Computing in the curriculum: Challenges and strategies from a teacher’s perspective

  title={Computing in the curriculum: Challenges and strategies from a teacher’s perspective},
  author={Sue Sentance and Andrew Paul Csizmadia},
  journal={Education and Information Technologies},
Computing is being introduced into the curriculum in many countries. [] Key Result The results of this study will be useful for teachers who are new to the teaching of Computing.
Implementing programming in school mathematics and technology: teachers’ intrinsic and extrinsic challenges
  • Peter Vinnervik
  • Education
    International Journal of Technology and Design Education
  • 2020
The 2017 reform of the Swedish national curriculum requires that all compulsory school mathematics and technology teachers integrate programming into their teaching. The new programming policy poses
What training are primary teachers receiving to implement the new computing curriculum and are they prepared to succeed?
In 2013, Michael Gove, the Secretary of State for Education in England succeeded in a proposal to replace the national curriculum foundation subject of Information and Communication Technology (ICT)
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In September 2014 the new National Curriculum programmes of study for Computing became mandatory in England, replacing Information and Communications Technology (ICT) as a school subject and
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Coding in K-8: International Trends in Teaching Elementary/Primary Computing
The teaching of computing is becoming an essential addition to twenty-first-century learning. An important part of this new addition is the teaching of computing in earlier grades, starting as early
This paper will present how an emerging Community of Practice is supporting the development of a new national computing curriculum in primary (5-11 years) and secondary (11-18) schools in England.
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The discussion centres around a survey of 91 teachers, which reveals strong intrinsic motivation from teachers to make the changes, a mixture of prior knowledge and skills that teachers shared with each other through peer support and online communication, a low level of confidence as teachers of computer science, and a need for further professional development.
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A qualitative, questionnaire-based study on teachers' perceptions of the best ways to make computing interesting to school students finds that whilst their views reflected a range of approaches that are widely promoted in the literature and in national initiatives, there were also disconnects between teachers' views and wider discourses.
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The content and evaluation of a Computational Thinking (CS0) course developed to improve the analytical problem solving of students participating in the course demonstrate its effectiveness in improving analytical skills in majors as well as non-majors.
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An Empirical Evaluation of Using Constructive Classroom Activities to Teach Introductory Programming
This paper explores an alternative pedagogical approach that emphasizes constructive and collaborative learning in CS1 classrooms that arises from a study that compares different CS1 sections that utilized constructivist techniques at varying frequencies.
Promoting computational thinking with programming
This work in progress is exploring ways in which programming can be employed as a tool to teach computational thinking and problem solving and an ordering of complexity associated with computational thinking skills.