Abstract
The authors herein, describe their efforts towards designing technology-enhanced instruction for teaching Computational and Algorithmic Thinking. This study examined students’ development of Computational and Algorithmic Thinking, by utilizing the framework of Technological Pedagogical Content Knowledge and the instructional design model of Technology Mapping. Different technological tools were used for both groups of participants; the experimental and the control group. In particular, the experimental group used educational robotics and the control group used a 3D interactive programming environment. Both groups were 8th graders coming from different secondary education schools in Cyprus. A pre-post test research design was adopted in each classroom intervention. To check whether the interventions facilitated students’ development and understanding of Computational and Algorithmic Thinking concepts and competencies, an analysis of covariance (ANCOVA) was then conducted. According to the results, the framework of Technological Pedagogical Content Knowledge and the approach of Technology Mapping, which guided the design of the instructional intervention were effective in terms of fostering students’ development and understanding of Computational and Algorithmic Thinking competencies and concepts, respectively.
Recommended Citation
Ioannou, Ioannis and Angeli, Charoula, "A Framework and an Instructional Design Model for the Development of Students' Computational and Algorithmic Thinking" (2016). MCIS 2016 Proceedings. 19.
https://aisel.aisnet.org/mcis2016/19