research-article

Public Access

Exploring K-8 Teachers’ Preferences in a Teaching Augmentation System for Block-Based Programming Environments

Authors:

Matthew Louis Mauriello,

Lori PollockAuthors Info & Claims

Koli Calling '22: Proceedings of the 22nd Koli Calling International Conference on Computing Education Research

Article No.: 6, Pages 1 - 12

https://doi.org/10.1145/3564721.3564725

Published: 17 November 2022 Publication History

All formats PDF

Abstract

Multiple disciplines have taken interest in investigating and using teaching augmentation (TA) tools that are designed to support teachers’ pedagogical capabilities during classroom activities. TA systems can take various forms (e.g., dashboards, ambient displays). However, research on TA systems that complement K-8 teachers’ in-class when their students are learning to program in block-based programming environments (BBPEs) is nascent. For a TA system to positively impact teaching practices, the system’s design should be informed by a strong understanding of its stakeholders’ preferences. Through 10 semi-structured interviews with and 37 anonymous survey responses from K-8 teachers, we identify respondents’ preferences for potential BBPE TA systems. To put their preferences into context, we also describe how respondents typically teach programming using a BBPE and monitor students’ progress. Our mixed-methods approach reveals how TA systems could best target teachers’ attention level when teaching using BBPEs and assist in interpreting students’ behaviors while learning to code. Using these findings, we identify directions for future TA systems to best assist teachers in making data-driven instructional decisions and meeting students’ learning needs.

Supplementary Material

Supplementary materials with interview protocol and survey instrument (suppl-materials.zip)

Download
387.53 KB

References

[1]

2019. 2019 State of Computer Science Education. advocacy.code.org/

[2]

2021. CS First. csfirst.withgoogle.com.

[3]

2021. Lightspeed. www.lightspeedhq.com.

[4]

2021. NetSupport. www.netsupportschool.com.

[5]

2021. Scratch in Many Languages – Scratch Wiki. en.scratch-wiki.info/wiki/Scratch_in_Many_Languages.

[6]

2021. Securly. www.securly.com.

[7]

2022. CodeMonkey: Coding for Kids | Game-Based Programming. codemonkey.com

[8]

Efthimia Aivaloglou and Felienne Hermans. 2016. How Kids Code and How We Know: An Exploratory Study on the Scratch Repository. In Proc. of the 2016 ACM Conf. on Int. Comput. Educ. Res.ACM.

Digital Library

[9]

Efthimia Aivaloglou and Felienne Hermans. 2019. Early Programming Education and Career Orientation: The Effects of Gender, Self-Efficacy, Motivation and Stereotypes. In Proc. of the 50th ACM SIGCSE Tech. Symp. on Comput. Sci. Educ.ACM.

Digital Library

[10]

Hamed Alavi and Pierre Dillenbourg. 2012. An Ambient Awareness Tool for Supporting Supervised Collaborative Problem Solving. IEEE Trans. on Learn. Techn. 5, 3 (2012).

Digital Library

[11]

Pengcheng An, Saskia Bakker, Sara Ordanovski, Ruurd Taconis, and Berry Eggen. 2018. ClassBeacons: Designing Distributed Visualization of Teachers’ Physical Proximity in the Classroom. In Proc. of the 12th Int. Conf. on Tangible, Embed., and Embodied Interact.ACM.

Digital Library

[12]

Pengcheng An, Saskia Bakker, Sara Ordanovski, Ruurd Taconis, Chris LE Paffen, and Berry Eggen. 2019. Unobtrusively Enhancing Reflection-in-Action of Teachers through Spatially Distributed Ambient Information. In Proc. of the 2019 CHI Conf. on Hum. Factors in Comput. Syst.

Digital Library

[13]

Pengcheng An, Kenneth Holstein, Bernice d’Anjou, Berry Eggen, and Saskia Bakker. 2020. The TA Framework: Designing Real-Time Teaching Augmentation for K-12 Classrooms. In Proc. of the 2020 CHI Conf. on Hum. Factors in Comput. Syst.ACM.

