scholarly journals The Code-Centric Nature of Computational Thinking Education: A Review of Trends and Issues in Computational Thinking Education Research

2020 ◽  
Author(s):  
Vance Kite ◽  
Soonhye Park ◽  
Eric Wiebe
Keyword(s):  
Education Research ◽  
Student Success ◽  
Computational Thinking ◽  
Evidence Based ◽  
Critical Component ◽  
Future Directions ◽  
Content Integration ◽  
Core Curricula ◽  
Digital Era ◽  
Professional Development For Teachers

<div><div><div><p>Computational thinking (CT) is being recognized as a critical component of student success in the digital era. Many contend that integrating CT into core curricula is the surest method for providing all students with access to CT. However, the CT community lacks an agreed-upon conceptualization of CT that would facilitate this integration, and little effort has been made to critically analyze and synthesize research on CT/content integration (CTCI). Conflicting CT conceptualizations and little understanding of evidence-based strategies for CTCI could result in significant barriers to increasing students’ access to CT. To address these concerns, we analyzed 80 studies on CT education, focusing on both the CT conceptualizations guiding current CT education research and evidence-based strategies for CTCI. Our review highlights the code-centric nature of CT education and reveals significant gaps in our understanding of CTCI and CT professional development for teachers. Based on these findings we propose an approach to operationalizing CT that promotes students’ participation in CT, present promising methods for infusing content with CT, and discuss future directions for CT education research.</p></div></div></div>

scholarly journals The Code-Centric Nature of Computational Thinking Education: A Review of Trends and Issues in Computational Thinking Education Research

2020 ◽  
Author(s):  
Vance Kite ◽  
Soonhye Park ◽  
Eric Wiebe
Keyword(s):  
Education Research ◽  
Student Success ◽  
Computational Thinking ◽  
Evidence Based ◽  
Critical Component ◽  
Future Directions ◽  
Content Integration ◽  
Core Curricula ◽  
Digital Era ◽  
Professional Development For Teachers

<div><div><div><p>Computational thinking (CT) is being recognized as a critical component of student success in the digital era. Many contend that integrating CT into core curricula is the surest method for providing all students with access to CT. However, the CT community lacks an agreed-upon conceptualization of CT that would facilitate this integration, and little effort has been made to critically analyze and synthesize research on CT/content integration (CTCI). Conflicting CT conceptualizations and little understanding of evidence-based strategies for CTCI could result in significant barriers to increasing students’ access to CT. To address these concerns, we analyzed 80 studies on CT education, focusing on both the CT conceptualizations guiding current CT education research and evidence-based strategies for CTCI. Our review highlights the code-centric nature of CT education and reveals significant gaps in our understanding of CTCI and CT professional development for teachers. Based on these findings we propose an approach to operationalizing CT that promotes students’ participation in CT, present promising methods for infusing content with CT, and discuss future directions for CT education research.</p></div></div></div>

scholarly journals The Code-Centric Nature of Computational Thinking Education: A Review of Trends and Issues in Computational Thinking Education Research

SAGE Open ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 215824402110164
Author(s):  
Vance Kite ◽  
Soonhye Park ◽  
Eric Wiebe
Keyword(s):  
Education Research ◽  
Student Success ◽  
Computational Thinking ◽  
Evidence Based ◽  
Critical Component ◽  
Future Directions ◽  
Content Integration ◽  
Core Curricula ◽  
Digital Era ◽  
Professional Development For Teachers

Computational thinking (CT) is being recognized as a critical component of student success in the digital era. Many contend that integrating CT into core curricula is the surest method for providing all students with access to CT. However, the CT community lacks an agreed-upon conceptualization of CT that would facilitate this integration, and little effort has been made to critically analyze and synthesize research on CT/content integration (CTCI). Conflicting CT conceptualizations and little understanding of evidence-based strategies for CTCI could result in significant barriers to increasing students’ access to CT. To address these concerns, we analyzed 80 studies on CT education, focusing on both the CT conceptualizations guiding current CT education research and evidence-based strategies for CTCI. Our review highlights the code-centric nature of CT education and reveals significant gaps in our understanding of CTCI and CT professional development for teachers. Based on these findings, we propose an approach to operationalizing CT that promotes students’ participation in CT, present promising methods for infusing content with CT, and discuss future directions for CT education research.

