Baltic and Nordic K-12 Teacher Perspectives on Computational Thinking and Computing

Pears, Arnold; Dagienė, Valentina; Jasutė, Eglė

doi:10.1007/978-3-319-71483-7_12

Cited by 12 publications

(10 citation statements)

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“…As technology develops rapidly, so does the content to be taught. Learning new content through isolated in-service training initiatives is not sufficient, rather, teachers need to develop the confidence to independently and continuously explore what is new, what is relevant and develop methods through which they can include digital competence in their teaching [14].…”

Section: Introductionmentioning

confidence: 99%

Digital Competence, Teacher Self-Efficacy and Training Needs

Mannila

Nordén

Pears

2018

Proceedings of the 2018 ACM Conference on International Computing Education Research

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Computing related content is introduced in school curricula all over the world, placing new requirements on school teachers and their knowledge. Little attention has been paid to fostering the skills and attitudes required to teach the new content. This involves not only traditional computing topics, such as algorithms or programming, but also the role of technology in society as well as questions related to ethics, safety and integrity. As technology develops at a fast rate, so does the content to be taught. Learning computing content through isolated in-service training initiatives is by no means enough, but rather, teachers need to develop confidence to independently and continuously explore what is new, what is relevant and how to include digital competence in their teaching. Teachers' self-efficacy is hence of crucial importance. In a previous article [13] we described the development of a self-efficacy scale for teachers, focusing on digital competence as described in EU's framework DigComp 2.0. In this paper, we extend that work by analysing 530 teachers' responses collected in Autumn 2017 during a series of workshops and other professional development events. Our goal was to collect baseline data, painting a picture of teachers' current self-efficacy levels in order to facilitate follow-up studies. In addition, our results also point out challenging areas, consequently providing important insight into what topics and themes should be emphasized in professional development initiatives.

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Section: Introductionmentioning

confidence: 99%

Digital Competence, Teacher Self-Efficacy and Training Needs

Mannila

Nordén

Pears

2018

Proceedings of the 2018 ACM Conference on International Computing Education Research

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“…Today, computational thinking is emphasised in K-12 education because it is deemed vital to computer programming and problem solving, abilities that enable students to be creators of digital material rather than just users. Computational thinking is a problem-solving process (Pears et al, 2017) that includes: decomposition, pattern recognition, algorithm design, and abstraction. Decomposition is a method of breaking down a task or problem into smaller steps or components.…”

Section: The Significance Of Computational Thinkingmentioning

confidence: 99%

“…Pattern recognition entails breaking down a problem into its constituent parts, for example, to identify the pattern behind raw data: 2,5,8,11,14,17,20,23,26, and so on. Although number sets are easy, identifying patterns involving shapes, sounds or images might be difficult (Pears et al, 2017). Abstraction is a method for managing computer-system complexity.…”

Section: The Significance Of Computational Thinkingmentioning

confidence: 99%

“…Consequently, there has been an extraordinary effort to rekindle interest in STEM education, and much of the debate around technology, or the 'T 'in STEM education, has concerned whether programming and coding should become a required component of the school curriculum (Sterling, 2016). It is for these reasons that a plethora of empirical research has focused on this topic, to attempt to explain the factual relationship between teaching programming or coding and computational thinking skills (Bers et al, 2014;Campbell & Heller, 2019;Dong et al, 2019;Pears et al, 2017;Resnick et al, 2010). Lindberg et al (2019) also point out an increasing global trend in learning computational thinking in education, which reveals the importance of embedding programming within the school curriculum.…”

Section: Introducing Programming In K-12 Curriculamentioning

confidence: 99%

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Exploring the compelling rationale to include programming in the K-12 curriculum

Aljameel

2022

IJIRE

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This study aims to conduct a literature review to explore the justification for including programming and coding in K–12 curricula. Additionally, it considers the value of teaching computational thinking and programming principles, pedagogical strategies, and the advantages and drawbacks of teaching programming to young students. Most studies acknowledge that programming courses effectively motivate and engage students and achieve learning objectives. However, research reveals that teachers lack the skills to teach programming, and even seasoned educators may find it challenging to develop and implement the necessary pedagogical strategies. Researchers recommend using frameworks based on sociocultural theories of learning, increased resources and training, student-centered instruction, and lowering teacher workload, which has led various nations to re-evaluate their curricula. Finally, the review concludes by suggesting the need for more research on how teaching and learning programming affects learning in other academic disciplines. Keywords: Computer education, computational thinking, pedagogical strategies, programming, K–12 curricula;

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“…2014). Teknolojinin gelişimi ile birlikte öğretilecek içeriğin de değişmesi, öğretmenlerin izole edilmiş eğitim girişimleri yerine bağımsız ve kendileri için uygun olabilecek yöntemleri keşfetme sürecine yönelmesi, dijital yeterliliği ön plana çıkaran bir başka durum olarak karşımıza çıkmaktadır (Pears, Dagiene ve Jasute, 2017). Bir takım görevleri gerçekleştirmek için bilgi iletişim teknolojileri ve dijital medyayı kullanırken gerekli olan beceri ve tutumlar (Ferrari, 2013) (Schmidt, 2017;Mitra, 2014;Popenici ve Kerr, 2017).…”

Section: Dijital öğRetmenunclassified

Di̇ji̇tal Öğretmen Yeterli̇li̇k Ölçeği̇ Geli̇şti̇rme: Geçerli̇k Ve Güveni̇rli̇k Çalişmasi

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Aktürk

Çapuk

2021

Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi

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Bu çalışmada dijital öğretmen yeterliliklerini ölçmeye yönelik geçerli ve güvenilir bir ölçme aracı geliştirmek amaçlanmıştır. Dijital Öğretmen Yeterlilik Ölçeği (DÖYÖ) 20 madde, kaynak geliştirme, iletişim ve iş birliği, güvenlik ve değerlendirme olmak üzere 4 alt boyuttan oluşmaktadır. Araştırma farklı çalışma gruplarından oluşmakta 776 öğretmeni kapsamaktadır. Ölçeğin yapı geçerliliğine ilişkin bulgular yapılan açımlayıcı ve doğrulayıcı faktör analizleri ile elde edilmiştir. Ölçeğin kararlı ölçümler yapıp yapmadığı test tekrar test yöntemi ile belirlenmiştir. DÖYÖ'nün ölçüt geçerliği ise korelasyon katsayıları hesaplanarak belirlenmiştir. Ölçeğin güvenirliğine yönelik bulguların ortaya konabilmesi için Cronbach Alpha kat sayısı dikkate alınmış ve yapılan analizlere göre ölçeğin geçerli ve güvenilir olduğu tespit edilmiştir. DFA ile elde edilen yüksek uyum indeksleri ölçeğin belirtilen alt boyutlarının dijital öğretmen yeterliliği olarak adlandırılan bir yapının bileşenleri olduğunu göstermektedir.

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Baltic and Nordic K-12 Teacher Perspectives on Computational Thinking and Computing

Cited by 12 publications

References 10 publications

Digital Competence, Teacher Self-Efficacy and Training Needs

Digital Competence, Teacher Self-Efficacy and Training Needs

Exploring the compelling rationale to include programming in the K-12 curriculum

Di̇ji̇tal Öğretmen Yeterli̇li̇k Ölçeği̇ Geli̇şti̇rme: Geçerli̇k Ve Güveni̇rli̇k Çalişmasi

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