App Development in an Urban After-School Computing Programme: A Case Study with Design Implications

Autor/inn/en	Hicks, Timothy Alex; Cohen, Jonathan D.; Calandra, Brendan
Titel	App Development in an Urban After-School Computing Programme: A Case Study with Design Implications
Quelle	In: Technology, Pedagogy and Education, 31 (2022) 2, S.217-229 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hicks, Timothy Alex) ORCID (Cohen, Jonathan D.) ORCID (Calandra, Brendan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-939X
DOI	10.1080/1475939X.2021.1956578
Schlagwörter	Middle School Students; After School Education; Computer Science Education; Informal Education; Minority Group Students; Disproportionate Representation; Mentors; Peer Relationship; Handheld Devices; Computer Software; Programming; After School Programs + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; After-school programs; After school programs; Out of school education; Out-of-school education; Außerschulische Jugendbildung; Computer science lessons; Informatikunterricht; Informelle Bildung; Nichtformale Bildung; Peer-Beziehungen; Programmierung; After school education; Program; Programs; Programme; Programm
Abstract	This mixed methods case study presents the experience of a group of middle school students in a year-long, after-school computing programme in a large, inner-city school district in the southeastern United States. The purpose of this research is to explore informal educational strategies that are conducive at giving underrepresented minority youth access to information and communication technology tools and content. Results indicate that hands-on support from mentors, peer collaboration, and options for customising work and creating unique projects contributed positively to the student experience in the programme. This study suggests giving students more creative freedom, adequate scaffolding and the option for peer collaboration when working in informal learning environments. Results are specific to the context of the one school in which this pilot study was conducted, though the findings confirm the research of others in this area. Data sources included a perceptions survey, participant interviews and researcher observations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01