Research Article
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Year 2023, , 384 - 402, 31.05.2023
https://doi.org/10.31681/jetol.1219963

Abstract

References

  • Aydın, M., & Sunbul, A. M. 2012. “Effect of the Verbal Mnemonics on Students’ Achievements and their Attitudes”, Procedia-Social and Behavioral Sciences, 47, 1506-1510.
  • Baumann, K. A. (2016). Computer security in elementary schools: Faculty perception of curriculum adequacy. Northcentral University.
  • Babbie, E. R. (2016). The practice of social research (14th ed.). Cengage Learning.
  • Büyüköztürk, Ş., Akgün, Ö. E., Demirel, F., Karadeniz, Ş., & Çakmak, E. K. (2015). Bilimsel araştırma yöntemleri [Scientific research methods]. Pegem Akademi.
  • Bers, M. U. (2020). Coding as a playground: Programming and computational thinking in the early childhood classroom. Routledge.
  • Calder, N. (2010). Using scratch: An integrated problem-solving approach to mathematical thinking. Australian Primary Mathematics Classroom, 15(4), 9-14.
  • Copley, J., & Ziviani, J. (2004). Barriers to the use of assistive technology for children with multiple disabilities. Occupational Therapy International, 11(4), 229-243.
  • Çetin, E. (2012). Bilgisayar programlama eğitiminin çocukların problem çözme becerileri üzerine etkisi [The effect of computer programming education on children's problem-solving skills]. Unpublished master's thesis, Gazi University, Ankara, Turkey.
  • Çam, E., & Kıyıcı, M. (2022). The Impact of Robotics Assisted Programming Education on Academic Success, Problem Solving Skills and Motivation. Journal of Educational Technology And Online Learning. doi: 10.31681/jetol.1028825
  • Demirer, V., & Nurcan, S. A. K. (2015). Türkiye'de Bilişim Teknolojileri (BT) Eğitimi ve BT Öğretmenlerin Değişen Rolleri [Information Technology (IT) Education in Turkey and the Changing Roles of IT Teachers]. Uluslararası Eğitim Bilimleri Dergisi, (5), 434-448. https://doi.org/10.11648/j.sjedu.20150305.19
  • Dewey, M., Zimmermann, E., Laule, M., Rutsch, W., & Hamm, B. (2008). Three-vessel coronary artery disease examined with 320-slice computed tomography coronary angiography. European Heart Journal, 29(13), 1669-1675. https://doi.org/10.1093/eurheartj/ehn228
  • Gander, W., Petit, A., Berry, G., Demo, B., Vahrenhold, J., McGettrick, A., ... & Meyer, B. (2013). Informatics education: Europe cannot afford to miss the boat. ACM. Retrieved from http://europe.acm.org/iereport/ie.html.
  • Grout, V., & Houlden, N. (2014). Taking computer science and programming into schools: The Glyndŵr/BCS Turing project. Procedia-Social and Behavioral Sciences, 141, 680-685.
  • Kafai, Y. B., & Burke, Q. (2015). Connected Code: Why Children Need to Learn Programming. Cambridge, MA: MIT Press.
  • Karanfiller, T., Göksu, H., & Yurtkan, K. (2017). Özel eğitim gereksinimi olan öğrenciler için temel kavram öğretimi mobil uygulama tasarımı. Eğitim ve Bilim, 42(192), 213-226.
  • Kester, L., Kirschner, P. A., & Corbalan, G. (2007). Designing support to facilitate learning in powerful electronic learning environments. Computers in Human Behavior, 23(3), 1047-1054. https://doi.org/10.1016/j.chb.2004.12.013
  • Li, Y., & Li, K. (2018). Integrating coding into secondary school curriculum: A study of teacher perceptions and practices. Educational Technology Research and Development, 66(5), 1195-1215.
  • Liu, Y., Chiu, P. S., & Chou, P. N. (2017). The study of the use of programming in elementary and middle school education. Eurasia Journal of Mathematics, Science and Technology Education, 13(7), 3303-3317. https://doi.org/10.12973/eurasia.2017.00739a
  • Milli Eğitim Bakanlığı. (2019). Öğretim Programları. Retrieved from http://mufredat.meb.gov.tr/ProgramDetay.Aspx.
  • Neuman, W. L. (2014). Social research methods: Qualitative and quantitative approaches. Boston, MA: Pearson.
  • Nunez, M. (2018). Is coding the blue-collar job of the future? CBS News. Retrieved from https://www.cbsnews.com/news/is-coding-the-blue-collar-job-of-the-future/.
  • Noor-Ul-Amin, S. (2013). An effective use of ICT for education and learning by drawing on worldwide knowledge, research, and experience. In M. Ally & A. Tsinakos (Eds.), ICT as a change agent for education (pp. 1-13). Athabasca University Press.
  • NMC/CoSN Horizon Report. (2017). The NMC/CoSN Horizon Report: 2017 K-12 Edition. International Society for Technology in Education.
  • Resnick, M., & Silverman, B. (2005). Some reflections on designing construction kits for kids. In Proceedings of the 2005 Conference on Interaction Design and Children (pp. 117-122). ACM. https://doi.org/10.1145/1109540.1109558
  • Yecan, E., Özçınar, H., & Tanyeri, T. (2017). Bilişim teknolojileri öğretmenlerinin görsel programlama öğretimi deneyimleri [Experiences of information technologies teachers on visual programming education]. İlköğretim Online, 16(1), 49-66. https://doi.org/10.17051/ilkonline.2017.268999
  • Wachenchauzer, R. (2004, October). Work in progress-promoting critical thinking while learning programming language concepts and paradigms. In 34th Annual Frontiers in Education, 2004. FIE 2004 (pp. F4C-13). IEEE.
  • Wu, C. C., & Lee, G. C. (2004). Use of computer-mediated communication in a teaching practicum course. International Journal of Science and Mathematics Education, 2(4), 511-528. https://doi.org/10.1007/s10763-004-7465-3

