An evaluation of programming assistance tools to support the learning of IT programming: a case study in South African secondary schools

Worldwide, there is a decline in interest in the computer science profession and in the subject at secondary school level. Novice programmers struggle to understand introductory programming concepts and this difficulty of learning to program is contributing to the lack of interest in the field of computer science. Information Technology (IT) learners in South African secondary schools are novice programmers, introduced to introductory programming concepts in the subject which also includes topics on hardware and system software, e-communication, social and ethical issues, spreadsheets and databases. The difficulties faced by IT learners are worsened by the lack of suitably qualified teachers, a saturated learning programme that allocates very little time to the understanding of complex programming concepts and limited class time where practical examples can be implemented with the support of the IT teacher. This research proposes that IT learners could be supported by a programming assistance tool (PAT). A PAT is a software program that can be used by novice programmers to learn how to program and/or improve their understanding of programming concepts. PATs use different techniques to assist novice programmers. The main objective of this research was to determine whether the use of a PAT impacted IT learners’ understanding of programming concepts and motivation towards programming. The literature study and feedback from IT learners and teachers were used to identify novice programming difficulties and IT learner programming difficulties, respectively. Selection criteria were derived from the programming difficulties identified. The selection criteria were grouped into three categories, namely, programming concepts, programming knowledge and programming skills. Existing PATs were evaluated using the selection criteria and three PATs, namely, RoboMind, Scratch and B#, were selected as suitable for use by IT learners. RoboMind was adapted in this research study, allowing it to support the Delphi programming language. The three PATs were evaluated by participating IT learners at four schools. The findings of this research provided no conclusive evidence that IT learners who used a PAT had a significantly better understanding of programming concepts and motivation towards programming than learners who did not use a PAT. IT learner feedback was used to identify the strengths and shortcomings of the three PATs and to provide recommendations for the development of PATs specifically to support IT learners. This research study has provided several theoretical and practical contributions, including the research design, selection criteria, adaptations to RoboMind and the evaluation of the three PATs. In addition, IT teachers and learners have been made aware of PATs and the support that can be provided by these PATs. IT teachers have also been provided with a means of selecting PATs applicable to the IT curriculum. All the research contributions have formed the basis for future work, such as improving and extending RoboMind’s functionality and support of programming concepts, the refinement of the selection criteria and, ultimately, the development of a new PAT, specifically designed to support IT learner understanding of programming concepts and motivation towards programming

An evaluation of programming assistance tools to support the learning of IT programming: a case study in South African secondary schools

Worldwide, there is a decline in interest in the computer science profession and in the subject at secondary school level. Novice programmers struggle to understand introductory programming concepts and this difficulty of learning to program is contributing to the lack of interest in the field of computer science. Information Technology (IT) learners in South African secondary schools are novice programmers, introduced to introductory programming concepts in the subject which also includes topics on hardware and system software, e-communication, social and ethical issues, spreadsheets and databases. The difficulties faced by IT learners are worsened by the lack of suitably qualified teachers, a saturated learning programme that allocates very little time to the understanding of complex programming concepts and limited class time where practical examples can be implemented with the support of the IT teacher. This research proposes that IT learners could be supported by a programming assistance tool (PAT). A PAT is a software program that can be used by novice programmers to learn how to program and/or improve their understanding of programming concepts. PATs use different techniques to assist novice programmers. The main objective of this research was to determine whether the use of a PAT impacted IT learners’ understanding of programming concepts and motivation towards programming. The literature study and feedback from IT learners and teachers were used to identify novice programming difficulties and IT learner programming difficulties, respectively. Selection criteria were derived from the programming difficulties identified. The selection criteria were grouped into three categories, namely, programming concepts, programming knowledge and programming skills. Existing PATs were evaluated using the selection criteria and three PATs, namely, RoboMind, Scratch and B#, were selected as suitable for use by IT learners. RoboMind was adapted in this research study, allowing it to support the Delphi programming language. The three PATs were evaluated by participating IT learners at four schools. The findings of this research provided no conclusive evidence that IT learners who used a PAT had a significantly better understanding of programming concepts and motivation towards programming than learners who did not use a PAT. IT learner feedback was used to identify the strengths and shortcomings of the three PATs and to provide recommendations for the development of PATs specifically to support IT learners. This research study has provided several theoretical and practical contributions, including the research design, selection criteria, adaptations to RoboMind and the evaluation of the three PATs. In addition, IT teachers and learners have been made aware of PATs and the support that can be provided by these PATs. IT teachers have also been provided with a means of selecting PATs applicable to the IT curriculum. All the research contributions have formed the basis for future work, such as improving and extending RoboMind’s functionality and support of programming concepts, the refinement of the selection criteria and, ultimately, the development of a new PAT, specifically designed to support IT learner understanding of programming concepts and motivation towards programming