Digital Library

[14]

Creative Computing Lab at the Harvard Graduate School of Education. 2021. Creative Computing Curriculum. scratched.gse.harvard.edu/guide/.

[15]

Saskia Bakker and Karin Niemantsverdriet. 2016. The Interaction-Attention Continuum : Considering Various Levels of Human Attention in Interaction Design. Int. J. Des. 10, 2 (2016).

[16]

Saskia Bakker, Elise van den Hoven, Berry Eggen, and Kees Overbeeke. 2012. Exploring Peripheral Interaction Design for Primary School Teachers. In Proc. of the 6th Int. Conf. on Tangible, Embed., and Embodied Interact.ACM.

Digital Library

[17]

Albert Bandura, William H Freeman, and Richard Lightsey. 1999. Self-efficacy: The exercise of control.

[18]

Ashok Basawapatna, Alexander Repenning, Kyu Han Koh, and Hilarie Nickerson. 2013. The Zones of Proximal Flow: Guiding Students through a Space of Computational Thinking Skills and Challenges. In Proc. of the 9th Annu. Int. ACM Conf. on Int. Comput. Educ. Res.ACM.

Digital Library

[19]

David Bau, Jeff Gray, Caitlin Kelleher, Josh Sheldon, and Franklyn Turbak. 2017. Learnable Programming: Blocks and Beyond. Commun. ACM 60, 6 (2017).

Digital Library

[20]

Matthew Berland, Taylor Martin, Tom Benton, Carmen Petrick Smith, and Don Davis. 2013. Using Learning Analytics to Understand the Learning Pathways of Novice Programmers. J. the Learn. Sci. 22, 4 (2013).

[21]

Paulo Blikstein, Marcelo Worsley, Chris Piech, Mehran Sahami, Steven Cooper, and Daphne Koller. 2014. Programming Pluralism: Using Learning Analytics to Detect Patterns in the Learning of Computer Programming. J. the Learn. Sci. 23, 4 (2014).

[22]

United States Census Bureau. 2013. Census Regions and Divisions of the United States.

[23]

Steve Cooper, Shuchi Grover, Mark Guzdial, and Beth Simon. 2014. A Future for Computing Education Research. Commun. ACM 57, 11 (2014).

[24]

Sasha Costanza-Chock. 2020. Design Justice: Community-Led Practices to Build the Worlds We Need. The MIT Press, Cambridge, MA, USA.

[25]

Bernice d’Anjou, Saskia Bakker, Pengcheng An, and Tilde Bekker. 2019. How Peripheral Data Visualisation Systems Support Secondary School Teachers during VLE-Supported Lessons. In Proc. of the 2019 on Des. Interact. Syst. Conf.

Digital Library

[26]

Emine Erdem. 2015. The Relationship between Self-Efficacy and Attitudes of Chemistry Teacher Candidates. Probl. of Educ. in the 21st Century 63, 1 (2015).

[27]

Jennifer Fereday and Eimear Muir-Cochrane. 2006. Demonstrating Rigor Using Thematic Analysis: A Hybrid Approach of Inductive and Deductive Coding and Theme Development. Int. J. Qual. Methods 5, 1 (2006).

[28]

Daniel Amo Filvà, Marc Alier Forment, Francisco José García-Peñalvo, David Fonseca Escudero, and María José Casañ. 2019. Clickstream for Learning Analytics to Assess Students’ Behavior with Scratch. Future Gener. Comput. Syst. 93 (2019).

[29]

Louise Flannery, Brian Silverman, Elizabeth Kazakoff, Marina Umaschi Bers, Paula Bontá, and Mitchel Resnick. 2013. Designing ScratchJr: Support for Early Childhood Learning through Computer Programming. In Proc. the 12th Int. Conf. on Interact. Des. and Children. ACM.

Digital Library

[30]

Diana Franklin, David Weintrop, Jennifer Palmer, Merijke Coenraad, Melissa Cobian, Kristan Beck, Andrew Rasmussen, Sue Krause, Max White, Marco Anaya, and Zachary Crenshaw. 2020. Scratch Encore: The Design and Pilot of a Culturally-Relevant Intermediate Scratch Curriculum. In Proc. of the 51st ACM Tech. Symp. on Comput. Sci. Educ.ACM.

