Skip to main content
SpringerLink
Log in

A 21st Century Teaching and Learning Approach to Computer Science Education: Teacher Reactions

  • Conference paper
  • First Online:
Computer Supported Education (CSEDU 2015)

Part of the book series: Communications in Computer and Information Science ((CCIS,volume 583))

Included in the following conference series:

Abstract

This paper describes a pilot study to evaluate its use for teacher Continuing Professional Development (CPD) in Computer Science (CS) using the Bridge21 model, a particular model of 21st century teaching and learning. A range of introductory Computer Science workshops are evaluated that include topics such as; Computational Thinking, Scratch, Raspberry Pi and Python. This paper includes a detailed look at the generalized activity model used in all Bridge21 activities. Combining the Kirkpatrick training evaluation theory with ethnographic methods the researchers analyzed qualitative and quantitative data gathered from 110 in-service teachers whom attended 9 CS CPD workshops. Using the Kirkpatrick framework as a taxonomy with which to code data relating to (a) teachers initial reactions towards the workshops and (b) intentions towards use of the Bridge21 model for supporting CS classroom delivery. Findings indicate that teachers’ initial reactions towards the programme were positive and that teachers intend to use the model in their classroom.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 39.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 54.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  1. Beetham, H., Sharpe, R.: Rethinking Pedagogy for a Digital Age: Designing for 21st Century Learning. Taylor and Francis, Oxon (2013)

    Google Scholar 

  2. Bell, T., Alexander, J., Freeman, I., Grimley, M.: Computer science unplugged: school students doing real computing without computers. New Zealand J. Appl. Comput. Inf. Technol. 13(1), 20–29 (2009)

    Google Scholar 

  3. Bray, A., Tangney, B.: Mathematics, technology interventions and pedagogy-seeing the wood from the trees. In: The CSEDU (2013)

    Google Scholar 

  4. Brown, N.C.C., Sentance, S., Crick, T., Humphreys, S.: Restart: the resurgence of computer science in UK schools. ACM Trans. Comput. Educ. (TOCE) 14(2), 1–22 (2014)

    Article  Google Scholar 

  5. Brown, T., Wyatt, J.: Design thinking for social innovation. Dev. Outreach 12(1), 29–43 (2010)

    Article  Google Scholar 

  6. Bybee, R.W., Fuchs, B.: Preparing the 21st century workforce: a new reform in science and technology education. J. Res. Sci. Teach. 43(4), 349–352 (2006)

    Article  Google Scholar 

  7. Byrne, J.R., Fisher, L., Tangney, B.: Computer science teacher reactions towards raspberry Pi continuing professional development (CPD) workshops using the Bridge21 model. In: The IEEE International Conference on Computer Science and Education, Cambridge, UK (2015)

    Google Scholar 

  8. Conneely, C., Murchan, D., Tangney, B., and Johnston, K.: 21st century learning–teachers’ and students’ experiences and views of the Bridge21 approach within mainstream education. In: The Society for Information Technology and Teacher Education International Conference (2013)

    Google Scholar 

  9. Cunny, J.: Transforming computer science education in high schools. Computer 44(6), 107–109 (2011)

    Article  Google Scholar 

  10. Denzin, N.K., Lincoln, Y.S.: The discipline and practice of qualitative research. In: Denzin, N.K., Lincoln, Y.S. (eds.) The Landscape of Qualitative Research, pp. 1–42. Sage Publications Ltd., Thousand Oaks (2013)

    Google Scholar 

  11. Fee, S.B., Holland-Minkley, A.M.: Teaching computer science through problems, not solutions. Comput. Sci. Educ. 20(2), 129–144 (2010)

    Article  Google Scholar 

  12. Fisher, L.: Evaluating use of the Bridge21 model for teacher continuous professional development (CPD) in computer science (CS). In: 11th European Evaluation Society Biennial Conference (EES), Dublin, IE (2014)

    Google Scholar 

  13. Hazzan, O., Lapidot, T., Ragonis, N.: Teaching Methods in Computer Science Education Guide to Teaching Computer Science: An Activity-Based Approach, pp. 91–118. Springer, London (2010)

    Google Scholar 

  14. Hein, G.E.: The constructivist museum. J. Educ. Mus. 16, 21–23 (1995)

    Google Scholar 

  15. Kirkpatrick, D.L.: Evaluating: Part of a Ten-Step Process Evaluating Training Programs- The Four Levels, pp. 3–16. Berrett-Koehler Publishers, San Fransisco (1994)

    Google Scholar 

  16. Kirkwood, M.: Infusing higher-order thinking and learning to learn into content instruction: a case study of secondary computing studies in Scotland. J. Curriculum Stud. 32(4), 509–535 (2000)

    Article  Google Scholar 

  17. Kristiansen, N.: Making smile sheets count Infoline No. 250402. In: Kirkpatrick D.L. (ed.) The Four Levels of Evaluation Measurement and Evaluation Tips, Tools, and Intelligence for Trainers, 7(1), p. 3. American Society for Training and Development (ASTD), USA (2007)

    Google Scholar 

  18. Conneely, C., Lawlor, J., Tangney, B.: Towards a pragmatic model for group-based, technology-mediated, project-oriented learning–an overview of the B2C model. In: Lytras, M.D., et al. (eds.) TECH-EDUCATION 2010. CCIS, vol. 73, pp. 602–609. Springer, Heidelberg (2010)

