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Computing across the curriculum: Designing, implementing and evaluating an integrated approach to computational thinking

Robert Whyte
University of Nottingham
Date: 
Tuesday, November 7, 2017 - 13:00
Venue: 
LSRI labs, Exchange B35a

Computing across the curriculum: Designing, implementing and evaluating an integrated approach to computational thinking


This study reports the first iteration of a design-based research study which sought to develop an intervention to support children's hypertext writing through computational activities. The fieldwork comprised of four after-school computing sessions and involved young learners (9/10 year olds) in a series of activities designed to foster computational thinking and support the development of writing skills. Opportunities for writing to be supported through computational activities are explored through a feature analysis of student-generated hypertext projects, transcripts of classroom interactions, and researcher field notes.
 
The results of the study show most participants could design, create, and evaluate interactive hypertext projects in an environment which encouraged computational participation. The role of modelling strategies and support tools (e.g. paper-based templates and 'worked' examples) to scaffold learners as they create hypertexts in a computational environment is also emphasised. It is suggested that modelling strategies and appropriate scaffolding tools can promote computational thinking and support learners when writing hypertexts. These  findings suggest a need to further explore the relationship between computational thinking, hypertext writing, and strategies and tools to support these activities.
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