Digital Library

[31]

Neil Fraser. 2015. Ten Things We’ve Learned from Blockly. In 2015 IEEE Blocks and Beyond Workshop (Blocks and Beyond).

Digital Library

[32]

Michail Giannakos, Spyros Doukakis, Ilias Pappas, Nikos Adamopoulos, and Panagiota Giannopoulou. 2015. Investigating Teachers’ Confidence on Technological Pedagogical and Content Knowledge: An Initial Validation of TPACK Scales in K-12 Computing Education Context. J. Comput. in Educ. 2, 1 (2015).

[33]

Shuchi Grover, Satabdi Basu, Marie Bienkowski, Michael Eagle, Nicholas Diana, and John Stamper. 2017. A Framework for Using Hypothesis-Driven Approaches to Support Data-Driven Learning Analytics in Measuring Computational Thinking in Block-Based Programming Environments. ACM Trans. Comput. Educ. 17, 3 (2017).

Digital Library

[34]

Jeffrey Heer. 2019. Agency Plus Automation: Designing Artificial Intelligence into Interactive Systems. Proc. of the Natl. Acad. Sci. 116, 6 (2019).

[35]

Kenneth Holstein, Gena Hong, Mera Tegene, Bruce McLaren, and Vincent Aleven. 2018. The Classroom as a Dashboard: Co-Designing Wearable Cognitive Augmentation for K-12 Teachers. In Proc. of the 8th Int. Conf. on Learn. Anal. and Knowl.ACM.

Digital Library

[36]

Kenneth Holstein, Bruce McLaren, and Vincent Aleven. 2019. Co-Designing a Real-Time Classroom Orchestration Tool to Support Teacher–AI Complementarity. J. Learn. Anal. 6, 2 (2019).

[37]

Kenneth Holstein, Bruce McLaren, and Vincent Aleven. 2019. Designing for Complementarity: Teacher and Student Needs for Orchestration Support in AI-Enhanced Classrooms. In Int. Conf. on Artif. Intell. in Educ. Springer.

[38]

Kenneth Holstein, Bruce M McLaren, and Vincent Aleven. 2018. Student Learning Benefits of a Mixed-Reality Teacher Awareness Tool in AI-Enhanced Classrooms. In Int. Conf. on Artif. Intell. in Educ. Springer.

[39]

C. Hundhausen, D. Olivares, and A. Carter. 2017. IDE-Based Learning Analytics for Computing Education: A Process Model, Critical Review, and Research Agenda. ACM Trans. Comput. Educ. 17, 3, Article 11(2017).

Digital Library

[40]

Dawn R. Johnson. 2011. Examining sense of belonging and campus racial diversity experiences among women of color in stem living-learning programs. J. of Women and Minorities in Sci. and Eng. 17, 3 (2011), 209–223.

[41]

Minji Kong and Lori Pollock. 2020. Semi-Automatically Mining Students’ Common Scratch Programming Behaviors. In Koli Calling ’20: Proc. of the 20th Koli Calling Int. Conf. on Comput. Educ. Res.ACM.

Digital Library

[42]

Klaus Krippendorff. 2018. Content Analysis: An Introduction to Its Methodology. Sage publications.

[43]

Seanna Leath and Tabbye Chavous. 2018. Black Women’s Experiences of Campus Racial Climate and Stigma at Predominantly White Institutions: Insights from a Comparative and Within-Group approach for STEM and Non-STEM Majors. J. of Negro Educ. 87(2018).

[44]

Kaitlyn Leidl, Marina Umaschi Bers, and Claudia Mihm. 2017. Programming with ScratchJr: A Review of the First Year of User Analytics. In Conf. Proc. Int. Conf. on Comput. Think. Educ.The Educat. Univ. Hong Kong.

[45]

Rensis Likert. 1932. A technique for the measurement of attitudes.Arch. of Psychol. (1932).

