Lines, roamers, and squares: Oh my! using floor robots to enhance Hispanic students’ understanding of programming

Casey, J. Elizabeth; Gill, Puneet Singh; Pennington, Lisa K.; Mireles, Selina V.

doi:10.1007/s10639-017-9677-z

Cited by 16 publications

(5 citation statements)

References 8 publications

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“…On another side of the spectrum lie the ISTE standards ( ISTE, 2021 ), which are technology standards that could easily tie into the use of computers to elevate the curriculum into a 21st century form of usage. A few examples exist in the literature in which computer integration with the lower grades objectives is coupled with technology to great success ( Bush, 2021 , Elizabeth Casey et al, 2018 ). Care must be taken to provide professional development for teachers to help them integrate computers into the curriculum to make these couplings successful.…”

Section: Discussionmentioning

confidence: 99%

Computer discourse and use as determinants of student math outcomes: performativity and action at work in the lower school grades

Martinez

2022

Heliyon

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There exists a tension between discussing the use of computers in the lower grade math curriculum and computer use outcomes, as achievement results fall behind the talk of use. Purpose: The purpose of this research was to explore this proposition on a large scale limited to a United States context. To that end, two studies emerged. Methods: In the first study, a large corpus of articles encouraging computer use from Teaching Children Mathematics was used to explore talk about how to use computers in the classroom using a content analysis method. The second study used weighted sample survey methods with corrections and jackknife replications for ANOVA tests to determine whether there were statistically significant differences between exposure time to computers during 4th grade math and standardized test scores on the TIMSS math knowledge and application subtests generalized to the United States population of students. Results: The results of the first study indicated that computer use talk fell under the domains of geometry, graphing functions, and base ten blocks. The second study indicated non-significant results on both tests, which was interpreted as a valuable finding. Conclusions: Several conclusions emerged for these studies. The most poignant ones included that common core standards do not require or mention technology use in obtaining math objectives in the 4th grade. It is concluded that the TIMSS survey results suggest that some of the findings might be due to lack of availability of computers for students and professional development opportunities for faculty. It is also concluded that there is a continuity between the recent 2000s and the use of computers in the lower grades during COVID-19, where reports show learning losses, despite talk of it as a teaching method.

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Section: Discussionmentioning

confidence: 99%

Computer discourse and use as determinants of student math outcomes: performativity and action at work in the lower school grades

Martinez

2022

Heliyon

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“…Their results showed that after receiving the same robotic kits training, early childhood educators successfully adapted the curriculum considering their students' needs with the help of coding and computational thinking integration. Another study (Casey et al, 2018) emphasized that PD programs should be provided to support educators' comfort level with integrating educational robots.…”

Section: Gecu-parmaksiz and Hughesmentioning

confidence: 99%

Innovative Digital Tools for Online Learning

Gecü-Parmaksız

Hughes

2023

JEdInfo

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Professional development (PD) is crucial in creating a successful and effective teaching and learning environment. Due to the COVID-19 crisis, many teachers had to learn and master technology quickly. Therefore, PD programs became highly important to support teachers’ needs while exploring and learning online tech tools and implementing them in their educational environment. During Spring 2021, 14 educators participated in PD sessions related to mathematics and making activities and focused on introducing new virtual tech tools (CoSpaces Edu, iRobot, Tinkercad, Scratch, Ozobot). The primary goal of this paper was to gain insight into teachers’ user experiences regarding the tech tools and to understand their experiences and challenges using these tools in online settings. The study results showed that some teachers found it challenging to access technological tools and allocate time to design and create learning environments with them, especially during the pandemic. However, they were aware of the potential and advantages of these tech tools, such as increasing student motivation and engagement, supporting hands-on learning, and exploring curriculum connections.

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“…For that reason, it is useful to give pupils opportunities to become engaged, by talking about the learning content and why it should be learned (Cochran et al, 2017). Casey et al (2018) are some of those who have explored the possibility of encouraging pupils to understand programming. By letting 235 pupils try out programming robots and writing code, they show that this is something that engages.…”

Section: Digital Competence and Programmingmentioning

confidence: 99%

“…This has led to a support of programming education from an early age in compulsory school (e.g. Asad et al, 2016;Casey et al, 2018). In the recently revised Swedish compulsory school curriculum, digital tools are mentioned across the syllabus, whereas programming are pointed out as content in the school subjects mathematics and technology at all grade levels (Regeringskansliet, 2017).…”

Section: Introductionmentioning

confidence: 99%

“I am Magic!”: Pupils’ Engagement when Designing in Learning Programming

Sparf

2021

Designs for Learning

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Lines, roamers, and squares: Oh my! using floor robots to enhance Hispanic students’ understanding of programming

Cited by 16 publications

References 8 publications

Computer discourse and use as determinants of student math outcomes: performativity and action at work in the lower school grades

Computer discourse and use as determinants of student math outcomes: performativity and action at work in the lower school grades

Innovative Digital Tools for Online Learning

“I am Magic!”: Pupils’ Engagement when Designing in Learning Programming

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