App creation in schools for different curricula subjects - lesson learned

The next generation of jobs will be characterized by an increased demand for people with computational and problem solving skills. In Austria, computer science topics are underrepresented in school curricula hence teaching time for these topics is limited. From primary through secondary school, only a few opportunities exist for young students to explore programming. Furthermore, today's teachers are rarely trained in computer science, which impairs their potential to motivate students in these courses. Within the "No One Left Behind" (NOLB) project, teachers were supported to guide and assist their students in their learning processes by constructing ideas through game making. Thus, students created games that referred to different subject areas by using the programming tool Pocket Code, an app developed at Graz University of Technology (TU-Graz). This tool helps students to take control of their own education, becoming more engaged, interested, and empowered as a result. To ensure an optimal integration of the app in diverse subjects the different backgrounds (technical and non-technical) of teachers must be considered as well. First, teachers were supported to use Pocket Code in the different subjects in school within the feasibility study of the project. Observed challenges and difficulties using the app have been gathered. Second, we conducted interviews with teachers and students to underpin our onsite observations. As a result, it was possible to validate Pocket Codes' potential to be used in a diverse range of subjects. Third, we focused especially on those teachers who were not technically trained to provide them with a framework for Pocket Code units, e.g., with the help of structured lesson plans and predefined templates.Comment: 10 pages, 5 tables EduLearn 201

USAID Water and Development Strategy, 2013-2018

The first global Water and Development Strategy released by the US Agency for International Development outlines the approach that will guide USAID's water programming through 2018. The Strategy emphasizes sustainability, working through host country systems, using emerging science and technology, and learning from past efforts

Feasibility Study: Social Protection in South Central Somalia

In recent years, there has been a growing recognition by policy makers and the international development community that longer-term social protection programming has the potential to reduce poverty and inequality and serve as a foundation upon which, viable livelihoods can be built. In many countries, specially those that are frequently affected by climatic and conflict hazards, this has led to calls for a shift in approach away from interventions thatsimply address the symptoms of household vulnerability towards those which deal with the causes. For more than two decades Somalia has lurched from one humanitarian crisis to another. This debate around the potential of social protection is therefore particularly acute, as years of humanitarian programming seem to have had little impact on increasing household resilience to shocks. Furthermore, the country still ranks 165 out of the 170 countries included in the UN's Human Development Index, and number one on the US Fund for Peace 'Failed State Index'.A consortium of agencies working in Somalia commissioned this study: Adeso, ACF, DRC and Save the Children. The study is intended to further the discussion on the rationale and practicalities of social protection in South Central Somalia, and to serve as a starting point for the debate around moving away from short-term responses towards longer-term social protection interventions by these agencies, and others.The report comprises six parts: Part 1 describes the political economy in South Central Somalia and highlights some key challengesfor humanitarian actors; Part 2 defines the general concept of social protection and looks at the global evidence of the impact of social protection; Part 3 looks at social protection programs in African countries (particularly those in the Somalia region), and also in fragile states; Part 4 looks at current social protection mechanisms in South Central Somalia; Part 5 describes the actions that are currently needed before humanitarian programming can become predictable, and Part 6 summarizes the way forward, including recommendations and the conclusions from the study

Why We Can't Wait -- A Case for Philanthropic Action: Opportunities for Improving Life Outcomes for African American Males

This report examines programs and initiatives that impact the life outcomes of African-American males, gathers reflections from the field, and assesses needs and opportunities according to scholars, policy makers, advocates, and organizational leaders. The report documents its findings and recommendations in three categories: academia/research, practitioners/civil society, and public policy/advocacy

Afterschool in Action: Innovative Afterschool Programs Supporting Middle School Youth

This report, released by Afterschool Alliance in partnership with MetLife Foundation, highlights the work of quality afterschool programs that support children, families and communities across the nation.This compendium is a compilation of four issue briefs examining critical issues facing middle school youth and the vital role afterschool programs play in addressing these issues. This series explores afterschool and: arts enrichment, parent engagement, school improvement and digital learning. The compendium also includes in-depth profiles of the 2012 Afterschool Innovator Award winners, as well as highlights from 2008-2011 award winners.The 2012 MetLife Foundation Afterschool Award winners are:The Wooden Floor, Santa Ana, CALatino Arts Strings & Mariachi Juvenil, Milwaukee, WIKid Power Inc., The VeggieTime Project, Washington, D.C.Parma Learning Center, Parma, IDGreen Energy Technologies in the City, Lansing, M

Toward a Better Future for this Generation and the Next...

