Computing as a new compulsory subject in the Macedonian primary schools curriculum

Jovanov, Mile; Stankov, Emil; Mihova, Marija; Ristov, Sasko; Gušev, Marjan

doi:10.1109/educon.2016.7474623

Cited by 16 publications

(11 citation statements)

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“… Algo.Rhythm [65]  Alice [7,16,29,60,73,82,109,115,116,117,118,119]  Ardublock [120]  Arduino [13,42,65,66]  Bebras [121,122]  Binary toy [123]  BingBee [124]  Blockly [63,71,125,126,127,128]  Bunny Bright [123]  CargoBot [129]  CHERP [15,24,103,104,130]  Code Bits [131]  CTArcade [132]  CTSiM [27,133,134,135]  CyberPLAYce [66]  DigitMile [136]  Dragon Architect [126]  Drawing Machine Model [37]  Entry [137]  Escape Machine [138,139]  Game ...…”

Section: Other Toolsmentioning

confidence: 99%

“…Jovanov et al [136] present an overview of the newly introduced Macedonian curriculum entitled "Working with computers and basics of programming" or "Computing" for short. They give an overview of the state of computing education in Macedonia prior to the curriculum and then give an overview of the new introductory subject for pupils aged eight.…”

Section: Primary Schoolmentioning

confidence: 99%

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Computational Thinking in Secondary Education: Where does it fit? A systematic literary review

Lockwood

Mooney

2018

IJCSES

113

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Computational Thinking (CT) has been described as an essential skill which everyone should learn and can therefore include in their skill set. Seymour Papert [1] is credited as concretising Computational Thinking in 1980 but since Wing [2] popularised the term in 2006 and brought it to the international community's attention, more and more research has been conducted on CT in education. The aim of this systematic literary review is to give educators and education researchers an overview of what work has been carried out in the domain, as well as potential gaps and opportunities that still exist.

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Section: Other Toolsmentioning

confidence: 99%

Section: Primary Schoolmentioning

confidence: 99%

Computational Thinking in Secondary Education: Where does it fit? A systematic literary review

Lockwood

Mooney

2018

IJCSES

113

View full text Add to dashboard Cite

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“…While these instances have been implemented with varying success over the past 30 to 40 years, the most recent 'initiative' arguably gained momentum from the first decade of the twenty-first century (Bresnihan, Millwood, Oldham, Strong, & Wilson, 2015), as part of a larger coding for all movement (Dimeo, 2017;Shein, 2014;Thoreau, 2017). Whereas the coding agenda was once more so associated with programmers and computer societies seeking discipline exposure (Jovanov, Stankov, Mihova, Ristov, & Gusev, 2016), it is now an initiative shared more broadly by states, industry, entrepreneurs and presidents (Smith, 2016). Related to this has been the emergence of the creative industries economy (Gouvea & Vora, 2018;Tamatea & Paramatasari, 2018) and arguably a populist change in the discursive representation of the programmer (Kainulainen, 2013;Pritchard, 2016).…”

Section: Literature: the Popular Voice-largely Ignoredmentioning

confidence: 99%

Compulsory coding in education: liberal-humanism, Baudrillard and the ‘problem’ of abstraction

Tamatea

2019

RPTEL

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Internationally, coding is increasingly introduced into primary and junior high schools (children generally aged between 5 and 15) on a compulsory basis, though not all stakeholders support this 'initiative'. In response to the public reception, discussion highlights popular argument around compulsory coding in school education. This is an argument between those supportive (hereafter referred to as the Yes case) and those unsupportive of compulsory coding (hereafter referred to as the No case). But more than simply produce a list of arguments, this discussion contributes to our understanding of this reception by identifying the 'discourses' deployed by both cases (namely, digital ubiquity, disadvantage, and habits of mind discourses) and by providing theoretical framings through which these discourses and their potential implications might be differently understood. Using critical discourse analysis to unpack these discourses shows that while both cases hold to key tenets of liberal-humanism, a commitment to the individual subject, liberty and full participation in the social, it is the Yes case with its stronger commitment to children engaging in abstraction that seems to challenge these. Discussion of this difference is framed by the work of Baudrillard around abstraction, not to 'prove' the validity of Baudrillard's thesis concerning the consequences of humanity's deepening engagement with abstraction, but to provide a broader understanding of this debate, in relation to a trajectory of engagement with abstraction that seems set to intensify.

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“…Several countries have usually adopted several priorities for developing ICT competences from kindergarten to secondary education [13,14], others are trying to [15,16]. Most of them are focused on the development of key competences and/or coding skills.…”

Section: Introductionmentioning

confidence: 99%

Computational thinking and robotics in education

García-Peñalvo

Conde

Gonçalves

et al. 2019

Proceedings of the Seventh International Conference on Technological Ecosystems for Enhancing Multiculturality

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After the computational thinking sessions in the previous 2016-2018 editions of TEEM Conference, the fourth edition of this track has been organized in the current 2019 edition. Computational thinking is still a very significant topic, especially, but not only, in pre-university education. In this edition, the robotic has a special role in the track, with a strength relationship with the STEM and STEAM education of children at the pre-university levels, seeding the future of our society.

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Computing as a new compulsory subject in the Macedonian primary schools curriculum

Cited by 16 publications

References 0 publications

Computational Thinking in Secondary Education: Where does it fit? A systematic literary review

Computational Thinking in Secondary Education: Where does it fit? A systematic literary review

Compulsory coding in education: liberal-humanism, Baudrillard and the ‘problem’ of abstraction

Computational thinking and robotics in education

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