scholarly journals Early childhood preservice teachers’ debugging block-based programs: An eye tracking study

2020 ◽  
Vol 1 (1) ◽  
pp. 63-77 ◽  
Author(s):  
Lucas Vasconcelos ◽  
Ismahan Arslan-Ari ◽  
Fatih Ari
Keyword(s):  
Preservice Teachers ◽  
Early Childhood ◽  
Eye Tracking ◽  
Programming Languages ◽  
Cognitive Task ◽  
Cognitive Strategies ◽  
Movement Analysis ◽  
Future Research ◽  
Block Based ◽  
K 12

Learning computational skills such as programming and debugging is very important for K-12 students given the increasing need of workforce proficient in computing technologies. Programming is an intricate cognitive task that entails iteratively creating and revising programs to create an artifact. Central to programming is debugging, which consists of systematically identifying and fixing program errors. Given its central role, debugging should be explicitly taught to early childhood preservice teachers so they can support their future students’ learning to program and debug errors. In this study, we propose using eye-tracking data and cued retrospective reporting to assess preservice teachers’ cognitive strategies while debugging. Several eye-tracking studies have investigated learners’ debugging strategies though the literature lacks studies (a) conducted with early childhood preservice teachers and (b) that focus on block-based programming languages, such as Scratch. The present study addresses this gap in the literature. This study used mixed methods to triangulate quantitative findings from eye movement analysis and qualitative findings about employed debugging strategies into the creation of descriptive themes. Results showed that participants developed strategies such as simultaneous review of output and code, use of beacons to narrow down the area to be debugged, and eye fixation on output to form hypotheses. But most often, debugging was not informed by a hypothesis, which led to trial and error. Study limitations and directions for future research are discussed. 

scholarly journals The Effects of Children’s Literature on Preservice Early Childhood Mathematics Teachers’ Thinking

2018 ◽  
Vol 18 (1) ◽  
pp. 96-114 ◽  
Author(s):  
Christopher Jett
Keyword(s):  
Preservice Teachers ◽  
Early Childhood ◽  
Children's Literature ◽  
Teaching And Learning ◽  
Children’S Literature ◽  
Future Research ◽  
Education Majors ◽  
Childhood Education ◽  
Mathematics Teaching And Learning

In this article, the author shares an intervention of using children’s literature as a pedagogical frame for an undergraduate mathematics content course with early childhood education majors to influence their thinking about mathematics teaching and learning. With this case study of 29 preservice teachers, the author found that literature increased preservice elementary teachers’ excitement about mathematics, heightened their self-efficacy in mathematics, and motivated them to design innovative mathematics lessons. By elaborating on these findings, the author makes a case for the continued need for mathematically competent teachers in elementary classroom spaces, and the author advocates for the incorporation of literature as a means to do this work. Finally, the author provides implications for future research and practice with other SoTL-related projects involving children’s literature.

The building blocks of coding: a comparison of early childhood coding toys

2019 ◽  
Vol 120 (7/8) ◽  
pp. 505-518 ◽  
Author(s):  
Jody Clarke-Midura ◽  
Victor R. Lee ◽  
Jessica F. Shumway ◽  
Megan M. Hamilton
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Interface Design ◽  
Computational Thinking ◽  
Building Blocks ◽  
Older Children ◽  
Content Type ◽  
Block Based ◽  
K 12 ◽  
Toy Design

Purpose This paper aims to be a think piece that promotes discussion around the design of coding toys for children. In particular, the authors examine three different toys that have some sort of block-based coding interface. The authors juxtapose three different design features and the demands they place on young children learning to code. To examine the toys, the authors apply a framework developed based on Gibson’s theory of affordances and Palmer’s external representations. The authors look specifically at the toys: interface design, intended play scenario and representational conventions for computational ideas. Design/methodology/approach As a research team, the authors have been playing with toys, observing their own children play with the toys and using them in kindergarten classrooms. In this paper, the authors reflect specifically on the design of the toys and the demands they place on children. Findings The authors make no claims about whether one toy/design approach is superior to another. However, the differences that the authors articulate should serve as a provocation for researchers and designers to be mindful about what demands and expectations they place on young children as they learn to code and use code to learn in any given system. Research limitations/implications As mentioned above, the authors want to start a discussion about design of these toys and how they shape children's experience with coding. Originality/value There is a push to get coding and computational thinking into K-12, but there is not enough research on what this looks like in early childhood. Further, while research is starting to emerge on block-based programming vs text-based for older children and adults, little research has been done on the representational form of code for young children. The authors hope to start a discussion on design of coding toys for children.

