Integrating Computational Thinking with a Music Education Context

Bell, Judith; Bell, Tim

doi:10.15388/infedu.2018.09

Cited by 51 publications

(37 citation statements)

References 14 publications

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“…Computational thinking is not limited to mathematics learning (Lockwood, Asay, DeJarnette, & Thomas, 2016;Promraksa, Sangaroon, & Inprasitha, 2014;Puspitasari, In'am, & Syaifuddin, 2019). Computational thinking is also found in music learning (Bell & Bell, 2018) and language learning (Li & Lee, 2016). These research studies show that all teachers need to have computational skills in running their classes.…”

Section: Computational Thinkingmentioning

confidence: 99%

How to Use Digital Literacy as a Learning Resource for Teacher Candidates in Indonesia

Rusydiyah

Purwati

Prabowo

2020

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In the current era, the world of education faces challenges of how to design learning by using digital media with the intention to improve the instructional quality and students’ competencies. Digital media are important in the world of education since they are able to present materials contextually, visually, interestingly, and interactively. The present study was aimed at identifying teacher-candidate students’ perceptions on the use of digital literacy as a learning resource. The study was a survey involving students of the universities that had a partnership with USAID Priority as the research population. A sample of 168 students was selected from seven such universities. Data were collected using questionnaires, interviews, and documentation. The weighting of the questionnaire scores used the Likert’s scale. The variable Digital Literacy consisted of four indicators of ICT basic competencies, informational skills, media awareness, and computational thinking. Findings show that the teacher-candidate students have good perceptions in the use of digital literacy as a learning resource. On the ICT basic skill indicator, the average score is at the high category; on the informational skill indicator, the average score is at the very high category; on the media awareness, the average score is at the high category; and on the computational thinking indicator, the average score is at the medium category.

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Section: Computational Thinkingmentioning

confidence: 99%

How to Use Digital Literacy as a Learning Resource for Teacher Candidates in Indonesia

Rusydiyah

Purwati

Prabowo

2020

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“…In addition, the content of STEAM-based disciplines increases students' knowledge of computational thinking skills [2]. The integration of STEAM's activities into the educational practice of different laboratories allows students who are passionate about one subject to interact with other subjects, as well as facilitates interaction between teachers, based on their different expert knowledge and passions [3]. FabLab users can utilize trainees' perceptions of different dimensions to emphasize specific aspects of the design of activities to achieve learning goals [47].…”

Section: Fablab and Physical Computing For Steam Education Integratmentioning

confidence: 99%

Integrated activities in STEM environment: Methodology and implementation practice

Juškevičienė

Dagienė

Dolgopolovas

2020

Comp Applic In Engineering

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Introduction Science, Technology, Engineering, and Mathematics (STEM) and STEAM (with A for Arts) have evolved to symbolize the renewal of science education. STEAM education offers a number of benefits, such as improved problem analysis and solving skills, as well as the development of creative abilities. Many researchers reiterate the importance of STEAM‐related activities and programs, especially the integration of maker education. Despite much interest in STEAM, it is often challenging for many educators to incorporate integrated activities into their teaching practice. This paper deals with the value of STEAM integration in a methodological sense, with a focus on the maker's laboratory and physical computing, as well as the application of design thinking and computational thinking approaches. Motivation and Objectives The goal of this study is to develop a comprehensive conceptual framework for integrated STEM curricula focusing on the following research questions: (a) how to improve daily activities of STEM education by combining the activities of different laboratories and using a design thinking approach? and (b) how to combine FabLab activities and physical computing related to teaching different aspects of computational thinking in the context of STEM? Research Methodology and Methods As a research methodology, we implement a mixed methods strategy to combine theoretical study and empirical research based on a synthesized literature survey and the process of iterative model development based on an observational case study. We conduct a detailed case study of two applications of integrated activities based on FabLab and physical computing integration, and illustrate how design thinking can guide teachers to open up for interdisciplinary, creative, and project‐based opportunities. Results and Findings The paper provides a conceptual framework for STEM integration activities and step‐by‐step guidelines on how design thinking methods could could interact in practice. The implications of the results may be useful for educators seeking recommendations for the integration process, which enable educators to design hands‐on activities and incorporate integrated aspect of students' STEAM learning into teaching practice. In conclusions, the authors suggest that as interdisciplinary crossroads, design thinking provides a natural bridge between subjects, and fits especially to integrate activities of the maker's labs and physical computing, focusing on the integration of computational thinking and computational making approaches within STEM education environment. The absence of a statistical evaluation, which is positioned as a further research step, may be mentioned as a limitation of the study.

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“…For example, the EarSketch project, which integrates music with coding, found that "results reveal that students' attitudes positively and statistically significantly increased across all constructs in our Student Engagement survey, which included constructs such as computing confidence, computing enjoyment, computing perceived usefulness, motivation to succeed in computing, identity and belonging in computing, and intention to persist" (Moore et al, 2016). Several other programs have also shown strong positive results when connecting music to computer science (Barate et al, 2017;Bell & Bell, 2018;Horn et al, 2020). The Performatics program for college students described by Ruthmann et al (2010), utilized scratch to teach music students coding concepts and computational thinking while they remixed and created musical pieces.…”

Section: Literature Reviewmentioning

confidence: 76%

“…Creating engagement by using music and coding have been explored in a variety of projects and has been shown to be a powerful way to teach and learn computer science content, as well as increase coding self-efficacy (Barate et al, 2017;Bell & Bell, 2018;Horn et al, 2020;Ruthmann et al, 2010). Combining dance and coding has been explored to a lesser extent.…”

Section: Introductionmentioning

confidence: 99%

Choreographing increased understanding and positive attitudes towards coding by integrating dance

Flesch

Gabaldón

Nabity

et al. 2021

IJCSES

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Increasing the inclusion of underrepresented individuals in coding is an intractable problem, with a variety of initiatives trying to improve the situation. Many of these initiatives involve STEAM education, which combines the arts with traditional STEM disciplines. Evidence is emerging that this approach is making headway on this complex problem. We present one such initiative, iLumiDance Coding, which attempts to pique the interest and increase confidence of students in coding, by combining it with a fun and physical activity: dance. The connections between dance and coding, while not immediately obvious, are authentic, and we hypothesize that this approach will increase student comfort level with coding. We used student surveys of attitudes toward coding and a variety of statistical approaches to analyze our initiative. Each analysis showed a positive effect on student comfort level with coding. These results are useful for both educators and researchers since they contribute to a deeper understanding of how to increase interest in coding, which we hope will lead to an increase in representation.

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Integrating Computational Thinking with a Music Education Context

Cited by 51 publications

References 14 publications

How to Use Digital Literacy as a Learning Resource for Teacher Candidates in Indonesia

How to Use Digital Literacy as a Learning Resource for Teacher Candidates in Indonesia

Integrated activities in STEM environment: Methodology and implementation practice

Choreographing increased understanding and positive attitudes towards coding by integrating dance

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