Digital Design Literacy in K-9 Education: Experiences from Pioneer Teachers

Mechelen, Maarten Van; Wagner, Marie-Louise; Baykal, Gökçe Elif; Smith, Rachel Charlotte; Iversen, Ole Sejer

doi:10.1145/3459990.3460696

Cited by 14 publications

(3 citation statements)

References 38 publications

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“…While this may seem like a versatile feature, in practice, "it is less frequently employed by younger users", as reported by one interviewee. The process of sourcing, selecting, adapting, and importing external assets can be daunting and complicated, particularly for those who are still developing their digital literacy skills [68]. Beyond the technical aspects, this detour into searching and handling process can serve as a cognitive interruption [4].…”

Section: Boundedmentioning

confidence: 99%

ChatScratch: An AI-Augmented System Toward Autonomous Visual Programming Learning for Children Aged 6-12

Chen,

Xiao,

Chen

et al. 2024

Proceedings of the CHI Conference on Human Factors in Computing Systems

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As Computational Thinking (CT) continues to permeate younger age groups in K-12 education, established CT platforms such as Scratch face challenges in catering to these younger learners, particularly those in the elementary school (ages 6-12). Through formative investigation with Scratch experts, we uncover three key obstacles to children's autonomous Scratch learning: artist's block in project planning, bounded creativity in asset creation, and inadequate coding guidance during implementation. To address these barriers, we introduce ChatScratch, an AI-augmented system to facilitate autonomous programming learning for young children. ChatScratch employs structured interactive storyboards and visual cues to overcome artist's block, integrates digital drawing and advanced image generation technologies to elevate creativity, and leverages Scratch-specialized Large Language Models (LLMs) for professional coding guidance. Our study shows that, compared to Scratch, ChatScratch efficiently fosters autonomous programming learning, and contributes to the creation of high-quality, personally meaningful Scratch projects for children. CCS CONCEPTS• Social and professional topics → Computational thinking; K-12 education; • Human-centered computing → Interactive systems and tools.

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Section: Boundedmentioning

confidence: 99%

ChatScratch: An AI-Augmented System Toward Autonomous Visual Programming Learning for Children Aged 6-12

Chen,

Xiao,

Chen

et al. 2024

Proceedings of the CHI Conference on Human Factors in Computing Systems

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“…Moreover, it has been found that the more highly teachers rate their digital competence, the more likely they are to use ICT in their work ( Sundqvist et al, 2020 ), as illustrated by Malaysian teachers whose digital competency and confidence level in using ICT are in a positive relationship ( Tasir et al, 2012 ). However, in other studies, the limitations in teachers’ ICT knowledge have caused anxiety about using ICT in the classroom, and thus, they are not confident in using it to teach ( Arkorful et al, 2021 ; Huang et al, 2021 ; Šabić et al, 2021 ), namely in front of a class of children who are perhaps more digitally literate than they are ( Van Mechelen et al, 2021 ). Keeping this in mind, teachers, who are not confident in using ICT in their teaching, will encounter difficulties in preparing their students to be confident in the use of ICT for themselves ( Starčič et al, 2016 ), but at the same time, as Willems et al (2021) found out, pre−service teachers’ self-regulation and mastery approach goals are strengthened when using case studies (even examples) that are authentic.…”

Section: Introductionmentioning

confidence: 99%

Self-Assessed Digital Competences of Romanian Teachers During the COVID-19 Pandemic

2022

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Studies on the determinants of school results have shown that they depend largely on the context of learning. Concerning the pandemic, teachers have been forced to find online teaching methods, which leads us to the central issue of this study of whether the effectiveness of online education depends on teachers’ digital skills. Therefore, in this study, we analyzed the perceived digital competences of Romanian pre-tertiary cycle teachers about their professional status, school location, gender, age, taught field, and prior participation in training for online teaching. Using data from 3,419 self-completed questionnaires in an online survey of teachers performed at the beginning of the global lockdown in March 2020, we have built two reliable measures of perceived digital skills, namely the Self-Assessed Multimedia and Online Skills Score (SMOS) and the Self-Assessed Digital Office Skills Score (SDOS), which were the dependent variables in our study. Hierarchical linear regressions were used to test the hypotheses regarding the variations of dependent variables, measuring the two concepts of self-assessed digital skills (SMOS and SDOS). These concepts underlined that both decrease with age and are positively affected by prior attendance at training sessions for online teaching skills and by having ICT and informatics as a taught subject field. However, teachers of all specialties are relatively significantly less skilled in this field. The most important results concern the impact of gender and professional status on the teachers’ self-assessed digital competences. In summary, it appears that self-assessed office digital skills are a specialism demonstrated mainly by female teachers, while multimedia and online skills are perceived by teachers to be a “male” domain. Simultaneously, net of the other variables, a higher status within the teaching profession correlates positively with perceived office digital skills. Lastly, implications for future research, as well as for educational interventions and policies, are discussed.

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“…The overall objective of the first step is for project leads and school principals to develop a thorough understanding of the complexity of makerspaces, and related to this, of the role of the makerspace manager. A common misconception is that providing access to state-of-the-art digital fabrication and maker technologies will in itself lead to valuable educational practices with these technologies, which is rarely the case (Van Mechelen et al, 2021).…”

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confidence: 99%