024

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“…Robertson [264] worried about the move from children having a high level of interaction and control of computers when using programming software such as Logo, to less interactive and controlled applications that provide multimedia content and educational games. Similarly, O'Reilly [222] argued for the incorporation of programming as part of the curriculum given that it provides opportunities for making use of logical and mathematical knowledge in activities where children can pursue their own goals.…”

Section: Programmingmentioning

confidence: 99%

Interaction Design and Children

Hourcade

2007

FNT in Human-Computer Interaction

230

121

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Children are increasingly using computer technologies as reflected in reports of computer use in schools in the United States. Given the greater exposure of children to these technologies, it is imperative that they be designed taking into account children's abilities, interests, and developmental needs. This survey aims to contribute toward this goal through a review of research on children's cognitive and motor development, safety issues related to technologies and design methodologies and principles. It also provides and overview of current research trends in the field of interaction design and children and identifies challenges for future research.To understand children's developmental needs it is important to be aware of the factors that affect children's intellectual development. This survey analyzes the relevance of constructivist, socio-cultural, and other modern theories with respect to the design of technologies for children. It also examines the significance of research on children's cognitive development in terms of perception, memory, symbolic representation, problem solving, and language. Since interacting with technologies most often involves children's hands this survey also reviews literature on children's fine motor development including manipulation and reaching movements. Just as it is important to know how to aid children's development it is also crucial to avoid harming development. This survey summarizes research on how technologies can negatively affect children's physical, intellectual, social, emotional, and moral development. Following is a review of design methodologies for children's technologies organized based on the roles children may play during the design process including a description of cooperative inquiry and informant design methods. This is followed by a review of design principles obtained through experiences in developing technologies for children as well as research studies. It includes design principles related to visual design (e.g., icons, visual complexity), interaction styles (e.g., direct manipulation, menus), and the use of input devices (e.g., pointing, dragging, using mouse buttons). The latter half of this survey summarizes research trends in the field of interaction design and children, grouping research efforts in the following areas: supporting creativity and problem solving, supporting collaboration and communication, accessing, gathering and exploring content, learning from simulations, supporting children with special needs, interacting with intelligent characters, supporting healthy lifestyles, learning skills, mobile, tangible, and ubiquitous computing, and designing and evaluating technologies. This survey concludes by formulating research challenges for the future and identifying three information age "plagues" children are in danger of facing in the near future.

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“…As a result, there is growing interest in integrating programming courses at all educational levels (14,15). It has even been considered a new literacy, just like reading or math (8,(16)(17)(18), and many schools, districts and countries have acknowledged the importance of including computer programming in their curricula (2,(19)(20)(21)(22)(23). But, teaching children this new literacy is not an easy endeavor.…”

Section: Introductionmentioning

confidence: 99%

Peer tutoring of computer programming increases exploratory behavior in children

Hera¹,

Zanoni²,

Sigman³

et al. 2020

Preprint

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There is growing interest to teach computer science and programming skills at schools. Here we investigate the efficacy of peer-tutoring which is known to be a useful educational resource in other domains, but never before examined in such a core aspect of applied logical thinking in children. We compared (1) how children learn computer programming from an adult vs learning from a peer, and (2) the effect of teaching a peer vs simply revising what has been learned. Our results indicate that children taught by a peer showed comparable performance to their classmates taught by an adult. However, learning from a peer promoted a more exploratory behavior, resulting in a less conservative speed-accuracy trade-off, with shorter response times, at the expense of lower accuracy. By contrast, no effects of teaching were found. Our results thus provide empirical evidence in support of peer tutoring as a way to help teaching computer programming to children. This could contribute to the promotion of a widespread understanding of how computers operate and how to shape them, essential to our values of democracy, plurality and freedom.

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School programming as literacy: the case for BOXER

Cited by 6 publications

References 3 publications

Representações sociais, valores morais, bússolas morais, hipercultura e segurança pública: um estudo com criminosos, policiais e cidadãos comuns na região metropolitana do Recife

Representações sociais, valores morais, bússolas morais, hipercultura e segurança pública: um estudo com criminosos, policiais e cidadãos comuns na região metropolitana do Recife

Interaction Design and Children

Peer tutoring of computer programming increases exploratory behavior in children

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