Coding activities in IT courses through the lenses of IT teachers

Year 2023, , 384 - 402, 31.05.2023
https://doi.org/10.31681/jetol.1219963

Abstract

This study aims to evaluate the trend and frequency of coding/programming activities in Information Technology (IT) courses, according to different parameters. The study was conducted through a survey of a private IT (Information Technology) teachers in different levels (like primary, secondary, and high schools), with questions focusing on the extent to which coding/programming activities were integrated into their courses, the frequency of these activities, and the factors that influenced their use. The study also explored the relationship between teacher characteristics, such as their level of programming knowledge and teaching experience, and the use of coding/programming activities in their courses. According to the t-test results of the study showed that most IT teachers believed that coding/programming activities were important and useful for their students, but their use varied depending on factors such as gender, education status, age range, teacher experience, school resources, participating a programming training course and student interest. The study also found that the frequency of coding/programming activities varied across different IT courses, with some courses integrating these activities more frequently than others. The study provides insights into the current state of coding/programming activities in IT courses and highlights the need for further research to explore ways to better integrate these activities into IT education.

References

  • Aydın, M., & Sunbul, A. M. 2012. “Effect of the Verbal Mnemonics on Students’ Achievements and their Attitudes”, Procedia-Social and Behavioral Sciences, 47, 1506-1510.
  • Baumann, K. A. (2016). Computer security in elementary schools: Faculty perception of curriculum adequacy. Northcentral University.
  • Babbie, E. R. (2016). The practice of social research (14th ed.). Cengage Learning.
  • Büyüköztürk, Ş., Akgün, Ö. E., Demirel, F., Karadeniz, Ş., & Çakmak, E. K. (2015). Bilimsel araştırma yöntemleri [Scientific research methods]. Pegem Akademi.
  • Bers, M. U. (2020). Coding as a playground: Programming and computational thinking in the early childhood classroom. Routledge.
  • Calder, N. (2010). Using scratch: An integrated problem-solving approach to mathematical thinking. Australian Primary Mathematics Classroom, 15(4), 9-14.
  • Copley, J., & Ziviani, J. (2004). Barriers to the use of assistive technology for children with multiple disabilities. Occupational Therapy International, 11(4), 229-243.
  • Çetin, E. (2012). Bilgisayar programlama eğitiminin çocukların problem çözme becerileri üzerine etkisi [The effect of computer programming education on children's problem-solving skills]. Unpublished master's thesis, Gazi University, Ankara, Turkey.
  • Çam, E., & Kıyıcı, M. (2022). The Impact of Robotics Assisted Programming Education on Academic Success, Problem Solving Skills and Motivation. Journal of Educational Technology And Online Learning. doi: 10.31681/jetol.1028825
  • Demirer, V., & Nurcan, S. A. K. (2015). Türkiye'de Bilişim Teknolojileri (BT) Eğitimi ve BT Öğretmenlerin Değişen Rolleri [Information Technology (IT) Education in Turkey and the Changing Roles of IT Teachers]. Uluslararası Eğitim Bilimleri Dergisi, (5), 434-448. https://doi.org/10.11648/j.sjedu.20150305.19
  • Dewey, M., Zimmermann, E., Laule, M., Rutsch, W., & Hamm, B. (2008). Three-vessel coronary artery disease examined with 320-slice computed tomography coronary angiography. European Heart Journal, 29(13), 1669-1675. https://doi.org/10.1093/eurheartj/ehn228