    Chapter  Google Scholar 

  19. LeCompte, M.D., Schensul, J.J.: Using Constant Comparison and Analytical Induction to Identiy Items Analyzing and Interpreting Ethnographic Data, pp. 75–78. Altamira Press, London (1999)

    Google Scholar 

  20. Lier, L.V.: Action-based teaching, autonomy and identify. Int. J. Innov. Lang. Learn. Teach. 1(1), 46–65 (2007)

    Article  Google Scholar 

  21. Medina, J.A., Sanchez, J.J., Garcia-Lopez, E., Garcia-Cabot, A.: Learning outcomes using objectives with computer science students. In: The Proceedings of the 2014 Conference on Innovation and Technology in Computer Science Education (2014)

    Google Scholar 

  22. NCCA: Short Course - Coding (2014a). http://www.curriculumonline.ie/Junior-cycle/Short-Courses/Coding

  23. NCCA: Short Course - Digital Media Literacy (2014b). http://www.curriculumonline.ie/Junior-cycle/Short-Courses/Digital-Media-Literacy

  24. Noonan, S.J.: 21st Century Learners and Pedagogy in Teacher Effectiveness and Learner-Centred Practice How Real Teachers Learn to Engage All Learners, pp. 71–72. Rowman and Littlefield Education, Plymouth (2013)

    Google Scholar 

  25. O’Donovan, D.: Enquiry based Learning at Bridge21 (2015). https://sites.google.com/site/enquirybasedlearningatbridge21/home

  26. O’Grady, M.J.: Practical problem based learning in computing education. ACM Trans. Comput. Educ. 12(3), 10 (2012)

    MathSciNet  Google Scholar 

  27. Petersen, C.I., Gorman, K.S.: Strategies to address common challenges when teaching in an active learning classroom. In: Baepler, P., Brooks, D.C., Walker, J.D. (eds.) Active Learning Spaces, vol. 137, pp. 63–71. Wiley, Hoboken (2014)

    Google Scholar 

  28. Rosen, M.: Coming to terms with the field: understanding and doing organizational ethnography. J. Manag. Stud. 28(1), 1–24 (1991)

    Article  Google Scholar 

  29. Sentance, S., Dorling, M., McNicol, A.: Computer science in secondary schools in the UK: ways to empower teachers informatics in schools. In: Diethelm, I., Mittermeir, R.T. (eds.) ISSEP 2013. LNCS, vol. 7780, pp. 15–30. Springer, Berlin (2013)

    Chapter  Google Scholar 

  30. Silva, E.: Measuring skills for 21st-century learning. Phi Delta Kappan 90(9), 630–634 (2009)

    Article  Google Scholar 

  31. Tedlock, B.: Ethnography and ethnographic representation. In: Denzin, N.K., Lincoln, Y.S. (eds.) Handbook of Qualitative Research, pp. 455–486. Sage Publications, Thousand Oaks (1994)

    Google Scholar 

  32. Vygotsky, L.S.: Interaction between learning and development. In: Cole, M., John-Steiner, V., Scribner, S., Souberman, E. (eds.) Mind in Society: The Development of Higher Psychological Processes, pp. 79–91. Harvard University Press, London (1978)

    Google Scholar 

  33. Wells, G.: Towards a social constructivist model of learning and teaching dialogic inquiry. In: Towards a Sociocultural Practice and Theory of Education, vol. 1, pp. 335–337. Cambridge University Press, Cambridge (1991)

    Google Scholar 

  34. Yadav, A., Korb, J.T.: Learning to teach computer science: the need for a methods course. Commun. ACM 55(11), 31–33 (2012)

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. School of Education and School of Computer Science and Statistics, Centre for Research in IT in Education (CRITE), Trinity College Dublin, The University of Dublin, Dublin, Ireland

    Jake Rowan Byrne, Lorraine Fisher & Brendan Tangney

Authors
  1. Jake Rowan Byrne
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Lorraine Fisher
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Brendan Tangney
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Jake Rowan Byrne .

Editor information

Editors and Affiliations

  1. University of Denver, Denver, Colorado, USA

    Susan Zvacek

  2. do Porto, Faculdade de Engenharia da Universidade, Porto, Portugal

    Maria Teresa Restivo

  3. School of Engineering, University of Ulster, Newtownabbey, United Kingdom

    James Uhomoibhi

  4. Dublin City University, Dublin 9, Ireland

    Markus Helfert

Rights and permissions

Reprints and permissions

Copyright information

© 2016 Springer International Publishing Switzerland

About this paper

Cite this paper

Byrne, J.R., Fisher, L., Tangney, B. (2016). A 21st Century Teaching and Learning Approach to Computer Science Education: Teacher Reactions. In: Zvacek, S., Restivo, M., Uhomoibhi, J., Helfert, M. (eds) Computer Supported Education. CSEDU 2015. Communications in Computer and Information Science, vol 583. Springer, Cham. https://doi.org/10.1007/978-3-319-29585-5_30

Download citation

  • DOI: https://doi.org/10.1007/978-3-319-29585-5_30

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-29584-8

  • Online ISBN: 978-3-319-29585-5

  • eBook Packages: Computer ScienceComputer Science (R0)

Publish with us

Policies and ethics

Search

Navigation