scholarly journals Computational apprenticeship: Cognitive apprenticeship for the digital era

2019 ◽  
Author(s):  
Hayden Fennell ◽  
Joseph A. Lyon ◽  
Aasakiran Madamanchi ◽  
Alejandra J. Magana
Keyword(s):  
Education Research ◽  
Computational Thinking ◽  
Cognitive Apprenticeship ◽  
Learning Theories ◽  
Adaptive Expertise ◽  
Practice Model ◽  
Computing Education ◽  
Digital Era ◽  
K 12 ◽  
Programming Courses

The conceptualization of Computational Thinking as a cross-cutting skill with relevance across disciplines has ushered in wide-ranging efforts to increase computational education in all facets of education. However, the majority of initiatives for integrated computing education have focused on K-12 settings, as has most education research around computational thinking. At the postsecondary level, computing education remains largely siloed within specific programming courses and has not been well-integrated throughout the STEM curriculum. Current instructional approaches often leave students poorly prepared to transfer their computing knowledge to solve new real-world problems. Additionally, there is limited education research into how best to develop computational thinking among postsecondary students. In fact, education research into computational thinking remains undertheorized and is often definitional in nature. Here, we integrate computational thinking with the educational psychology concept of adaptive expertise. Finally, we contextualize computational thinking within constructivist learning theories by introducing computational apprenticeship, an application of cognitive apprenticeship to computing. Computational apprenticeship provides a research and practice model for supporting the development of computational adaptive expertise.

scholarly journals Neighbors Helping Neighbors: A University and K-12 School Partnership

2019 ◽  
Vol 43 (1) ◽  
pp. 12-19
Author(s):  
Alissa Cress ◽  
Ophélie Allyssa Desmet ◽  
BeAnn Younker
Keyword(s):  
Graduate Students ◽  
Gifted Education ◽  
Evidence Based ◽  
Future Directions ◽  
Evidence Based Practices ◽  
Professional Development For Teachers ◽  
School Corporation ◽  
School Partnership ◽  
K 12 ◽  
Quality Professional Development

Partnerships between schools and universities can be beneficial for all parties involved, particularly when their interests and goals for the partnership overlap. The Gifted Education Research and Resource Institute (GER2I) and Tippecanoe School Corporation (TSC) formalized a collaborative effort to improve identification procedures for students with gifts and talents, provide high-quality professional development for teachers, create services and resources for families, and develop evidence-based practices through research opportunities for graduate students and faculty. Suggestions for practitioners and university partners are discussed, along with future directions for the existing partnership.

Meeting the Best Practice for Hearing Aid Verification in Children: Challenges and Future Directions

2019 ◽  
Vol 28 (4) ◽  
pp. 877-894
Author(s):  
Nur Azyani Amri ◽  
Tian Kar Quar ◽  
Foong Yen Chong
Keyword(s):  
Clinical Practice ◽  
Hearing Aids ◽  
Best Practice ◽  
Hearing Aid ◽  
Evidence Based ◽  
Future Directions ◽  
Major Barrier ◽  
Klang Valley ◽  
Age Range ◽  
Fitting Hearing Aids

