The Markings of a New Pencil: Introducing Programming-as-Writing in the Middle School Classroom

Burke, Quinn

doi:10.23860/jmle-4-2-3

Cited by 26 publications

(20 citation statements)

References 19 publications

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“…In the model it is suggested that subject matter approaches should be used. In the literature, there are several approaches used to develop IT knowledge such as collaborative learning (Cao & Xu, 2005), pair programming (Campe et al, 2020), computational thinking Barr & Stephenson, 2011), use of Scratch-like special programs (Bean, Weese, Feldhausen, & Bell, 2015;Burke, 2012;Kalelioglu & Gülbahar, 2014), follow me activities (Bean et al, 2015), and digital stories (Burke, 2012;Zha, Jin, Moore, & Gaston, 2020). For example, learning programming is one of the most difficult areas for students (Raigoza, 2017;Hanks, Fitzgerald, McCauley, Murphy, & Zander, 2011).…”

Section: Discussionmentioning

confidence: 99%

A Program Development Model for Information Technologies Curriculum in Secondary Schools

Albayrak

Akgün

2022

Participatory Educational Research

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Information technology (IT) is used in numerous fields today, from health to education. This situation has brought about the need to train individuals toward using technological knowledge efficiently. IT education plays an important role in training individuals to become qualified in this field. Therefore, the IT curriculum should be designed to meet the said needs of students. This study then aims to provide a program development model for the information technologies curriculum at the secondary school level that can be adapted to the conditions of the day. To develop the model, the authors examined the relevant literature and information technologies program development processes and teaching programs of different countries. In addition, the opinions of academicians and teachers were obtained/taken into account. The results of the research led to the design of the "Development Model for a Sustainable Information Technologies Curriculum (DEMSITEC)". This model includes the planning and sustainability of an information technology curriculum with a dynamic structure that allows for continuous development. The model will provide teachers with a detailed road map for shaping the curriculum for their teaching environment. The study findings demonstrate that the model is useful for information technology education. It is suggested that this model be used for other grades alongside secondary schools for longer periods and the repetitive process be tested.

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Section: Discussionmentioning

confidence: 99%

A Program Development Model for Information Technologies Curriculum in Secondary Schools

Albayrak

Akgün

2022

Participatory Educational Research

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“…A second limitation to Burke's (2012) study was that understanding of CS concepts was assumed (or not), based on the presence or absence of particular code blocks. To determine this, he used the automatic tally tool, Scrape, and only reported the percentage of projects that made use of specific blocks, and the frequencies of their use.…”

Section: Research Goal and Questionsmentioning

confidence: 99%

“…Although rare, a few studies have attempted an ‘integrated curriculum’, where knowledge in both subject areas was expected to advance (Barnes, 2015). A notable example was undertaken by Burke (2012), which involved a group of 10 grade 8 students working through a 7-week curriculum, using Scratch for storytelling. He reported that the students were able to create a digital story following a basic narrative structure, and made use of a range of fundamental computing concepts such as sequencing and looping, parallelism, and synchronisation.…”

Section: A Review Of Literaturementioning

confidence: 99%

The Search for Computer Science Concepts in Coding Animated Narratives: Tensions and Opportunities

Woo

Falloon

2023

Journal of Educational Computing Research

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Coding is increasingly popular in schools around the world and is often taught by non-specialist teachers as an integrated task with other subject areas. In this article, we explore the relationship between computer science (CS) concepts and students’ multimodal expression in a coding animated narrative (CAN) task in the context of an integrated English-Technology unit of learning. Through this collective case study, we explore how CS concepts underpin semiotic elements of an animated narrative, analyse the factors that influence the extent to which students exercise those concepts, and reveal the tensions and opportunities that a CAN task may present for learning computer science concepts in regular, non-specialist, cross-curricular classrooms. The findings suggest that CAN tasks are unique in presenting opportunities for students to learn challenging CS concepts such as synchronisation and parallelism. At the same time, CAN tasks present tensions for teaching CS concepts in non-specialist classrooms, where student projects are often judged on their visual qualities. In such settings, procedural, rather than conceptual knowledge, may be a more efficient route to creative outcomes. It also means that drawing skills need to be prioritised. Role specialisation often led to better quality projects but at the expense of individual students’ conceptual development in computer science.

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“…Some authors, such as Park & Kim [120] and Utting et al [156], view programming as a new form of basic literacy that should be part of a compulsory curriculum offering. Supporting this argument, Burke [21] aligns programming as both writing and storytelling, which has created "a new and unique form of digital composition emerging over this century in which words, images and sounds are not only arranged as text but coded sequentially as a unified narrative." Whilst Burke, O'Byrne & Kafai [22] and Kafai [82] regard teaching programming as a literacy, especially at a young age, they also discuss a flow-on effect, allowing children to better articulate thoughts and connect ideas together: "Programs are personal objects that can be shared publicly".…”

Section: Programs and Programmingmentioning

confidence: 99%

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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The Markings of a New Pencil: Introducing Programming-as-Writing in the Middle School Classroom

Cited by 26 publications

References 19 publications

A Program Development Model for Information Technologies Curriculum in Secondary Schools

A Program Development Model for Information Technologies Curriculum in Secondary Schools

The Search for Computer Science Concepts in Coding Animated Narratives: Tensions and Opportunities

What We Talk About When We Talk About Programs

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