scholarly journals Preparing Teacher Candidates for Virtual Field Placements via an Exposure to K-12 Online Teaching

10.28945/3626 ◽  
2017 ◽  
Vol 16 ◽  
pp. 001-014 ◽  
Author(s):  
Tian Luo ◽  
Laura Hibbard ◽  
Teresa Franklin ◽  
David Moore
Keyword(s):  
Preservice Teachers ◽  
Online Learning ◽  
Teacher Candidates ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Field Experiences ◽  
Learning Activities ◽  
Future Research ◽  
Virtual Field ◽  
K 12

Aim/Purpose The goal of this project was to determine what effects exposure to online K-12 teaching and learning activities had on teacher candidates’ perceptions of K-12 online learning, how the exposure allowed teacher candidates to reach greater understanding of online pedagogy, and what effect such exposure had on teacher candidates’ aspirations to complete virtual field experiences. Background With an increasing number of K-12 students learning online within full-time online schools and in blended learning environments, universities must prepare future educators to teach in virtual environments including clinical practice. Before engaging in online field placement, preservice teachers must be oriented to online K-12 teaching and learning. Methodology Using a design-based, mixed-method research methodology, this study drew samples from four sections of a hybrid technology integration course. Preservice teachers’ papers detailing their perceptions, focus groups, and surveys were used to gauge changes in perceptions of online learning after participating in online teaching and learning activities. Contribution The study demonstrated that an exposure to online K-12 classrooms stimulated preservice teachers’ interest in online teaching as they began to feel that online education could be equivalent to traditional education. Findings Students’ perceptions positively improved the equivalency of online learning to traditional schooling, the possibility of positive relationships between teachers and students, and the ability to create interactive learning. Students also reported being more knowledgeable and showed increased interest in participating in virtual field experiences. Future Research Future research may continue to examine if the exposure course, combined with a short-term clinical experiences and long-term online apprenticeships may serve to prepare graduates with the skills necessary to teach in classrooms of the future.

Preservice Teachers' Views of Appropriate Technology

2011 ◽  
pp. 198-215 ◽  
Author(s):  
Drew Polly ◽  
Craig Shepard
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Technology Integration ◽  
Appropriate Technology ◽  
Future Research ◽  
Teacher Education Programs ◽  
Education Programs ◽  
National Organizations ◽  
Integrate Technology ◽  
K 12

National organizations, federal policy and academic standards all call for technology to be integrated into K-12 classrooms in ways that are likely to influence student achievement. While access to technology is at an all-time high, research on technology use still indicates that teachers do not integrate technology effectively. This chapter focuses on preparing pre-service teachers to integrate technology into their classroom. We present a synthesis of literature on technology in teacher education programs as well as findings from a research study on pre-service teacher’s shifting perceptions of technology integration over approximately a year. Lastly, we provide implications for future research studies regarding the influence of teacher education programs on pre-service teachers’ technology integration development.

Comparing loops misconceptions in block-based and text-based programming languages at the K-12 level

2017 ◽  
Vol 23 (4) ◽  
pp. 1483-1500 ◽  
Author(s):  
Monika Mladenović ◽  
Ivica Boljat ◽  
Žana Žanko
Keyword(s):  
Programming Languages ◽  
Block Based ◽  
K 12

scholarly journals Event-driven Programming in Programming Education

2021 ◽  
Vol 21 (1) ◽  
pp. 1-31
Author(s):  
Aleksi Lukkarinen ◽  
Lauri Malmi ◽  
Lassi Haaranen
Keyword(s):  
Programming Languages ◽  
User Interfaces ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Empirical Studies ◽  
Future Research ◽  
Programming Education ◽  
Event Driven ◽  
Mapping Review ◽  
K 12

