Twelve years of iPads and apps in schools : what conditions support effective practices in K-6 classrooms?

Since their release in 2010, iPads and their associated apps have been touted as ‘game changers’ for schools struggling with technology provisioning issues, that limited their ability to fully leverage the educational potential of digital devices on a ‘whole class’ basis. Since then, a variety of schemes have been implemented such as ‘Bring Your Own Device’ (BYOD) and portable ‘device pods’, as systems for improving access to, and utilisation of, mobile technologies in classroom curriculum. In many schools, concurrent to these initiatives have been improvements in technology infrastructure, including upgrades to external connectivity via the advent of high-speed fibre-based broadband, and internally through the establishment of school wifi networks and associated online security systems. Aligned with these developments has been a growing body of research exploring how teachers at all levels of education systems have incorporated these new resources into their curriculum, and examining what, if any, benefits have resulted. This article is an analysis of key findings from four published studies undertaken by the author between 2015 and 2021 in New Zealand K-6 schools, to build understanding of factors that contributed to the effective practices with mobile devices witnessed in the research classrooms. While numerous separate studies have been undertaken exploring specific outcomes from the use of iPads and other mobile technologies in different educational contexts, the analysis presented in this article attempts to identify common factors existing across four purposively selected studies, that contributed to their success. The studies were deliberately chosen to provide a broad overview of applications of this technology in different K-6 classrooms for different purposes, supporting deeper understanding of the factors that underpin effective teaching and learning with and through mobile devices, in schools. This is important, as it builds knowledge of the fundamental foundations to effective educational use of mobile devices, regardless of the learning context in which they are used, and could assist teachers in designing, implementing and assessing curricular that optimises the learning potential of these devices. Copyright © 2023 Falloon

Coding Success through Math Intervention in an Elementary School in Rural Amish Country

Coding in the elementary classroom is a relatively new movement in K-12 education that intends to engage young people in computer science and technology-related study. Coding initiatives focus on introducing young learners to coding and developing their computational thinking abilities. Coding helps enhance problem solving, mathematics skills, and higher-order thinking. Nevertheless, educators face many challenges with teaching coding at the elementary school level, because of the newness of computer science concepts and programming languages, gaps in student mathematics knowledge, use of technology, a relatively short attention span of young students and not fully developed reasoning, logic, and inferential skills among many others. This report describes how math interventions helped elementary school students in rural Amish Country become more successful with their coding activities

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

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

Developing Computational Thinking with Educational Technologies for Young Learners

This article aims to provide an overview of the opportunities for developing computational thinking in young learners. It includes a review of empirical studies on the educational technologies used to develop computational thinking in young learners, and analyses and descriptions of a selection of commercially available technologies for developing computational thinking in young learners. The challenges and implications of using these technologies are also discussed

A Literature Review Exploring the use of Programming in Mathematics Education

Programming is now included in mathematics curricula in several countries; thus, the purpose of this literature review is to determine the research-based justifications for these educational decisions. From a selection of relevant articles, 15 articles were identified and analyzed, each of which had varying study types, themes, and designs. Three themes from the studies were identified: the motivation to learn mathematics, student performance in mathematics, and the collaboration between students and the changed role of the teacher. It was found that in certain circumstances, including programming in mathematics education could improve student motivation to learn mathematics and improve student performance in mathematics. To gain a better understanding of the potential of programming in mathematics education, the entire collective learning process should be considered by discussing the roles of the teacher and the collaboration between students as part of these roles.publishedVersio

Development of IoT applications in civil engineering classrooms using mobile devices

This is the peer reviewed version of the following article: [Chacón R, Posada H, Toledo Á, Gouveia M. Development of IoT applications in civil engineering classrooms using mobile devices. Comput Appl Eng Educ. 2018;26:1769–1781. https://doi.org/10.1002/cae.21985], which has been published in final form at https://doi.org/10.1002/cae.21985. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-ArchivingThis paper presents academic efforts aimed at integrating methodologies associated with the use of mobile devices, the potential of the Internet of Things (IoT), and the role of experimental education in civil engineering. This integration is developed by encompassing the use of sensors, microcontrollers, civil engineering problems, app development, and fabrication. The proposal provides an explorative way of approaching the numerous possibilities that arise in civil engineering when it comes to IoT, automation, monitoring, and control of civil engineering processes. The used tools represent accessible and affordable ways for application in classrooms and in educational laboratories for beginners. The initial explorative approach implies the fusion of three realms: (i) the phenomenology and mathematics of varied civil engineering problems; (ii) the systematic use of digital fabrication technologies and electronic prototyping platforms; and (iii) the creative and visual way of developing codes provided by block-based development platforms. This integration of perspectives is an attempt of approaching civil engineering mathematics to technology and arts with a rigorous scientific approach. A set of different examples is presented with the corresponding findings in educational terms. These examples are developed in a constructive, scaffolding-based way and may contribute as a potential alternative in the development of open-source teaching labs in civil engineering schools.Peer ReviewedPostprint (author's final draft

The Impact of Coding Apps to Support Young Children in Computational Thinking and Computational Fluency. A Literature Review

