Making Programming Part of Teachers' Everyday Life -- Programming Affordances and Constraints for K-12 Mathematics and Technology

Autor/inn/en	Humble, Niklas; Mozelius, Peter
Titel	Making Programming Part of Teachers' Everyday Life -- Programming Affordances and Constraints for K-12 Mathematics and Technology
Quelle	In: International Journal of Information and Learning Technology, 40 (2023) 1, S.98-112 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Humble, Niklas)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2056-4880
DOI	10.1108/IJILT-03-2022-0069
Schlagwörter	Programming; Affordances; Barriers; Foreign Countries; Elementary School Teachers; Secondary School Teachers; Content Analysis; Learner Engagement; Technology Education; Mathematics Education; Lesson Plans; Knowledge Base for Teaching; Student Motivation; Sweden + Suchen Sie Ihr Suchwort? Programmierung; Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Inhaltsanalyse; Technisch-naturwissenschaftlicher Unterricht; Mathematische Bildung; Lesson planning; Unterrichtsplanung; Teaching theory; Theory of teaching; Unterrichtstheorie; Schulische Motivation; Schweden
Abstract	Purpose: The conducted examination of programming affordances and constraints had the purpose of adding knowledge and value that facilitate the on-going national curricula revision; knowledge that also could be of general interest outside the Swedish K-12 context. Design/methodology/approach: With a qualitative approach, the study was conducted as a document analysis where submitted lesson plans were the base for a directed content analysis. Findings: This study presents findings on how the involvement of programming in mathematics and technology have potential to foster engagement and motivation among students. Findings also indicate that the implementation of programming can develop important general skills that go beyond the boundaries of mathematics and technology. Moreover, the identified constraints could be valuable to improve the on-going curriculum development for K-12 mathematics and technology. Research limitations/implications: This qualitative study was conducted on a relatively small number of teachers where the majority has taken the courses on a voluntary basis. An important complement would be to conduct a larger quantitative study with data from a more general sample of K-12 teachers. Practical implications: Results and discussions provide guidance for K-12 teachers and other stakeholders who want to introduce programming as a complementary tool in teaching and learning activities. Social implications: The study has a contribution to the on-going implementation of the Swedish national curricula for K-12 mathematics and technology. Originality/value: During the last years, many studies have been published on teacher training in programming, and how the training can be improved. This study goes beyond the actual teacher training and examine aspects teachers translate to theirs daily work after completing the training. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01