[46]

Alex Lishinski, Aman Yadav, Jon Good, and Richard Enbody. 2016. Learning to Program: Gender Differences and Interactive Effects of Students’ Motivation, Goals, and Self-Efficacy on Performance. In Proc. of the 2016 ACM Conf. on Int. Comput. Educ. Res.ACM.

Digital Library

[47]

Sze Yee Lye and Joyce Hwee Ling Koh. 2018. Case Studies of Elementary Children’s Engagement in Computational Thinking Through Scratch Programming. In Comput. Think. in the STEM Discipl.Springer.

[48]

John Maloney, Kylie Peppler, Yasmin Kafai, Mitchel Resnick, and Natalie Rusk. 2008. Programming by Choice: Urban Youth Learning Programming with Scratch. In Proc. of the 39th SIGCSE Techn. Symp. on Comput. Sci. Educ.ACM.

Digital Library

[49]

Roberto Martinez-Maldonado, Judy Kay, Kalina Yacef, Marie-Theresa Edbauer, and Yannis Dimitriadis. 2013. MTClassroom and MTDashboard: Supporting Analysis of Teacher Attention in an Orchestrated Multi-Tabletop Classroom. Int. Conf. on Comput. Supported Collab. Learn. (2013).

[50]

Manolis Mavrikis, Sergio Gutierrez-Santos, and Alex Poulovassilis. 2016. Design and Evaluation of Teacher Assistance Tools for Exploratory Learning Environments. In Proc. of the 6th Int. Conf. on Learn. Anal. & Knowl.ACM.

Digital Library

[51]

Sharan B Merriam and Elizabeth J Tisdell. 2015. Qualitative Research: A Guide to Design and Implementation. John Wiley & Sons.

[52]

Inge Molenaar and Carolien Knoop-van Campen. 2019. How Teachers Make Dashboard Information Actionable. IEEE Trans. on Learn. Technol. 12, 3 (2019).

Digital Library

[53]

Jesús Moreno-León, Gregorio Robles, and Marcos Román-González. 2015. Dr. Scratch: Automatic Analysis of Scratch Projects to Assess and Foster Computational Thinking. RED. Revista de Educación a Distancia(2015).

[54]

Jeanne Nakamura and Mihaly Csikszentmihalyi. 2014. The Concept of Flow. Springer Netherlands.

[55]

Daniel G. Oliver, Julianne M. Serovich, and Tina L. Mason. 2005. Constraints and Opportunities with Interview Transcription: Towards Reflection in Qualitative Research. Social Forces 84, 2 (2005).

[56]

John Pane, Elizabeth Steiner, Matthew Baird, and Laura Hamilton. 2015. Continued Progress: Promising Evidence on Personalized Learning.(2015).

[57]

Michael Quinn Patton. 2002. Qualitative Research and Evaluation Methods. 3rd Sage Publications, Thousand Oaks, CA.

[58]

Chris Piech, Jonathan Huang, Andy Nguyen, Mike Phulsuksombati, Mehran Sahami, and Leonidas Guibas. 2015. Learning Program Embeddings to Propagate Feedback on Student Code. In Proc. of the 32nd Int. Conf. on Mach. Learn.

[59]

Jean Pierce and Deborah Kalkman. 2003. Applying Learner-Centered Principles in Teacher Education. Theory into Practice 42, 2 (2003).

[60]

Thomas Price, Yihuan Dong, and Dragan Lipovac. 2017. iSnap: Towards Intelligent Tutoring in Novice Programming Environments. In Proc. of the 2017 ACM SIGCSE Tech. Symp. on Comput. Sci. Educ.ACM.

Digital Library

[61]

Qualtrics. 2022. Fraud Detection. https://www.qualtrics.com/support/survey-platform/survey-module/survey-checker/fraud-detection/

[62]

Qualtrics. 2022. Qualtrics XM // The Leading Experience Management Software. https://www.qualtrics.com/

[63]

Rebecca Quintana, Chris Quintana, Cheryl Madeira, and James Slotta. 2016. Keeping Watch: Exploring Wearable Technology Designs for K-12 Teachers. In Proc. of the 2016 CHI Conf. Extended Abstr. on Hum. Factors in Comput. Syst.ACM.

