30 research outputs found

    Perceptions of Coding Instruction in K-12 Archdiocese of Los Angeles Catholic Schools

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    Traditional pedagogy offers students opportunities to enhance various skills and acquire content knowledge; however, additional steps can be taken to enhance student achievement, prepare them for future occupations, and bridge the divide in access to technology. A curriculum that integrates coding instruction affords students the opportunity to augment their collaboration, communication, creative thinking, and problem-solving skills. This is especially crucial for traditionally marginalized populations who have experienced inequitable access to technology. Nevertheless, coding is not integrated in schools in different domains, including Catholic institutions in the Archdiocese of Los Angeles (ADLA). This dissertation used a descriptive and inferential quantitative methodology to survey K–12 Catholic school teachers’, administrators’, and STEM directors’ understanding of what coding entails, assess their perceptions of coding’s potential to enrich student achievement, to prepare them for future occupations, and diversify STEM representation both in academics and in the workplace, and evaluate the potential link between educator epistemology and pedagogy with the penchant to incorporate coding instruction and the constructionist framework in the classroom. The largest diocese of the country, the ADLA, was the sole focus of this study and the data demonstrated participants have a relatively limited understanding of what coding entails, but they do believe it results in various benefits for students. Nevertheless, their epistemology and pedagogy are not ripe for constructionism to take hold in the classroom to facilitate coding

    TouchDevelop

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    Computer scienc

    Jeeves : a blocks-based approach to end-user development of experience sampling apps

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    Professional programmers are signiïŹcantly outnumbered by end-users of software, and cannot possibly predict the diverse and dynamic needs of user groups in advance. This thesis is concerned with the provision of an end-user development (EUD) approach, allowing end-users to independently create and modify their own software. EUD activities are particularly applicable to the work practices of psychology researchers and clinicians, who are increasingly dependent on software for assessment of participants and patients, but must also depend on developers to realise their requirements. This thesis targets these professionals, with an EUD solution to creating assessment software. The Experience Sampling Method (ESM) is one such means of assessment that takes place in participants’ everyday lives. Through regular completion of subjective self-reports, participants provide rich detail of their ongoing physical and emotional well-being. However, lack of engagement with such studies remains a prevalent issue. This thesis investigates features for maximising engagement with experience sampling smartphone apps. Such apps are becoming accepted as standard practice for remote assessment, but researchers are stiïŹ‚ed by the complexity and cost of implementation. Moreover, existing EUD tools are insufïŹcient for development of ESM apps that include engaging features. This thesis presents the development of Jeeves, an EUD tool with a blocks-based programming paradigm that empowers non-programmers to rapidly develop tailored, context-sensitive ESM apps. The adoption of Jeeves is contingent on a number of factors, including its ease-of-use, real-world utility, and organisational conditions. Failure to incorporate the necessary functionality pertaining to these factors into Jeeves will lead to abandonment. This thesis is concerned with establishing the usability, utility, and external factors necessary for adoption of Jeeves. Further, Jeeves is evaluated with respect to these factors through a series of rigorous studies from a range of application domains."This work was supported by a University of St Andrews 600th Anniversary PhD Scholarship (School of Computer Science)." -- Fundin

    Computer Science 2019 APR Self-Study & Documents

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    UNM Computer Science APR self-study report and review team report for Spring 2019, fulfilling requirements of the Higher Learning Commission

    A mobile applications innovation ecosystem framework for Botswana

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    Text in EnglishThe role that locally relevant services and content can play in the development of societies cannot be underestimated. The proliferation of mobile phones in Africa’s developing countries is a significant enabler, which provides access to such locally relevant services and content. Mobile applications have the potential to support the development of the African continent through bolstering the main mechanisms of innovation, inclusion and efficiency. This has been demonstrated by instances of increased literacy, improved access to health care, banking, crowd sourcing and provision of farming and/or agricultural assistance. Successful cases of such mobile-based services include Kenya’s M-Pesa, which has allowed millions of rural people, who do not have access to traditional banking facilities, to send and receive money as well as pay utility bills and school fees. The development of similar innovative and locally relevant mobile-based solutions, which is currently considered to be in its infancy, is key to improving the lives of people in developing countries. This study identifies the essential components of an innovation ecosystem, for the development and presentation of a Mobile Applications Innovation Ecosystem Framework for Botswana. An innovation ecosystem enables effective interaction amongst entrepreneurs, companies, universities, research organisations, investors and government agencies towards maximising economic impact and potential. To gain a practical understanding of the context in which locally relevant mobile-based services can be developed, the study adopted a pragmatic research approach. Through combining the 4Cs Framework for ICT and the systems theory’s Triple Helix Model of Innovation, the study proceeded to develop the framework using a Design Science Research (DSR) methodology. DSR guided the identification of the components, which make up the mobile applications innovation ecosystem within government, industry and higher education sectors, as extracted from the literature review. This process facilitated initial framework designs, which were demonstrated to and evaluated by conveniently sampled stakeholders from relevant helices. Thereafter a synthesised framework was presented for evaluation by knowledgeable professionals from the mobile applications innovation ecosystem. The study contributes to the theoretical knowledgebase by presenting a theoretical framework for understanding ICT4D innovation frameworks and mobile applicationsSchool of ComputingPh. D. (Information Systems

