Teaching computational thinking to exceptional learners: lessons from two inclusive classrooms

Prado, Yenda; Jacob, Sharin; Warschauer, Mark

doi:10.1080/08993408.2021.1914459

Cited by 11 publications

(8 citation statements)

References 42 publications

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“…However, student CT does not grow organically as a byproduct of language learning; instead, they need explicit instruction and scaffolding to experience and encourage gradual CT in the language classroom (Prado et al [70]).…”

Section: Human-computer Interaction In Efl Classroommentioning

confidence: 99%

Playing with AI to Investigate Human-Computer Interaction Technology and Improving Critical Thinking Skills to Pursue 21st Century Age

Seraj

Oteir³

2022

Education Research International

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As part of the human-computer interaction (HCI) that artificial intelligence has, it has a specific effect on developing critical thinking skills, which is what this study is looking at. The purpose of this study was to determine the impact of AI friend apps on EFoLLe (English foreign language learners) interactions with technology. The primary focus of this paper is on a new artificial intelligence-based immersion teaching method for university-level English. Students’ English proficiency and CT are the primary goals of this course. This study employs mixed methods research design using an online survey and classroom observation. Both quantitative and qualitative data collection and analysis techniques helped researchers to understand deeply. Still, little research was used to look at the survey and how people acted while they were learning how to use AI to improve CT skills. The participants in this paper were polled using an online survey. A total of 453 people participated in the survey. According to the outcomes of the study, AI friends to enhance students’ critical thinking abilities has a positive impact among the participants. Because AI-based instruction promotes students’ trust, self-confidence, open-mindedness, and maturity in English, it can help them improve their critical thinking skills. This is because critical thinking skills are the foundation for 21st-century skills, and AI-based instruction helps students learn these skills. This study helped AI-based instruction because it helps nonnative English students become more trusting, self-confident, open-minded, and mature in English. It also helps them learn the CT skills that are the foundation of critical thinking, so they can learn new skills in the 21stcentury.

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Section: Human-computer Interaction In Efl Classroommentioning

confidence: 99%

Playing with AI to Investigate Human-Computer Interaction Technology and Improving Critical Thinking Skills to Pursue 21st Century Age

Seraj

Oteir³

2022

Education Research International

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“…These basic instructional strategies encompass providing clear verbal directions for tasks, modeling problem-solving techniques, modeling how to complete given tasks, establishing clear expectations, and giving motivating rewards for task completion (Snodgrass et al 2016). Similarly, Prado et al (2022) found that explicitly scaffolded instruction was effectively improved the computational thinking sills of students with disabilities. Ratcliff and Anderson (2011) found that students with disabilities produced better learning outcomes with explicit instruction compared to a constructionist approach.…”

Section: Instructional Strategies To Support Diverse Studentsmentioning

confidence: 98%

Empowering Latinx Elementary School Students with Disabilities: Computer Programming through Culturally Sustaining Curriculum

Baek,

Saito-Stehberger,

Nam

et al. 2023

Preprint

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This study explores the experiences of elementary school students with disabilities in learning computer programming and investigates the instructional strategies that enhance their learning within a culturally sustaining computer science curriculum. The case study was conducted in a special education classroom with multilingual Latinx students, utilizing an integrated computer science curriculum with a focus on community-based environmental literacy. The computer science projects aimed to promote peer collaboration, innovative problem-solving skills, and computational thinking skills. Students who typically do not interact with their peers engaged in rich collaboration during the computer science class. Additionally, students with behavioral and performance difficulties exhibited heightened engagement with the projects, channeling their creativity through computational thinking. Moreover, students applied the environmental knowledge they gained in class to real-world community settings. The instructional strategies employed by the teacher to support her students included engaging multiple senses, involving student experts, providing explicit instructions, modeling computational steps, and drawing connections between environmental and computational thinking concepts and students’ real-life situations. The results of this study underscore how a culturally sustaining computer science curriculum can empower diverse students, fostering inclusivity and leveraging their strengths. Furthermore, the results offer insight into effective teaching practices for supporting diverse students in a coding environment.

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“…The final unit on storytelling incorporates all of the concepts and skills taught in the previous four units. A year-long implementation of the inquiry-based curriculum in eight classrooms showed student improvement in computational thinking skills (Prado et al, 2021;, computer science identity development , and literacy learning .…”

Section: Overview Of the Cs Curriculummentioning

confidence: 99%

Comparing Boys’ and Girls’ Attitudes Toward Computer Science

Scott¹,

Zou²,

Jacob³

et al. 2023

JCSI

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Women are severely underrepresented in computer science (CS) degrees and careers. While student interest is a key predictor of success, little is known about how elementary students from underserved groups, such as girls, develop their interest in CS. To address this issue, we examined the differences in attitudes between upper elementary girls and boys towards CS after participating in a yearlong, inquiry-based CS curriculum designed for diverse learners. Pre-and-post surveys on students’ attitudes towards CS (n = 108) were delivered before and after student participation in the curriculum. Results from the survey showed only two demonstrated significant differences between boys and girls, favoring girls talking more with friends and family about CS and boys believing that computer scientists make a difference in the world. Even for these two items, the differences were of marginal significance and that significance would not survive correction for multiple comparisons. Follow-up, semi-structured interviews with 18 students painted a different picture. Girls displayed decreased interest in CS compared to boys with regard to self-efficacy and overall identification with the discipline. These differences highlight the importance of early intervention programs in leveraging the strengths and interests of participating girls. Based on our findings, we provide recommendations for CS educators and curriculum designers on better engaging girls in the discipline.

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Teaching computational thinking to exceptional learners: lessons from two inclusive classrooms

Cited by 11 publications

References 42 publications

Playing with AI to Investigate Human-Computer Interaction Technology and Improving Critical Thinking Skills to Pursue 21st Century Age

Playing with AI to Investigate Human-Computer Interaction Technology and Improving Critical Thinking Skills to Pursue 21st Century Age

Empowering Latinx Elementary School Students with Disabilities: Computer Programming through Culturally Sustaining Curriculum

Comparing Boys’ and Girls’ Attitudes Toward Computer Science

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Teaching computational thinking to exceptional learners: lessons from two inclusive classrooms

Cited by 11 publications

References 42 publications

Playing with AI to Investigate Human-Computer Interaction Technology and Improving Critical Thinking Skills to Pursue 21st Century Age

Playing with AI to Investigate Human-Computer Interaction Technology and Improving Critical Thinking Skills to Pursue 21st Century Age

Empowering Latinx Elementary School Students with Disabilities: Computer Programming through Culturally Sustaining Curriculum

Comparing Boys&rsquo; and Girls&rsquo; Attitudes Toward Computer Science

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Product

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Comparing Boys’ and Girls’ Attitudes Toward Computer Science