Computing beyond pencils

Marasoiu, Mariana; Church, Luke

doi:10.1145/3328433.3338058

Cited by 2 publications

(2 citation statements)

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“…A human-computer interaction paradigm which is recently receiving increasing attention is literate computing and views programs -including professional programs -as part of a more comprehensive "narration", see e.g. Fog and Klokmose's review [55]. In these environments, literate programs combine executable code together with a mix of texts and other media that are dynamically and interactively manipulated by the code.…”

Section: Programs and Programmingmentioning

confidence: 99%

“…In these environments, literate programs combine executable code together with a mix of texts and other media that are dynamically and interactively manipulated by the code. Thus, code, the processed objects and the produced output, all reside in the same space, so dissolving "the traditional distinction between programming and using computers, but also between using and developing software tools" [55]. Literate programming is also considered for its educational potential.…”

Section: Programs and Programmingmentioning

confidence: 99%

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What We Talk About When We Talk About Programs

Lonati

Brodnik

Bell

et al. 2022

Proceedings of the 2022 Working Group Reports on Innovation and Technology in Computer Science Education

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Programming plays a paramount role in many educational policies and initiatives. However, the current focus on coding skills poses the risk of giving students an overly simplistic and impoverished idea of what programming means and involves. Their experiences would be much more significant if learning encompassed understanding the richness of the nature of programs.Programs permeate our lives more inextricably than might often be recognised, and all citizens of the digital era could benefit from understanding their multifaceted nature. A fundamental component of such an understanding is getting a sense of how programs are created and work (i.e., the programming process).But programs are strange creatures that escape simple definitions. To the best of our knowledge, there is no Nature of Programs framework that teachers and policy makers can use to shape their practice and targets. In this working group we developed such a framework, by collecting and organising contributions from the literature and the computer science education community. The paper presents the framework and the rationale behind its development. It is anticipated that the framework can be used to inform the design * co-leader

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Section: Programs and Programmingmentioning

confidence: 99%

Section: Programs and Programmingmentioning

confidence: 99%