Digital Library

[64]

Mitchel Resnick, John Maloney, Andrés Monroy-Hernández, Natalie Rusk, Evelyn Eastmond, Karen Brennan, Amon Millner, Eric Rosenbaum, Jay Silver, Brian Silverman, and Yasmin Kafai. 2009. Scratch: Programming for All. Commun. ACM 52, 11 (2009).

[65]

Gregorio Robles, Jean Carlo Rossa Hauck, Jesús Moreno-León, Marcos Román-González, and Roberto Nombela. 2018. On Tools that Support the Development of Computational Thinking Skills: Some Thoughts and Future Vision. In Proc. of the Int. Conf. on Comput. Think. Educ.The Education University of Hong Kong.

[66]

María Jesús Rodríguez-Triana, Luis Prieto, Andrii Vozniuk, Mina Shirvani Boroujeni, Beat Schwendimann, Adrian Holzer, and Denis Gillet. 2017. Monitoring, Awareness and Reflection in Blended Technology Enhanced Learning: a Systematic Review. Int. J. Technol. Enhanc. Learn. 9, 2-3 (2017).

[67]

Olgun Sadik, Anne Ottenbreit-Leftwich, and Thomas Brush. 2020. Secondary Computer Science Teachers’ Pedagogical Needs. Int. J. Comput. Sci. Educ. in Sch. 4, 1 (2020).

[68]

Sue Sentance and Simon Humphreys. 2018. Understanding Professional Learning for Computing Teachers from the Perspective of Situated Learning. Comput. Sci. Educ. 28, 4 (2018).

[69]

Moin Syed and Sarah C. Nelson. 2015. Guidelines for Establishing Reliability When Coding Narrative Data. Emerging Adulthood 3, 6 (2015).

[70]

Peeratham Techapalokul. 2017. Sniffing Through Millions of Blocks for Bad Smells. In Proc. of the 2017 ACM SIGCSE Tech. Symp. on Comput. Sci. Educ.ACM.

Digital Library

[71]

Mike Tissenbaum and James Slotta. 2014. Developing an Orchestrational Framework for Collective Inquiry in Smart Classrooms: SAIL Smart Space (S3). Int. Conf. the Learn. Sci.(2014).

[72]

Erik van Alphen and Saskia Bakker. 2016. Lernanto: Using an Ambient Display During Differentiated Instruction. In Proc. of the 2016 CHI Conf. Extended Abstr. on Hum. Factors in Comput. Syst.ACM.

Digital Library

[73]

Elizabeth A Van Es and Miriam Gamoran Sherin. 2002. Learning to Notice: Scaffolding New Teachers’ Interpretations of Classroom Interactions. J. Technol. and Teacher Educ. 10, 4 (2002).

[74]

Anouschka van Leeuwen, Nikol Rummel, Kenneth Holstein, Bruce McLaren, Vincent Aleven, Inge Molenaar, Carolien Knoop-van Campen, Baruch Schwarz, Naomi Prusak, Osama Swidan, 2018. Orchestration Tools for Teachers in the Context of Individual and Collaborative Learning: What Information Do Teachers Need and What Do They Do With It?In Int. Conf. the Learn. Sci.Int. Soc. the Learn. Sci.

[75]

Jessica Vandenberg, Arif Rachmatullah, Collin Lynch, Kristy E. Boyer, and Eric Wiebe. 2021. Interaction effects of race and gender in elementary CS attitudes: A validation and cross-sectional study. Int. J. of Child-Comput. Interact. 29 (2021).

Digital Library

[76]

Lev Vygotsky. 1978. Interaction Between Learning and Development. Read. on the Dev. of Child. 23, 3 (1978).

[77]

David Weintrop. 2019. Block-Based Programming in Computer Science Education. Commun. the ACM 62, 8 (2019).

[78]

Mark Weiser. 1993. Hot Topics - Ubiquitous Computing. Computer 26, 10 (1993).