    TouchDevelop: Programming on the Go

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    Mobile devices such as smartphones and tablets are set to become the main computers that virtually all people will own and carry with them at all times. And yet,mobile devices are not yet used for all computing tasks. A project at Microsoft Research was created to answer a simple question: “It is possible to create interesting apps directly on a smartphone or tablet, without using a separate PC or a keyboard?” The result is TouchDevelop, a programming environment that runs on all modern mobile devices such as Windows Phone, iPhone, iPad, Android phones and tablets, and also on PCs and Macs. This book walks you through all of the screens of the TouchDevelop app, and it points out similarities and differences of the TouchDevelop language compared to other programming languages. For users, the book can serve as a handyreference next to the phone. The book systematically addresses all programming language constructs, starting from the very basic constructs such as variables and loops. The book also explores many of the phone sensors and data sources which make creating apps for mobile devices so rewarding. If you are new to programming with TouchDevelop, or if you have not yet worked on touchscreen devices, we suggest that you read the book starting from Chapter 1. If you are already familiar with the basic paradigm of the TouchDevelop programming environment, then feel free to jump ahead to the later chapters that address particular topic areas. This book is written from the perspective of a person developing their code using a web browser. The TouchDevelop Web App runs in many modern browsers on many different devices including smartphones and tablets, Macs, PC. All screenshots and navigation instructions refer to the TouchDevelop Web App running in a browser. For Windows Phone, there is a dedicated TouchDevelop app in the Windows Phone Store which gives access to many more sensors and data sources. Starting with the TouchDevelop app v3.0 for Windows Phone 8, the phone app will share the same look and navigation structure and all features of the Web App

    Introductory programming: a systematic literature review

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    As computing becomes a mainstream discipline embedded in the school curriculum and acts as an enabler for an increasing range of academic disciplines in higher education, the literature on introductory programming is growing. Although there have been several reviews that focus on specific aspects of introductory programming, there has been no broad overview of the literature exploring recent trends across the breadth of introductory programming. This paper is the report of an ITiCSE working group that conducted a systematic review in order to gain an overview of the introductory programming literature. Partitioning the literature into papers addressing the student, teaching, the curriculum, and assessment, we explore trends, highlight advances in knowledge over the past 15 years, and indicate possible directions for future research

    Teacher participation in online communities of practice: a mixed-methods study of community, context and practice

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    The primary objective of this doctoral research is to understand the relationship between teachers’ participation in online communities of practice and the development of their teaching practice. The online community at the centre of this research is the Computing at School (CAS) community, created to support the computing curriculum in the United Kingdom. A mixed-methods methodology was employed that included a survey of CAS member teachers as well as semi-structured interviews with a subset of surveyed teachers. A content analysis of interactions between members on the CAS online community aided in development of maps of teacher context and in understanding whether CAS exhibits characteristics of a COP. Findings indicate that some teachers report significant changes to their teaching, classroom management, lesson planning or personal understanding of computing concepts as a result of their participation in the CAS community. CAS exhibits characteristics of a COP, according to Wenger’s (1998) framework, but not all CAS teachers use CAS in this manner. Other CAS members use CAS simply as a resource bank, from which to download activities for classroom use. Findings also reveal that a computing teacher’s background characteristics, notably his or her professional experience prior to teaching computing, play an important role in their attitudes toward and preparedness for teaching computing as well as influencing the professional development resources to which they have access

    Interactive Programming by Example

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    As of today, programming has never been so accessible. Yet, it remains a challenge for end-users: students, non-technical employees, experts in their domains outside of computer science, and so on. With its forecast potential for solving problems by only observing inputs and outputs, programming-by-example was supposed to alleviate complex tasks requiring programming for end-users. The initial ideas of macro-based editors paved the way to subsequent practical solutions, such as spreadsheet transformations from examples. Finding the right program is the core of the programming-by-example systems. However, users find it difficult to trust such generated programs. In this thesis, we contribute to proving that some forms of interaction alleviate, by having users provide examples, the problem of finding correct and reliable programs. We first report on two experiments that enable us to conjecture what kind of interaction brings benefits to programming-by-example. First, we present a new kind of game engine, Pong Designer. In this game engine, by using their finger, users program rules on the fly, by modifying the game state. We analyze its potential, and its eventual downsides that have probably prevented its wide adoption. Second, we present StriSynth, an interactive command-line tool that uses programming-by-example to transform string and collections. The resulting programs can also rename or otherwise manage files. We obtained the result that confirms that many users preferred StriSynth over usual programming languages, but would appreciate to have both. We then report on two new exciting experiments with verified results, using two forms of interaction truly benefiting programming-by-example. Third, on top of a programmingby- example-based engine for extracting structured data out of text files, in this thesis we study two interaction models implemented in a tool named FlashProg: a view of the program with notification about ambiguities, and the asking of clarification questions. In this thesis, we prove that these two interaction models enable users to perform tasks with less errors and to be more confident with the results. Last, for learning recursive tree-to-string functions (e.g., pretty-printers), in this thesis we prove that questioning breaks down the learning complexity from a cubic to a linear number of questions, in practice making programming-by-example even more accessible than regular programming. The implementation, named Prosy, could be easily added to integrated development environments
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