  • Gander, W., Petit, A., Berry, G., Demo, B., Vahrenhold, J., McGettrick, A., ... & Meyer, B. (2013). Informatics education: Europe cannot afford to miss the boat. ACM. Retrieved from http://europe.acm.org/iereport/ie.html.
  • Grout, V., & Houlden, N. (2014). Taking computer science and programming into schools: The Glyndŵr/BCS Turing project. Procedia-Social and Behavioral Sciences, 141, 680-685.
  • Kafai, Y. B., & Burke, Q. (2015). Connected Code: Why Children Need to Learn Programming. Cambridge, MA: MIT Press.
  • Karanfiller, T., Göksu, H., & Yurtkan, K. (2017). Özel eğitim gereksinimi olan öğrenciler için temel kavram öğretimi mobil uygulama tasarımı. Eğitim ve Bilim, 42(192), 213-226.
  • Kester, L., Kirschner, P. A., & Corbalan, G. (2007). Designing support to facilitate learning in powerful electronic learning environments. Computers in Human Behavior, 23(3), 1047-1054. https://doi.org/10.1016/j.chb.2004.12.013
  • Li, Y., & Li, K. (2018). Integrating coding into secondary school curriculum: A study of teacher perceptions and practices. Educational Technology Research and Development, 66(5), 1195-1215.
  • Liu, Y., Chiu, P. S., & Chou, P. N. (2017). The study of the use of programming in elementary and middle school education. Eurasia Journal of Mathematics, Science and Technology Education, 13(7), 3303-3317. https://doi.org/10.12973/eurasia.2017.00739a
  • Milli Eğitim Bakanlığı. (2019). Öğretim Programları. Retrieved from http://mufredat.meb.gov.tr/ProgramDetay.Aspx.
  • Neuman, W. L. (2014). Social research methods: Qualitative and quantitative approaches. Boston, MA: Pearson.
  • Nunez, M. (2018). Is coding the blue-collar job of the future? CBS News. Retrieved from https://www.cbsnews.com/news/is-coding-the-blue-collar-job-of-the-future/.
  • Noor-Ul-Amin, S. (2013). An effective use of ICT for education and learning by drawing on worldwide knowledge, research, and experience. In M. Ally & A. Tsinakos (Eds.), ICT as a change agent for education (pp. 1-13). Athabasca University Press.
  • NMC/CoSN Horizon Report. (2017). The NMC/CoSN Horizon Report: 2017 K-12 Edition. International Society for Technology in Education.
  • Resnick, M., & Silverman, B. (2005). Some reflections on designing construction kits for kids. In Proceedings of the 2005 Conference on Interaction Design and Children (pp. 117-122). ACM. https://doi.org/10.1145/1109540.1109558
  • Yecan, E., Özçınar, H., & Tanyeri, T. (2017). Bilişim teknolojileri öğretmenlerinin görsel programlama öğretimi deneyimleri [Experiences of information technologies teachers on visual programming education]. İlköğretim Online, 16(1), 49-66. https://doi.org/10.17051/ilkonline.2017.268999
  • Wachenchauzer, R. (2004, October). Work in progress-promoting critical thinking while learning programming language concepts and paradigms. In 34th Annual Frontiers in Education, 2004. FIE 2004 (pp. F4C-13). IEEE.
  • Wu, C. C., & Lee, G. C. (2004). Use of computer-mediated communication in a teaching practicum course. International Journal of Science and Mathematics Education, 2(4), 511-528. https://doi.org/10.1007/s10763-004-7465-3
There are 27 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Articles
Authors

Seda Adıgüzel 0000-0001-8292-0916

Selami Eryılmaz 0000-0002-6507-740X

Tuğba Gencer 0000-0001-9515-3904

Hüseyin Göksu 0000-0003-4596-4922

Publication Date May 31, 2023
Published in Issue Year 2023

Cite

APA Adıgüzel, S., Eryılmaz, S., Gencer, T., Göksu, H. (2023). Coding activities in IT courses through the lenses of IT teachers. Journal of Educational Technology and Online Learning, 6(2), 384-402. https://doi.org/10.31681/jetol.1219963


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