Description
Book SynopsisIn the last decade, programming and computational thinking (CT) have been introduced on a large scale in school curricula and standards all over the world. In countries such as the UK, a new school subject—computing—was created, whereas in countries such as Sweden, programming was included in existing subjects, notably mathematics and technology education. The introduction of programming and CT in technology education implies a particular relationship between programming and technology. Programming is usually performed with technological artefacts—various types of computers—and it can also be seen as a specific branch of engineering. This book analyses the background to and current implementation of programming and computational thinking in a Swedish school technology context, in relation to international developments. The various chapters deal with pertinent issues in technology education and its relation to computers and computing, for example, computational thinking and literacy, teachers’ programming competence, and computational thinking, programming, and learning in technology education. The book includes examples from educational research that could also be used as inspiration for school teaching, teacher education and curriculum development.
Table of ContentsPreface List of Figures and Tables Notes on Contributors 1 Introduction: Programming and Computational Thinking in Technology Education Jonas Hallström PART 1: Definition, Philosophy and History of Programming and Computational Thinking, in Relation to Technology Education 2 How Computers Entered Swedish Classrooms: The Importance of Educating Digital Citizens Jörgen Nissen and Linnéa Stenliden 3 Transposition of Computing and Programming Knowledge in Swedish Upper Secondary School during the 1970s and 1980s Lennart Rolandsson, Cecilia Kilhamn and Kajsa Bråting 4 Introducing Programming and Computational Thinking in Grades 1–9: Sweden in an International Context Linda Mannila and Fredrik Heintz 5 Design and Make—and Code? Technology Education and a Unified Conception of Technology Jonas Hallström 6 Framing Computational Thinking and Digital Competence in Technology Education Helena Isaksson Persson and Arnold Pears 7 Visual Programming as a Tool for Developing Knowledge in STEM Subjects: A Literature Review Karin Stolpe and Jonas Hallström PART 2: Curriculum and Teacher Perspectives on Computational Thinking and Programming in Technology Education 8 Programming in School Technology Education: An Insight into Teachers’ Efforts to Unpack and Shape Programming in Technology Education Peter Vinnervik 9 Discourses of Programming Teaching within Compulsory Education Susanne Engström and Eva Björkholm 10 Student Teachers’ Experiences of Programmed Technological Artefacts: Range of Understanding and Ideas for Development Anna Perez and Maria Svensson 11 Swedish Technology Teachers’ Understandings of Computer Programming as Modelling Helen Brink 12 Teachers’ Experience of Science Centres as a Resource for Programming Education Maria Sparf PART 3: Computational Thinking and Programming in Technology Teaching 13 Introducing Programming in an Early Primary Technology Classroom: The Distinction between Human and Robot Astrid Berg and Cecilia Axell 14 Students’ Conceptions of Programmed Technological Solutions: A Basis for Organising Teaching Anne-Marie Cederqvist 15 Metaphors and Gestures in Programming Education Andreas Larsson 16 Product or Process Criteria? What Teachers Value When Assessing Programming Lars Björklund and Charlotta Nordlöf Index
