Tell, Draw and Code – Teachers’ Intention to a Narrative Introduction of Computational Thinking

Tengler, Karin; Kastner-Hauler, Oliver; Sabitzer, Barbara

doi:10.1007/978-3-030-90228-5_3

Cited by 5 publications

(5 citation statements)

References 19 publications

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“…Both classes had no prior experiences with the micro:bit and Makecode programming before this intervention, but the primary school under study is equipped with Bee-Bots programmable floor robots. Teachers from the afternoon care regarding fourth grade were reportedly curious about this cute little robot and showed interest in trainings on this subject (Tengler et al, 2021 ) after collecting additional feedback. Therefore, we assume that fourth-graders in this study had first contact with the Bee-Bot during unofficial afternoon hours.…”

Section: Resultsmentioning

confidence: 99%

Combined Effects of Block-Based Programming and Physical Computing on Primary Students' Computational Thinking Skills

Kastner-Hauler¹,

Tengler²,

Sabitzer

et al. 2022

Front. Psychol.

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Basic Digital Education (BDE) is already planned to be integrated with the forthcoming curriculum for Austrian primary schools (6–10 years) as it was already implemented for lower secondary schools (10–14 years) in 2018. BDE includes the most essential and novel developments of Computational Thinking (CT), which are fundamentally responsible for nurturing students' problem-solving skills. Thus, evaluating teaching materials, scaffolding guidelines, and assessments is becoming increasingly important for the successful implementation of CT in Austrian classrooms. This study is a part of a longitudinal multi-cycle educational design research project aiming to explore how to foster CT and to raise the awareness, importance, and confidence of teachers and students in applying CT for everyday uses. Our paper focuses on a sub-study in which teaching units for grade 3 and 4 students (8–10 years) were designed by combining an Open Educational Resource (OER) textbook and Physical Computing with the micro:bit device. The designed learning environment consists of three units and was implemented in two classes over 3 weeks. The two classes were further split into two groups each, to ensure better support during implementation. The class teachers received upfront teacher training and conducted pre- and post-test assessments with the students. The resulting data was then analyzed to gain insights into the effects on CT skills of the young learners. Results showed that combining block-based programming and physical computing devices could become a promising approach to promote computational thinking skills in lower school grades. Furthermore, the observed direction of the designed units supports low-barrier access to increase the desired uses of CT in classrooms.

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Section: Resultsmentioning

confidence: 99%

Combined Effects of Block-Based Programming and Physical Computing on Primary Students' Computational Thinking Skills

Kastner-Hauler¹,

Tengler²,

Sabitzer

et al. 2022

Front. Psychol.

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“…A successful application of this method with Bee-bots is documented in a research study by the authors [53]. The study…”

Section: Didactic Design-tell Draw and Codementioning

confidence: 95%

Examining Teachers’ Intention to integrate Robotics-based Storytelling Activities in Primary Schools

Tengler¹,

Sabitzer

2022

Int. J. Interact. Mob. Technol.

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Though expanding computational thinking to primary school students has become more prevalent, there is a lack of appropriate didactics. Educational robotics offers a possible approach. However, innovations can only find their way into the classroom if teachers find them feasible and meaningful. Thus, appropriate training and further education of teachers are becoming a necessity. This paper reports on investigating professional development for teachers in programming robots by integrating the method of storytelling in their teaching. It draws on the Technology Usage Inventory (TUI) model to explore how an interdisciplinary intervention with programmable robots, combined with the storytelling method “Tell, Draw & Code” can influence the intention to use them in the classroom. Comparing the pre-and post-test and the qualitative data analysis shows a significant increase in positive attitudes towards the use of robots. The learning scenarios produced by the participants show how successful implementation can succeed. These findings highlight the need for teachers to explore, reflect, and experience the potential of new technologies as part of their teacher development to implement innovations sustainably. The quasi-experimental study shows that this problem-based and interdisciplinary didactic setting is particularly well received by teachers because it promotes computational thinking, narrative, and reading skills in primary school students in equal measure, and it can be easily taught and transferred.

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“…Wie eine Annäherung an diese Kompetenzen gelingen kann, soll exemplarisch mit der Methode Tell, Draw & Code (Tengler et al 2021) Futures Literacy, gesehen als eine Querschnittskompetenz für das 21. Jahrhundert, versucht Möglichkeiten zu entwickeln, um einen offenen Umgang mit den vielfältigen Bausteinen zu erlernen und daraus gemeinsame neue Bilder, Vorstellungen über Zukunft zusammenzusetzen.…”

Section: Tell Draw and Codeunclassified

“…Auf dem Planeten angekommen, ziehen sie in das schwebende Apartment des Prin-Zu diesen und anderen Zugängen zu Coding und Robotik besteht mittlerweile ein umfangreiches Angebot an Unterstützungsmaterialien (Pädagogische Hochschule Niederösterreich2019). Diese Initiativen -wie auch die hier vorgestellten Projekte -werden laufend forschend begleitet(Brandhofer 2021b;Himpsl-Gutermann et al 2018;Tengler 2020;Tengler et al 2021). Eine interdisziplinäre, breit angelegte Technikfolgenabschätzung und kritische Prüfung hin zu einer wirkmächtigen Mediendidaktik sind uns dabei wichtige Anliegen(Bleckmann & Pemberger 2021; Brandhofer 2019;.8.…”

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Futures Literacy. Zukunft lernen und lehren

2023

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Die UNESCO hat Futures Literacy zur essenziellen Kompetenz des 21. Jahrhunderts erklärt. Jede*r Einzelne soll Strategien zur Bewältigung einer unsicheren Zukunft im Zeichen des Klimawandels entwickeln können. Futures Literacy umfasst die Antizipation und Imagination alternativer Zukünfte, die Akzeptanz von Komple¬xität und ein neues Verständnis unserer Handlungsfähigkeiten, um vorausschauend konkrete Vorstellungen, positive Bilder und kreative Lösungen mitverantwortlich zu ent¬wickeln. Was genau ist das: Zukunftsgestaltungskompetenz? Welche Bildungsinhalte fokussieren die gesellschaftlichen Herausforderungen? Wie können die digitalen Umbrüche für die Transformation genutzt werden? Welche kreativen, kulturellen, künstlerischen Praktiken öffnen ökologisches Bewusstsein? Welche modell- und beispielhaften Umsetzungen lassen sich in der schulischen Gegenwart gestalten? Welche didaktischen Konzepte verankern Futures Literacy in der Pädagog*innenbildung? Zukunft gestalten – erzählen – denken: Die interdisziplinären Beiträge in diesem Sammelband zeigen nicht nur das breite Spektrum der Aspekte auf, die im Konzept der Futures Literacy gebündelt sind. Sie machen auch deutlich, wie Zukünftebildung konkret in Bildungspro¬zessen gelingen kann.

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Tell, Draw and Code – Teachers’ Intention to a Narrative Introduction of Computational Thinking

Cited by 5 publications

References 19 publications

Combined Effects of Block-Based Programming and Physical Computing on Primary Students' Computational Thinking Skills

Combined Effects of Block-Based Programming and Physical Computing on Primary Students' Computational Thinking Skills

Examining Teachers’ Intention to integrate Robotics-based Storytelling Activities in Primary Schools

Futures Literacy. Zukunft lernen und lehren

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