Purpose This study examined the current pediatric amplification practice with an emphasis on hearing aid verification using probe microphone measurement (PMM), among audiologists in Klang Valley, Malaysia. Frequency of practice, access to PMM system, practiced protocols, barriers, and perception toward the benefits of PMM were identified through a survey. Method A questionnaire was distributed to and filled in by the audiologists who provided pediatric amplification service in Klang Valley, Malaysia. One hundred eight ( N = 108) audiologists, composed of 90.3% women and 9.7% men (age range: 23–48 years), participated in the survey. Results PMM was not a clinical routine practiced by a majority of the audiologists, despite its recognition as the best clinical practice that should be incorporated into protocols for fitting hearing aids in children. Variations in practice existed warranting further steps to improve the current practice for children with hearing impairment. The lack of access to PMM equipment was 1 major barrier for the audiologists to practice real-ear verification. Practitioners' characteristics such as time constraints, low confidence, and knowledge levels were also identified as barriers that impede the uptake of the evidence-based practice. Conclusions The implementation of PMM in clinical practice remains a challenge to the audiology profession. A knowledge-transfer approach that takes into consideration the barriers and involves effective collaboration or engagement between the knowledge providers and potential stakeholders is required to promote the clinical application of evidence-based best practice.

Teaching Strategies to Improve Algebra Learning

2015 ◽  
Vol 108 (9) ◽  
pp. 696-699
Author(s):  
Rose Mary Zbiek ◽  
Matthew R. Larson
Keyword(s):  
Student Success ◽  
Teaching Strategies ◽  
Evidence Based ◽  
Algebra Learning

Teaching actions and examples accompany three evidence-based recommendations for student success in algebra.

INTEGRATING THE CROSS-CURRICULAR COMPETENCE OF COMPUTATIONAL THINKING TO FACE THE NEW DIGITAL ERA

2021 ◽  
Author(s):  
Javier Bilbao ◽  
Eugenio Bravo ◽  
Olatz García ◽  
Carolina Rebollar ◽  
Concepción Varela
Keyword(s):  
Computational Thinking ◽  
Digital Era ◽  
The Cross

scholarly journals Advocating for LGBTQ+ Students with Disabilities

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
June Gothberg ◽  
LaSonja Roberts ◽  
Mary Ebejer
Keyword(s):  
Education Research ◽  
Social Identity ◽  
Students With Disabilities ◽  
The State ◽  
Evidence Based ◽  
Promising Practices ◽  
Educational Settings ◽  
Youth With Disabilities ◽  
Lgbtq Students ◽  
Adult Roles

Much of education research in recent years has focused on how the bullying and victimization of LGBTQ+ students and youth with disabilities (YWD) can lead to increased challenges and limited opportunities later in life. However, few studies have focused on how bullying and victimization affects students who both have disabilities and identify as LGBTQ+ or on how specific practices could improve both their experiences in school and their success later in life. YWD face the same challenges when it comes to puberty, social identity, and planning for adult roles as their non-disabled peers, but they are more likely to struggle with developing their identity and thinking about their future, particularly if they identify as LGBTQ+, which is why educators and parents must work together to advocate for changes that promote an inclusive, safe, and just environment for all students. In this article, we offer guidance using evidence-based promising practices (EBPPs) to improve educational settings for LGBTQ+ YWD that is informed by our work at the state, local, and classroom levels. Gran parte de las investigaciones en educación en los últimos años se han enfocado en como el acoso y la victimización de los estudiantes LGBTQ+ y estudiantes con discapacidades pueden llevarlos a un aumento de desafíos y menos oportunidades más tarde en sus vidas. Sin embargo, pocas investigaciones se han enfocado en como el acoso y la victimización afecta a los estudiantes con discapacidades o identificados como LGBTQ+ o en como prácticas específicas pueden mejorar sus experiencias escolares y a la vez su éxito en el futuro. Los estudiantes con discapacidades enfrentan los mismo retos que sus compañeros sin discapacidades cuando se trata de la pubertad, identidad social, y en planear para su rol como adultos, pero tienen más dificultad en luchar con el desarrollo de su identidad y en pensar en su futuro, especialmente si se identifican como LGBTQ+, por lo tanto es importante que los docentes y padres de familia trabajen juntos para abogar para cambios que promuevan un ambiente inclusivo, seguro, y justo para todos los estudiantes. En este artículo, ofrecemos consejos utilizando prácticas prometedoras basadas en evidencias para mejorar el ambiente educativo para estudiantes LGBTQ+ con discapacidades que están informadas en nuestro trabajo al nivel estatal, local y de aula.

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