During the past two decades, event-driven programming (EDP) has emerged as a central and almost ubiquitous concept in modern software development: Graphical user interfaces are self-evident in most mobile and web-based applications, as well as in many embedded systems, and they are most often based on reacting to events. To facilitate both teaching practice and research in programming education, this mapping review seeks to give an overview of the related knowledge that is already available in conference papers and journal articles. Starting from early works of the 1990s, we identified 105 papers that address teaching practices, present learning resources, software tools or libraries to support learning, and empirical studies related to EDP. We summarize the publications, their main content, and findings. While most studies focus on bachelor’s level education in universities, there has been substantial work in K-12 level, as well. Few courses address EDP as their main content—rather it is most often integrated with CS1, CS2, or computer graphics courses. The most common programming languages and environments addressed are Java, App Inventor, and Scratch. Moreover, very little of deliberate experimental scientific research has been carried out to explicitly address teaching and learning EDP. Consequently, while so-called experience reports, tool papers, and anecdotal evidence have been published, this theme offers a wide arena for empirical research in the future. At the end of the article, we suggest a number of directions for future research.

“State standards and IEP goals. A lot of TPT products.” What Early Childhood Educators Report Using to Plan Mathematics Instruction

2020 ◽  
Author(s):  
Corey Peltier ◽  
Tiffany K Peltier ◽  
Taylor Werthen ◽  
Andy Heuer
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
Special Education Teachers ◽  
Mathematics Instruction ◽  
State Standards ◽  
Early Childhood Educators ◽  
Future Research ◽  
Exceptional Children ◽  
What Works ◽  
What Works Clearinghouse

Access to high-quality resources is integral for educators to provide research-aligned mathematics instruction. Identifying the supplemental resources educators use to plan mathematics instruction can inform the ways researchers and organizations disseminate research-based practices. The goal of this study was to identify the frequency in which early childhood educators (i.e., pre-Kindergarten through third grade) reported using various resources to plan for mathematics instruction. Furthermore, we investigated whether differences were observed based on teacher factors (i.e., general or special education, route to certification, years of experience) and locale (i.e., rural, urban, suburban). We retained data from 917 teachers for data analysis. The three most frequently reported resources by educators were colleagues, Teachers Pay Teachers, and Google/Yahoo. The three least frequently reported resources were the typical outlets researchers use to reach teachers: What Works Clearinghouse, Teaching Exceptional Children, and Teaching Children Mathematics. General and special education teachers differed on their self-reported usage of five resources: colleagues, Google/Yahoo, teaching blogs, Teaching Exceptional Children, and the What Works Clearinghouse. Rural educators self-reported that they were less likely than suburban educators to use colleagues or specialists at the district to plan instruction. Implications for future research and practice are discussed.

If Eyes are the Window to Our Soul, What Role does Eye-Tracking Play in Accounting Research?

2018 ◽  
Vol 31 (2) ◽  
pp. 107-133 ◽  
Author(s):  
Edward J. Lynch ◽  
Lindsay M. Andiola
Keyword(s):  
Eye Tracking ◽  
Cognitive Processes ◽  
Research Tool ◽  
Future Research ◽  
Behavioral Accounting ◽  
Research Directions ◽  
Psychological Constructs ◽  
Instructional Resource ◽  
Future Research Directions ◽  
Research Domains

ABSTRACT Recent advances in technology have increased the accessibility and ease in using eye-tracking as a research tool. These advances have the potential to benefit behavioral accounting researchers' understanding of the cognitive processes underlying individuals' judgments, decisions, and behaviors. However, despite its potential and wide use in other disciplines, few behavioral accounting studies use eye-tracking. The purpose of this paper is to familiarize accounting researchers with eye-tracking, including its advantages and limitations as a research tool. We start by providing an overview of eye-tracking and discussing essential terms and useful metrics, as well as the psychological constructs they proxy. We then summarize eye-tracking research across research domains, review accounting studies that use eye-tracking, and identify future research directions across accounting topics. Finally, we provide an instructional resource to guide those researchers interested in using eye-tracking, including important considerations at each stage of the study. JEL Classifications: M41; C91.

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