Computational thinking for young indigenous learners in New Zealand
Abstract Computational thinking, a key component for digital technologies, is defined as an approach to problem‐solving, designing computer systems, and understanding related human behaviours, while drawing on fundamental ideas of computing. It is critical that all young students acquire computation...
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| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
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Wiley
2024-06-01
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| Series: | Future in Educational Research |
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| Online Access: | https://doi.org/10.1002/fer3.29 |
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| author | Wendy Fox‐Turnbull Shaoqun Wu Tiana Mayo Matthew Stafford Swati Gulati |
| author_facet | Wendy Fox‐Turnbull Shaoqun Wu Tiana Mayo Matthew Stafford Swati Gulati |
| author_sort | Wendy Fox‐Turnbull |
| collection | DOAJ |
| description | Abstract Computational thinking, a key component for digital technologies, is defined as an approach to problem‐solving, designing computer systems, and understanding related human behaviours, while drawing on fundamental ideas of computing. It is critical that all young students acquire computational thinking skills during their school age. Technology practice is most successful when embedded within authentic contexts, thus this paper presents a study that facilitated the learning of two concepts of computational thinking: sequencing and orientation within culturally embedded technology practice. The study examines what pedagogies most effectively facilitate computational thinking learning for young Māori learners. In particular, what is the role of using authentic contexts in young Māori learners learning computational thinking? and what teaching strategies engage students effectively? The 4‐week study was undertaken at a local Primary School with a high Māori roll in a low socioeconomic area. The findings suggested that the learning is more effective when the concepts of computation thinking were embedded in the students' cultural and local environment (language, places, stories) through the learning context and the pedagogical strategies. |
| format | Article |
| id | doaj-art-c5591be0563949e7b9f4034124b37106 |
| institution | Kabale University |
| issn | 2835-9402 |
| language | English |
| publishDate | 2024-06-01 |
| publisher | Wiley |
| record_format | Article |
| series | Future in Educational Research |
| spelling | doaj-art-c5591be0563949e7b9f4034124b371062025-02-06T15:35:26ZengWileyFuture in Educational Research2835-94022024-06-012213114610.1002/fer3.29Computational thinking for young indigenous learners in New ZealandWendy Fox‐Turnbull0Shaoqun Wu1Tiana Mayo2Matthew Stafford3Swati Gulati4School of Education The University of Waikato Hamilton New ZealandSchool of Computer Science The University of Waikato Hamilton New ZealandSchool of Computer Science The University of Waikato Hamilton New ZealandSchool of Education The University of Waikato Hamilton New ZealandSchool of Education The University of Waikato Hamilton New ZealandAbstract Computational thinking, a key component for digital technologies, is defined as an approach to problem‐solving, designing computer systems, and understanding related human behaviours, while drawing on fundamental ideas of computing. It is critical that all young students acquire computational thinking skills during their school age. Technology practice is most successful when embedded within authentic contexts, thus this paper presents a study that facilitated the learning of two concepts of computational thinking: sequencing and orientation within culturally embedded technology practice. The study examines what pedagogies most effectively facilitate computational thinking learning for young Māori learners. In particular, what is the role of using authentic contexts in young Māori learners learning computational thinking? and what teaching strategies engage students effectively? The 4‐week study was undertaken at a local Primary School with a high Māori roll in a low socioeconomic area. The findings suggested that the learning is more effective when the concepts of computation thinking were embedded in the students' cultural and local environment (language, places, stories) through the learning context and the pedagogical strategies.https://doi.org/10.1002/fer3.29authentic technological practicecomputational thinkingdigital technologiesindigenous knowledge |
| spellingShingle | Wendy Fox‐Turnbull Shaoqun Wu Tiana Mayo Matthew Stafford Swati Gulati Computational thinking for young indigenous learners in New Zealand Future in Educational Research authentic technological practice computational thinking digital technologies indigenous knowledge |
| title | Computational thinking for young indigenous learners in New Zealand |
| title_full | Computational thinking for young indigenous learners in New Zealand |
| title_fullStr | Computational thinking for young indigenous learners in New Zealand |
| title_full_unstemmed | Computational thinking for young indigenous learners in New Zealand |
| title_short | Computational thinking for young indigenous learners in New Zealand |
| title_sort | computational thinking for young indigenous learners in new zealand |
| topic | authentic technological practice computational thinking digital technologies indigenous knowledge |
| url | https://doi.org/10.1002/fer3.29 |
| work_keys_str_mv | AT wendyfoxturnbull computationalthinkingforyoungindigenouslearnersinnewzealand AT shaoqunwu computationalthinkingforyoungindigenouslearnersinnewzealand AT tianamayo computationalthinkingforyoungindigenouslearnersinnewzealand AT matthewstafford computationalthinkingforyoungindigenouslearnersinnewzealand AT swatigulati computationalthinkingforyoungindigenouslearnersinnewzealand |