DOES EXPOSURE TO SCRATCH AND TYNKER AFFECT THE ATTITUDES OF TEACHERS TOWARD COMPUTING? Alexandria Wauneka Mentor: Dr. Suzanne Westbrook School of Information:

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Presentation transcript:

DOES EXPOSURE TO SCRATCH AND TYNKER AFFECT THE ATTITUDES OF TEACHERS TOWARD COMPUTING? Alexandria Wauneka Mentor: Dr. Suzanne Westbrook School of Information: Science, Technology, and Arts (SISTA) University Of Arizona Space Grant Symposium, April 18, 2015

OBJECTIVE The purpose of this pilot study was to see if exposure to a visual block structured language (such as Scratch or Tynker) affected attitudes of pre-service teachers towards computing and programming The results of this study could be used to support a larger study of both pre-service and experienced teachers.

PROJECT OVERVIEW 1 hour hands-on activity with pre- service teachers at U of A Introduced Hour of Code activities (code.org) Gave them one hour to work on Angry Birds exercise on the Hour of Code website Had them fill out a background, pre and post surveys to understand their comfort in both using and teaching computing Source: Code.org

SUBJECTS’ BACKGROUNDS U of A Education Students (Pre- service teachers) Undergraduates - All Juniors Focus on teaching grades K-8 Only one person had any exposure to programming prior to the activity (website design) Source: Shutterstock.com

DATA AND ANALYSIS TechnologyComputersMath Background Survey to assess general feelings about technology, computers, and math Used a 5-point scale from 1 (not at all comfortable) to 5 (extremely comfortable) I am comfortable working with:

DATA AND ANALYSIS Pre-service teachers did a identical pre and post surveys to assess their comfort in talking with their students about computer science, computer programming, and the role of computing Used a 5-point scale from 1 (not at all comfortable) to 5 (extremely comfortable) I would be comfortable talking with my students about:

DATA AND ANALYSIS They also answered questions in the pre and post survey about their interest in learning more about computing and programming. Used a 5-point scale from 1 (no way!) to 5 (absolutely!) I would like to learn more about:

CONCLUSION In this one hour activity: Noticeable improvement (from 2.7 to 4.2) in their perceived comfort level in talking to their students about computer programming. Improvement in perceived level of comfort in talking to their students about computer science (from 3 to 3.8) as well as the role of computing to other disciplines (from 3.3 to 4) even though these weren’t discussed in the activity. Also improvement (from 4.2 to 4.7) in their desire to learn more about programming. A larger study would be more definitive about the value on students and teachers of including programming activities in K-8 teachers’ education

ACKNOWLEDGEMENTS I would like to thank: Dr. Suzanne Westbrook, Mentor Susan Brew, Space Grant Manager The pre-service teachers who participated in the activity NASA Space Grant Program

THANK YOU