Research Commons
      • Browse 
        • Communities & Collections
        • Titles
        • Authors
        • By Issue Date
        • Subjects
        • Types
        • Series
      • Help 
        • About
        • Collection Policy
        • OA Mandate Guidelines
        • Guidelines FAQ
        • Contact Us
      • My Account 
        • Sign In
        • Register
      View Item 
      •   Research Commons
      • University of Waikato Research
      • Education
      • Education Papers
      • View Item
      •   Research Commons
      • University of Waikato Research
      • Education
      • Education Papers
      • View Item
      JavaScript is disabled for your browser. Some features of this site may not work without it.

      Building computational thinking through programming in K-6 education: A New Zealand experience

      Falloon, Garry
      Thumbnail
      Files
      Falloon full paper EDULEARN'15.pdf
      Published version, 1.524Mb
      Link
       iated.org
      Find in your library  
      Citation
      Export citation
      Falloon, G. (2015). Building computational thinking through programming in K-6 education: A New Zealand experience. In L. Gomez Chova, A. Lopez Martinez, & I. Chandel Torres (Eds.), EDULearn Proceedings (pp. 882–892). Barcelona, Spain: IATED Academy.
      Permanent Research Commons link: https://hdl.handle.net/10289/9455
      Abstract
      The recent inclusion of computational skills in core curriculum by governments in the UK and Australia, has been linked to industry calls for schools to better equip young people with capabilities and dispositions aligned with needs of future high-tech industries and rapidly changing workplaces. This move has stimulated much interest in New Zealand, and while lacking any compulsory curriculum mandate, many teachers in K-12 classrooms are exploring the potential of coding tasks for developing computational skills as part of their mathematics, science and technology curricula.

      This paper reports findings from a study that used a unique data capture app embedded in iPads to record 9&10 year old students while they used two apps of very different designs for coding tasks. Using Studiocode video analysis software, data were analysed using a framework developed from Brennan and Resnick’s [1] three dimensions of computational thinking, to learn more about how these apps constituted useful environments for developing computational thinking. Results suggest that coding apps of a ‘teaching’ design complement apps where computational concepts and practices are applied to project creation, and indeed may be more efficient if the desired outcome specifically targets the learning of concepts. Implications for teachers exploring coding apps for computational thinking development are drawn.
      Date
      2015
      Type
      Conference Contribution
      Publisher
      IATED Academy
      Rights
      © 2015 IATED. Used with permission
      Collections
      • Education Papers [1408]
      Show full item record  

      Usage

      Downloads, last 12 months
      64
       
       

      Usage Statistics

      For this itemFor all of Research Commons

      The University of Waikato - Te Whare Wānanga o WaikatoFeedback and RequestsCopyright and Legal Statement