Learning together: Collaboration and community in PK–12 computing education

2021 ◽  
Author(s):  
Paulina Haduong
Keyword(s):  
Computing Education ◽  
Learning Together

Survey and Analysis of Computing Education at Japanese Universities: Non-IT Departments and Courses

2019 ◽  
Vol 13 ◽  
pp. 57-79
Author(s):  
Tetsuro KAKESHITA ◽  
Mika OHTSUKI
Keyword(s):  
Educational Achievement ◽  
Academic Discipline ◽  
Teaching Staff ◽  
Computing Environment ◽  
Computing Education ◽  
Major Subject ◽  
Curriculum Guidelines ◽  
Essential Input ◽  
Organization Quality ◽  
It Departments

We conducted the first national survey of computing education at Japanese universities in 2016. In this paper, we report the survey result of the computing education at non-IT departments and faculties whose major subject is not computing. The survey covers various aspects of computing education including program organization, quality and quantity of educational achievement, students, teaching staff and computing environment. We collected 994 answers through the survey. At least 87,000 non-ICT students are taking computing education in Japan. Although computing education is carried out at every major academic discipline, teaching effort greatly differs depending on the academic discipline. We also find shortage of teaching staff for computing education. The analysis result will be an essential input to develop reasonable curriculum guidelines and accreditation criteria to improve computing education at non-IT departments.

The Effect of Applying Learning Together Method on the Students’ Reading Comprehension

2012 ◽  
Vol 1 (2) ◽  
Author(s):  
Haryato Siregar ◽  
Elia Masa Ginting
Keyword(s):  
Reading Comprehension ◽  
Alternative Hypothesis ◽  
Choice Test ◽  
Control Group ◽  
Teaching Reading ◽  
Multiple Choice Test ◽  
Level Of Significance ◽  
And Control ◽  
Experimental Group ◽  
Learning Together

This study was aimed at finding out the effect of applying Learning Together Method on the students’ reading comprehension. This study used the experimental design. The population of this study was the students of SMP Negeri 1 Muara. There were sixty students of eighth class as the sample of the research. This study was conducted with two randomized groups namely experimental and control group. The experimental group was taught by applying Learning Together Method while control group was taught without applying Learning Together Method. The instrument of collecting the data was multiple choice test which consists of 20 items. To obtain the reliability of the test, the researcher used Kuder-Richardson (KR-21) formula. The calculation shows the reliability was 0.82(high). The data were analyzed by using t-test. The calculation shows that t-observed (4.9) is higher than t-table (2.00) at the level of significance (α) 0.05 with the degree of freedom (df) 58. Therefore, the null hypothesis (Ho) is rejected and alternative hypothesis (Ha) is accepted. It means that teaching reading comprehension by applying Learning Together Method significantly affect reading comprehension. Keywords: Learning Together Method, Reading Comprehension

Teaching Computing in a Multidisciplinary Way in Social Studies Classes in School – A Case Study

2017 ◽  
Vol 1 (2) ◽  
pp. 3 ◽  
Author(s):  
Christiane Gresse Von Wangenheim ◽  
Nathalia Cruz Alves ◽  
Pedro Eurico Rodrigues ◽  
Jean Carlo Hauck
Keyword(s):  
Instructional Design ◽  
Social Studies ◽  
21St Century ◽  
Multidisciplinary Approach ◽  
Design Approach ◽  
Instructional Unit ◽  
Computing Education ◽  
Interest And Motivation

In order to be well-educated citizens in the 21st century, children need to learn computing in school. However, implementing computing education in schools faces several practical problems, such as lack of computing teachers and time in an already overloaded curriculum. A solution can be a multidisciplinary approach, integrating computing education within other subjects in the curriculum. The present study proposes an instructional unit for computing education in social studies classes, with students learning basic computing concepts by programming history related games using Scratch. The instructional unit is developed following an instructional design approach and is applied and evaluated through a case study in four classes (5th and 7th grade) with a total of 105 students at a school in (omitted for submission). Results provide a first indication that the instructional unit enables the learning of basic computing concepts (specifically programming) in an efficient, effective and entertaining way increasing also the interest and motivation of students to learn computing.

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