Data that shows that young children can learn and acquire Computational Thinking (CT) skills has led governments and policymakers internationally to integrate CT into the curriculum, starting in the earliest grades. Researchers support the idea that this introduction must not solely focus on a problem-solving process skill (CT) but instead provide children with new ways to express themselves, supporting their cognitive, language, and socio-emotional development (Computational Fluency-CF). Coupled with the media and government’s rhetoric and an increasing number of apps offering various programming lessons, puzzles, and challenges, educators have been responsible for introducing young children to CT and CF using touchscreen technology. This paper presents a literature review (N = 21) of empirical studies on applying four coding apps to support young children’s learning of CT and CF. The main conclusion is that all apps positively affect the development of children’s CT skills. None of the apps can ultimately support the development of CF, although ScratchJr, with a “sandbox” approach, can better help students express themselves

Considering primary school programming education using a comprehension-first approach

No abstract available

Sorotan Literatur Bersistematik: Aktiviti Pemikiran Komputasional dalam Pendidikan di Malaysia

Kajian semasa bertujuan untuk mengenal pasti jenis aktiviti pemikiran komputasional yang digunakan dalam pendidikan di Malaysia. Metodologi kajian berdasarkan pernyataan PRISMA (Preferred Reporting Items for Systematic reviews and Meta-Analyses) digunakan untuk kaedah tinjauan yang menggunakan pangkalan data utama iaitu Scopus dan Web of Science. Pencarian menyeluruh dalam pangkalan data elektronik terungkap 19 kajian mengenai pemikiran komputasional yang diterbitkan antara Jan 2010 hingga Julai 2020 di Malaysia berdasarkan kriteria-kriteria yang telah ditetapkan. Tinjauan terhadap artikel-artikel ini menunjukkan terdapat 19 aktiviti pemikiran komputasional yang dilakukan dalam konteks kajian di Malaysia. Aktiviti pengaturcaraan (programming) dikenal pasti sebagai aktiviti yang banyak dilakukan berbanding aktiviti robotik, LED (light emitting diode), gamifikasi, kad bergambar haiwan, modul pengajaran, amalan pembelajaran dan pengajaran, serta soal selidik. Manakala, tahap pendidikan yang mengintegrasikan pemikiran komputasional pula secara umumnya merangkumi golongan pelajar pra sekolah, pelajar sekolah rendah, pelajar sekolah menengah, pelajar universiti, guru, pensyarah, warga media sosial, dan warga emas. Kajian-kajian ini disintesis bergantung pada sebilangan ciri umum, seperti bagaimana mereka melakukan aktiviti pemikiran komputasional, tahap pendidikan, dan potensi sumbangan pemikiran komputasional khususnya kepada pelajar. Beberapa cadangan masa depan untuk sarjana diberikan pada akhir kajian ini

Elementary Educators\u27 Attitudes about the Utility of Educational Robotics and Their Ability and Intent to Use It with Students

Educational robotics (ER) combines accessible and age-appropriate building materials, programmable interfaces, and computer coding to teach science and mathematics using the engineering design process. ER has been shown to increase K-12 students\u27 understanding of STEM concepts, and can develop students\u27 self-confidence and interest in STEM. As educators struggle to adapt their current science teaching practices to meet the new interdisciplinary nature of the Next Generation Science Standards, ER has the potential to simultaneously integrate STEM disciplines, engage and inspire students in mathematics and science, and build connections to STEM careers. One challenge is a lack of documented models for preparing educators, particularly at the elementary level, to effectively use robotics in their classrooms. The lack of scholarship on appropriate robotics platforms for elementary learners, reliable techniques of delivering professional development in ER, or standardized instruments that can reliably measure elementary educators\u27 self-efficacy with robotics suggests there is a need for such research. The primary purpose of this study was to investigate the impact of a four-hour, hands-on, ER professional development workshop on K-5th grade educators\u27 attitudes about their ability to teach ER, the value (utility) of the technology, and their desire to use it (intent). An 18-question survey was administered before (pre-) and after (post-) the workshop, as well as a third time after educators had an opportunity to use robotics with students (post-post). In order to extend and explain the quantitative data, 60% of the educators who completed all three surveys were also interviewed. This study sought to determine if any of the trained educators also participated in after-school robotics competitions, and if so what impact that had on their attitudes of using ER. Results comparing the pre to post workshop means determined that there were statistically significant differences with large effect sizes in educators\u27 attitudes across all three subscales. The interviews supported the conclusion that the workshop and classroom kits are important for successful implementation of ER in classrooms. Post use surveys did not result in statistically significant differences in educators\u27 attitudes, demonstrating persistence of attitudes consistent with the interview results that revealed educators value the hands-on nature of ER which they believe increases student engagement in STEM and cross-curricular learning. A case-study of one educator suggests that participation in FIRSTRTM LEGORTM League Jr. increased the skills, confidence, and engagement of both the teacher and students which led to the integration of engineering practices, and school-wide interest in ER. This study demonstrates the importance of high-quality professional development in increasing educators\u27 self-efficacy with using ER with elementary students, and suggests that new tablet-based, wireless robotics platforms, such as the LEGORTM WeDo 2.0 enable younger learners to engaged with this technology. Additional research is necessary to better understand the impact of ER on students, and to identify and study schools where ER helped lead a transformation of the teaching toward constructionism. It is vital for the success of our children and our nation that we engage and inspire students in STEM subjects and career pathways at an early age if we are to meet the needs of the 21st century job market, reduce disparities in STEM fields, and maintain our place in the global economy