[79]

Mark Weiser and John Seely Brown. 1997. The Coming Age of Calm Tech.Springer New York.

[80]

Aman Yadav, Sarah Gretter, Susanne Hambrusch, and Phil Sands. 2016. Expanding Computer Science Education in Schools: Understanding Teacher Experiences and Challenges. Comput. Sci. Educ. 26, 4 (2016).

Cited By

Kong MHe OLouis Mauriello MPollock L(2024)"Anything That Can Be Streamlined Would Be Great": Validating Elementary School Teachers’ Preferences for a Block-Based Programming Teaching Augmentation SystemProceedings of the 24th Koli Calling International Conference on Computing Education Research10.1145/3699538.3699539(1-9)Online publication date: 12-Nov-2024
https://dl.acm.org/doi/10.1145/3699538.3699539

Index Terms

Exploring K-8 Teachers’ Preferences in a Teaching Augmentation System for Block-Based Programming Environments
1. Human-centered computing
  1. Human computer interaction (HCI)
    1. Empirical studies in HCI
2. Social and professional topics
  1. Professional topics
    1. Computing education
      1. K-12 education

Recommendations

"Anything That Can Be Streamlined Would Be Great": Validating Elementary School Teachers’ Preferences for a Block-Based Programming Teaching Augmentation System
Koli Calling '24: Proceedings of the 24th Koli Calling International Conference on Computing Education Research
Conversations around teaching augmentation (TA) system designs that benefit teachers’ pedagogical capabilities while teaching using block-based programming environments (BBPEs) are up and coming. Despite the growing interest in this area, past findings ...
How Do K-8 Teachers Conceptualize and Practice Teaching Computer Science?
Technology workshops by in-service teachers for pre-service teachers
SIGUCCS '01: Proceedings of the 29th annual ACM SIGUCCS conference on User services

This project was an initiative through university courses to have graduate in-service teachers, who have learned the use of technology for classroom instruction, offer workshops to undergraduate pre-service teachers. The goals of the project were two-...

Comments

Please enable JavaScript to view thecomments powered by Disqus.

Information & Contributors

Information

Published In

cover image ACM Other conferences

Koli Calling '22: Proceedings of the 22nd Koli Calling International Conference on Computing Education Research

November 2022

282 pages

ISBN:9781450396165

DOI:10.1145/3564721

Editors:
Ilkka Jormanainen
University of Eastern Finland, Finland
,
Andrew Petersen
University of Toronto Mississauga, Canada

Copyright © 2022 ACM.

Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]

Publisher

Association for Computing Machinery

New York, NY, United States

Publication History

Published: 17 November 2022

Permissions

Request permissions for this article.

Request Permissions

Check for updates

Author Tags

Qualifiers

Research-article
Research
Refereed limited

Funding Sources

National Science Foundation

Conference

Koli 2022

Koli 2022: 22nd Koli Calling International Conference on Computing Education Research

November 17 - 20, 2022

Koli, Finland

Acceptance Rates

Overall Acceptance Rate 80 of 182 submissions, 44%

Contributors

Other Metrics

View Article Metrics

Bibliometrics & Citations

Bibliometrics

Article Metrics

1
Total Citations
View Citations
186
Total Downloads

Downloads (Last 12 months)119
Downloads (Last 6 weeks)17

Reflects downloads up to 14 Nov 2024

Other Metrics

View Author Metrics

Citations

Cited By

Kong MHe OLouis Mauriello MPollock L(2024)"Anything That Can Be Streamlined Would Be Great": Validating Elementary School Teachers’ Preferences for a Block-Based Programming Teaching Augmentation SystemProceedings of the 24th Koli Calling International Conference on Computing Education Research10.1145/3699538.3699539(1-9)Online publication date: 12-Nov-2024
https://dl.acm.org/doi/10.1145/3699538.3699539

View Options

View options

PDF

View or Download as a PDF file.

eReader

View online with eReader.

HTML Format

View this article in HTML Format.

Get Access

Login options

Check if you have access through your login credentials or your institution to get full access on this article.

Full Access

Get this Publication

Media

Figures

Other

Tables

View Table of Contents