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Teacher Challenges And Choice Of Programming Tools For Teaching K-12 Technology And Mathematics
Mittuniversitetet, Fakulteten för naturvetenskap, teknik och medier, Institutionen för data- och systemvetenskap.
Mittuniversitetet, Fakulteten för naturvetenskap, teknik och medier, Institutionen för data- och systemvetenskap.
Mittuniversitetet, Fakulteten för naturvetenskap, teknik och medier, Institutionen för informationssystem och –teknologi.
2019 (Engelska)Ingår i: Education and new developments (END2019) / [ed] Mafalda Carmo, Porto, Portugal: inScience Press, 2019, Vol. 1, s. 431-435Konferensbidrag, Publicerat paper (Refereegranskat)
Abstract [en]

A current ongoing process in many countries today is to implement programming in K-12 education. With this comes challenges for the involved teachers on how to best teach and integrate programming in their subjects. On the other hand, the introduction of programming could also open opportunities for programming as a new and improved way of learning and understanding technology and mathematics. For Swedish K-12 teachers this should be rapidly implemented, but without any concrete guidelines for how or for which tools to use. The aim of this study was to explore teachers' perceptions of learning and integrating programming in technology and mathematics, and their preferences of programming tools. 

The overall research strategy was a case study approach, with two instances of a programming course as the case study units. In both course instances the main choice has been between block programming with Scratch, and textual programming with Python. Data was collected in a combination of submitted essays, programming assignments and workshop observations. Findings from a content analysis of the submitted essays have been compared to workshop observations, and to the analysis of programming assignments. 

Results suggests that the main challenge in learning and integrating programming is the perceived time trouble. In parallel, many teachers highlight the potential benefits of renewing their teaching and learning sessions with programming-based problem solving. Considering the choice between block programming and textual programming several teachers brings up the idea of combining the two rather than excluding one of them. Furthermore, there seems to be minor differences in the preferences of programming tools between teachers with different subjects and different age groups of students. Finally, the most positive finding is the improved self confidence that many teachers show, when their own ability to manage programming in their classrooms increase after learning the fundamentals of programming.  

Ort, förlag, år, upplaga, sidor
Porto, Portugal: inScience Press, 2019. Vol. 1, s. 431-435
Serie
Education and new developments, E-ISSN 2184-1489 ; 7
Nyckelord [en]
Programming tools, Block programming, Textual programming, Teachers professional development
Nationell ämneskategori
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Identifikatorer
URN: urn:nbn:se:miun:diva-36494ISBN: 978-989-54312-5-0 (tryckt)OAI: oai:DiVA.org:miun-36494DiVA, id: diva2:1331128
Konferens
International Conference on Education and New Developments (END 2019), Porto, Portugal, 22-24 June, 2019
Tillgänglig från: 2019-06-26 Skapad: 2019-06-26 Senast uppdaterad: 2019-07-10Bibliografiskt granskad

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Humble, NiklasMozelius, PeterSällvin, Lisa

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