This book is focused on key skills for overseeing the digital apprenticeship of K-12 students by working to develop coding and computational skills skills throughout primary and secondary schooling. It outlines a research informed path for students from birth to 18 years, identifying key skills. Based on the global perspectives and research at each stage, it outlines how these findings can be applied in the classroom.
Teaching coding to students in K-12 has been a skillset that has been debated across educational jurisdictions globally for some time. The book provides examples of schools that are teaching coding to students in engaging and relevant ways, delivering well thought out compulsory curriculums. Additionally, it provides examples of schools where coding is not mandated in the curriculum and is taught in an ad-hoc manner. Through the full discussion of all of these varied examples, the book presents both sides of the serious and ongoing debate in the field as to whether coding should be taught in an explicit way at all . The increasing school of thought that teaching coding is a skill that is already obsolete, and the focus should be on computational thinking is completely examined and presented. In this book, both sides of the argument, as well as the specific, meticulous research underlying each side, are given equal weight. The debate is a serious one and requires a clearly defined thematic response with evidence on all sides of the argument presented rationally. This book does just that. Created by carefully selected authors from around the world, it will be a highly studied research reference.
Recenzijos
This volume, of interest to educators and teacher educators, provides wonderful examples of how coding, programming and computational thinking can be taught as well as recommendations for tools to be used in the process. More importantly, it can be used as a conversation starter in general. It should be noted that all chapters in this volume went through a double-blind process to ensure the quality of the content. (Deborah Gochenaur, MAA Reviews, September 4, 2023)
1. Introduction The need for programming and computational thinking
from Early Childhood Education through to Secondary schooling..- Section One.
Early childhood education .-
2. Children (aged 3-5) learning mathematics
through programming, thinking and doing, or just doing?.-
3. Teaching Coding
in Kindergarten: Supporting Students Activity with Robot Coding Toys.-
4.
Programming environments for the development of computational thinking in
preschool education: a systematic literature review.- Section Two.
Elementary/Primary school .-
5. Developing Computational Fluency via
Multimedia Stories.-
6. Scaffolding engagement with educational technologies
to develop computational thinking in Year 1 girls.-
7. Enhancing
Computational Thinking through App Design in Primary Schools.-
8. Program,
learn and play: a course of extracurricular activities in Scratch programming
for students in grades 36.-
9. Integrating programming in other subjects at
primary level tool, glue or ideation.-
10. Introducing Programming Concepts
through the Bebras Tasks in the Primary Education.-
11. Supporting primary
students with disabilities and neurological differences in developing digital
thinking skills through an inclusive game making club.-
12. Game Making and
Coding Fluency in a Pri-mary Computing Context.- Section Three.
Secondary/High school .-
13. The problem with programming: An overview..-
14.
Expanding teacher capacity and student engagement in digital literacies in
the primary classroom: an informal explorative reflection.-
15. Why and how
to teach physical computing: Research and practice in computer science
education at secondary schools.-
16. Coding Across the Curriculum: Challenges
for non-specialist teachers.-
17. Teaching High School Students Artificial
Intelligence by Programming Chatbots.-
18. Teaching Coding and Computational
Thinking with Model Train Robotics: Social Factors That Motivate Students to
Learn Programming.-
19. Initial steps in teaching Python at lower secondary
school using the platform Codeboard.io.-
20. Creating Mobile Applications
with App Inventor Adopting Computational Action .-
21. Learning Computational
Thinking in Second-ary School (Year 8) in Germany in International Comparison
Results from ICILS 2018.-
22. Computational Thinking in pre-vocational
education: A focus on coding unplugged .-
23. A Case of Girls Building Robots
or Robots Building the Girls?.-
24. Applying hybrid programming in high
schools: An empirical study analyzing teachers opinions.-
25. Hybrid VR
programming Extending the Notional Machine for C++.-
26. Cognitive
Influences on Learning Programming.-
27. Where next for coding in schools?.-
For over 25 years Professor Therese Keane has been a stalwart for empowering girls in STEM. Her passion and many achievements have been acknowledged by her peers in her receiving numerous national and state awards. Therese is a Professor of STEM Education at La Trobe University. She has worked in a variety of school settings where she has taught IT and lead in K-12 education as the Director of ICT. She is the current Vice Chair of the Working Group 3.3 (Research into Educational Applications of Information Technologies) for the International Federation of Information Processing (IFIP)/UNESCO.
Associate Professor Andrew Fluck has taught science, mathematics and computing in Nigeria, England and Australia. He teaches and researches the transformational potential of computers in education, such as, the use of computers to teach integral calculus and quantum mechanics in primary schools. He is the previous Chair of Working Group 3.3 (research into educational applications ofinformation technologies) for IFIP/UNESCO. Andrew is an avid longbow archer, continental archery judge and Director for Archery Australia.
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