A Systematic Review of the Challenges in Teaching Programming for Primary Schools’ Students

Programming and coding in primary education become solicitude globally today. Governments all over the world agreed on the importance of education towards workforce empowerment in the future for the country's development. As primary education is the foundation to produce future human resources, the government decided to make curricular changes starting with young learners.  The schooling system tries to adapt to the rapid changes caused by The Industrial Revolution 4.0 by introducing programming education at an early stage. The increased usage of automation, robots, and artificial intelligence in the industry nowadays makes people aware of the importance of mastering programming and coding skill to survive in their future careers. Through the learning process of programming and coding, young students start to be exposed to computational skill which involves critical thinking and imagining creatively. Programming and coding education promote computational thinking for young learners which includes problem-solving skills like deconstruction, abstraction, pattern recognition, and algorithms.  This paper examines research exploring the challenges faced by teachers, students, facilities, parents, and the government in the implementation of programming education in primary schools. The exploration was done through a systematic literature review of 20 articles published between the years 2018 and 2022. The selection of 20 articles required is based on the PRISMA guidelines to select papers by Moher et al. (2009). The findings provide insight into what has and has not been studied across a range of literature and the alignment with the broader context of programming education at the primary level. From this study, it can be identified that teachers’ competency, teachers’ digital pedagogy, students’ readiness, school facilities, parents’ support, and government educational planning play a very important role to make programming education for young learners successful.&nbsp

Harnessing Technology: analysis of emerging trends affecting the use of technology in education (September 2008)

Research to support the delivery and development of Harnessing Technology: Next Generation Learning 2008–1

2003-2007 Report on Hate Crimes and Discrimination Against Arab Americans

Analyzes rates, patterns, and sources of anti-Arab-American hate crimes and discrimination, including detainee abuse, delays in naturalization, and threats; civil liberties concerns; bias in schools; and defamation in the media. Includes case summaries

Toward an Ecology of Gaming

In her introduction to the Ecology of Games, Salen argues for the need for an increasingly complex and informed awareness of the meaning, significance, and practicalities of games in young people's lives. The language of the media is replete with references to the devil (and heavy metal) when it comes to the ill-found virtues of videogames, while a growing movement in K-12 education casts them as a Holy Grail in the uphill battle to keep kids learning. Her essay explores the different ways the volume's contributors add shades of grey to this often black-and-white mix, pointing toward a more sophisticated understanding of the myriad ways in which gaming could and should matter to those considering the future of learning

Robotics in Japan: A Program Design for The Experiment in International Living

“Robotics in Japan” is a science, technology, engineering, and math (STEM) based program design for The Experiment in International Living (The Experiment). This design is for a four-week program for high school students. It is grounded in The Experiment’s mission and basic program structure. The purpose of Robotics in Japan is to add a STEM-based program to The Experiment’s portfolio in one of The Experiment’s most popular and marketable countries. In addition, this design adds a computer and technology theme, an area within STEM that has even less representation in The Experiment’s portfolio. In this paper, all necessary aspects to run this program are addressed. This includes pre-program aspects such as recruitment, marketing, staffing, and health and safety as well as on and after program information such as a basic program itinerary, goals and objectives, curriculum, crisis management, budget, and evaluation plan. This program design is informed by research and literature on study abroad, adolescent development, STEM, robotics, and curriculum design. It is also informed by two needs assessment surveys, one completed by former Experiment Group Leaders and one completed by former Experiment participants. These assessments were anonymously completed online with no incentives for participation. The surveys showed successful student growth outcomes in a variety of identity development areas. The surveys also showed a primary participant interest in program destination and a perceived parent interest in computer and technology-themed programs. Robotics in Japan aims to capitalize on the student interest in Japan and the parent interest in computers and technology to add a STEM program grounded in theory to The Experiment’s 2021 catalog

A Rule Set for the Future

This volume, Digital Young, Innovation, and the Unexpected, identifies core issues concerning how young people's use of digital media may lead to various innovations and unexpected outcomes. The essays collected here examine how youth can function as drivers for technological change while simultaneously recognizing that technologies are embedded in larger social systems, including the family, schools, commercial culture, and peer groups. A broad range of topics are taken up, including issues of access and equity; of media panics and cultural anxieties; of citizenship, consumerism, and labor; of policy, privacy, and IP; of new modes of media literacy and learning; and of shifting notions of the public/private divide. The introduction also details six maxims to guide future research and inquiry in the field of digital media and learning. These maxims are "Remember History," "Consider Context," "Make the Future (Hands-on)," "Broaden Participation," "Foster Literacies," and "Learn to Toggle." They form a kind of flexible rule set for investigations into the innovative uses and unexpected outcomes now emerging or soon anticipated from young people's engagements with digital media

The 1935 Hsinchu-Taichung Earthquake

The history of natural disasters in Taiwan has frequently been linked to the practice of historical preservation, archival science, oral history, and museum curatorship. All are collectively hallmarks of a broad range of activities that fall under the umbrella of public history. The problem for Taiwan, however, concerns the legitimacy. Taiwan does not have a single national narrative. It has been subjected to waves of colonialism since the seventeenth century and does not presently have a fully post-colonial narrative. The earthquakes discussed in this paper occurred in two different periods of colonisation.  In order to situate the history of earthquakes into a public history discourse, the field of earthquake-based research in Taiwan has to incorporate different audiences and integrate into a much broader understanding. By this, I mean that the present regimental academic disciplines in Taiwan need to be cross disciplinary, especially since public history is by its very nature collaborative. It illuminates a shared authority over a much wider area. It needs to. It is my argument that it is in digital humanities that Taiwanese academics work best in collaboration. Efforts have been made to digitise the personal experiences of those involved in typhoon reconstruction efforts. A natural synergy, therefore, for the understanding of earthquakes, as public history, is to emphasise access and broad participation in the creation of knowledge. Digital humanities enables this. Attention to this is particularly important in historical preservation of particular sites on an island that frequently develops and re-develops brownfield sites