The Oak Foundation commissioned Promundo-US to review and assess Oak's overall strategy in relation to its goal of engaging men and boys in the elimination of sexual abuse of children and comment more specifically on possible priorities and directions for work with respect to its objective that: Men and boys will have greater opportunities to engage positively in children's lives and to protect them from sexual abuse This report is the result of this assessment. The report is based on an extensive desk review of published research and program and policy evaluations, as well as the 'grey' literature on work with men and boys on child sexual abuse and other forms of intimate violence in the lives of children. Out of this review, a total of 35 key informants across a range of targeted sectors both internationally and within Oak's priority regions were identified and interviewed in person or over the phone, using a semi-structured interview tool. These key informant phone interviews gathered detailed information on both experiences and lessons from current thinking, policy and practice as well as on opportunities and priorities for future grant-making

Experiences of teaching computer literacy to South African teachers using blended learning and free open source software

ABSTRACT Information and Communication Technology (ICT) in education is essential to equip all citizens with the necessary knowledge in the information age. While most learners in the developed world have had the chance to be exposed to ICTs and learn basic computer skills through formal or informal learning, in developing countries disadvantaged learners usually do not have the same chances to acquire these skills at school or in their communities. For this reason it is crucial that educators are the first to be trained in using ICTs. This strategy would not only trigger a multiplier effect in their communities, but it is certainly the most cost-effective way to increase digital inclusiveness among the most disadvantaged members. The South African Department of Education is willing to facilitate the introduction and spread of ICT in Education, but still has to launch a massive national campaign to train all teachers in the use of computers. Most ICT courses for teachers organised at a local level are geared mainly towards administrative purposes, and not towards integrating ICTs into their curricula. The aim of this research was to identify and explore challenges to the training in ICT of large numbers of teachers from very disadvantaged contexts. Four main primary objectives were identified in order to reach this aim: (1) to study the issues in the disadvantaged South African schools and the ICT competencies of their teachers; (2) to analyse the challenges and limits of using blended learning and free open source software within the South African schools context; (3) to investigate the outcomes of the computer literacy programmes offered by Rhodes University to school teachers; and (4) to prove the feasibility of ICT training with large numbers of teachers from disadvantaged schools through designing, implementing and managing a computer literacy course using blended learning and free open source software, which would lead to an increase in teacher confidence in using computers and narrow the ICT skills gap. The principal ICT issues found in the disadvantaged schools were the lack of confidence of the teachers in using computers, mainly due to the lower level of education provided to the non-white population during Apartheid, and the overestimation of the level of computer literacy of those few teachers who were already computer literate. The lack of computers and limited access to the Internet, for the non-white South African ethnic groups, are real constraints that limit the benefits of blended learning, compared to the situation experienced by learners who live in more developed countries. Due to these constraints, blended learning systems are forced to adapt to the local settings. However, the present constraints do not severely limit the possibility of implementing blended learning programmes, they only influence the type of blending chosen. In addition, the introduction of FOSS educational software and the use of new Linux distributions, such as Edubuntu, are invaluable tools for integrating ICTs into the curricula, although the present poor usability of free open source software is sometimes a major barrier that prevents its diffusion and adoption. Regardless of the good quality of education received at Rhodes University by the teachers who attend the few computer literacy courses available, the findings of this research revealed that the main limitations are the teaching of ICT mainly for administrative purposes, the exclusive use of proprietary software, and the small course capacity. The computer literacy programmes available at Rhodes University make no use of free open source software and cater only for very small numbers of educators, usually 25 participants, even though this organisation has the means, knowledge and facilities to accommodate large numbers of attendees. Finally the research has proved that it is feasible to provide computer training for more than 200 educators at a time at Rhodes University, using blended learning systems and free open source software. The final assessment on the newly acquired skills of the teachers, proved that on average, 77.50% of teachers responded correctly to questions at the end of the course. The confidence gained by the teachers to independently use a computer and the feedback received from the tutors throughout the course, showed the viability and sustainability of this kind of blended learning approaches. The development of teacher education in all relevant fields needs to be prioritised to subsequently improve the quality of education for students in underprivileged schools in South Africa and reverse the impact of the Bantu education system. This research has determined that a major limiting factor in ICT education for teachers is the lack of large scale courses that are specifically designed for the learner level of the majority of teachers from disadvantaged backgrounds, the beginner level. It is therefore not only a matter of lack of investments that prevents the taking off of ICTs in the developing world, but mainly cultural and political decisions that have to be made in order to guide the change that would allow all citizens to have the means and the knowledge to access the information and improve their standard of living

Information and Communications Technologies and Secondary Education in Sub-Saharan Africa: Policies, Practices, Trends and Recommendations

The following report discusses the use of Information Communications Technologies (ICTs) to improve access to, quality of, and delivery of secondary education within sub-Saharan Africa. It discusses the policy environment for ICTs in sub-Saharan Africa, their successes, challenges, andlessons learned, and it concludes with a broad and detailed set of recommendations for policymakers, donors, the private sector, designers, and implementers of ICTs in education programs. The report seeks to generally answer the question of how sub-Saharan African (SSA) governments can best use technology to improve access to secondary education, improve learning, strengthen management of schools and the education system, and foster innovation