Technology-Rich Ethnography for Examining the Transition to Authentic Problem-Solving in a High School Computer Programming Class

Abstract

This study utilized elements of technology-rich ethnography to create a rich description of a multi-user virtual environment in a high school computer programming class. Of particular interest was the transition that took place in classroom culture from one characterized by a well-defined problem solving approach to one more indicative of open learning environment. Using technology, high school students created learning activities and resources for use by younger students in the virtual environment. Evidence supported that high school students initially benefitted from the new open environment; however, some immutable elements of the classroom environment presented barriers to peer collaboration and motivation for high-level, creative work. Our findings lend support to the argument that teachers in high school computer programming classes should incorporate the following features in their curricula: open-ended problem solving, real-world clients, group work, student autonomy and ample opportunities for student creative expression.

Between Purpose and Method: A Review of Educational Research on 3D Virtual Worlds

“…Three-dimensional (3D) virtual worlds are nowadays being considered as a potential medium to provide learners with new educational environments (Dass, Dabbagh & Clark, 2010;de Freitas, Rebolledo-Mendez, Liarokapis, Magoulas, & Poulovassilis, 2010;Delwiche, 2006;Jarmon, Lim & Carpenter, 2009). The educational attempt to use 3D virtual worlds is especially highly evaluated with the affordances of expressing learners' actions and intentions (de Freitas, & Veletsianos, 2010;Ge, Thomas, & Greene, 2006;Thorne & Reinhardt, 2008). In the field of educational, virtual worlds have presented some controversy as this is an emerging technology (Wang & Lockee, 2010).…”

Using Technology in Gifted and Talented Education Classrooms: The Teachers’ Perspective

“…If the teacher allows autonomy for multiple students then there will be multiplicity in the learning task or environment and the teacher will have to be flexible in assessing the work. An inverse relationship exists, so that as student control increases the teacher control decreases (Elstad, 2008;Ge, Thomas, & Greene, 2006;Stefanou, Perencevich, DiCintio, & Turner, 2004).…”

An Investigation of an Open-Source Software Development Environment in a Software Engineering Graduate Course

“…Another two-week study examined the cultural shift taking place in a high school computer class that was transitioned from a traditional learning environment to an open-ended learning environment bearing some community features. From the study, Ge, Thomas, and Greene (2006) observed some intransigent cultural features interfering with the culture in the new learning environment. Although carried out in different contexts, both studies invariably indicated the benefits for learners as they participated in the learning community, as well as issues and challenges encountered in the process of implementing communities of practice in the classroom settings.…”