Export Citations
Save this search
Please login to be able to save your searches and receive alerts for new content matching your search criteria.
- research-articleNovember 2023
Short digital-competence test based on DigComp2.1: Does digital competence support research competence in undergraduate students?
- Harald A. Mieg,
- Katrin E. Klieme,
- Emma Barker,
- Jane Bryan,
- Caroline Gibson,
- Susanne Haberstroh,
- Femi Odebiyi,
- Frano P. Rismondo,
- Brigitte Römmer-Nossek,
- Janina Thiem,
- Erika Unterpertinger
Education and Information Technologies (KLU-EAIT), Volume 29, Issue 1Jan 2024, Pages 139–160https://doi.org/10.1007/s10639-023-12251-0AbstractThis article presents a ten-item short scale for measuring digital competence. The scale is based on the Digital Competence Framework for Citizens, DigComp2.1 (Carretero et al., 2017). For our surveys, we used five items from the DigCompSat study (...
- research-articleMay 2023
Amplifying children’s computational problem-solving skills: A hybrid-based design for programming education
Education and Information Technologies (KLU-EAIT), Volume 29, Issue 2Feb 2024, Pages 1761–1793https://doi.org/10.1007/s10639-023-11880-9AbstractAs block-based visual programming platform such as Scratch become more accessible and supportive to children’s programming learning, the demand on understanding a trajectory of children’s computational thinking development through programming from ...
- research-articleApril 2023
Effect of coding learning on the computational thinking of young Chinese children: based on the three-dimensional framework
Education and Information Technologies (KLU-EAIT), Volume 28, Issue 11Nov 2023, Pages 14897–14914https://doi.org/10.1007/s10639-023-11807-4AbstractCoding learning can promote the development of computational thinking (CT) in young children. The effect of coding learning on CT may vary between different cultures. However, it lacks studies to evaluate the effect of coding learning on the ...
- research-articleApril 2023
Computational thinking in early childhood is underpinned by sequencing ability and self-regulation: a cross-sectional study
Education and Information Technologies (KLU-EAIT), Volume 28, Issue 11Nov 2023, Pages 14747–14765https://doi.org/10.1007/s10639-023-11787-5AbstractComputational thinking (CT) is a new literacy of 21st century that can be transferred to and applied in different real-world situations, although being derived from the discipline of computer science. Tangible robots or child-friendly digital apps ...
- research-articleApril 2023
Evaluation and development of STEAM teachers’ computational thinking skills: Analysis of multiple influential factors
Education and Information Technologies (KLU-EAIT), Volume 28, Issue 11Nov 2023, Pages 14493–14527https://doi.org/10.1007/s10639-023-11777-7AbstractComputational thinking (CT) has become the basic foothold of STEAM education. The role of teachers as an essential element of CT education cannot be ignored. Therefore, measuring teachers’ ability to integrate CT into classroom is necessary. There ...
- research-articleNovember 2022
Problem formulation in computational thinking development for nurturing creative problem solvers in primary School
Education and Information Technologies (KLU-EAIT), Volume 27, Issue 9Nov 2022, Pages 12523–12542https://doi.org/10.1007/s10639-022-11101-9AbstractThe ability to formulate problems is an important part of computational thinking (CT) development for nurturing creative problem solvers. However, problem formulation is inadequately addressed in primary school education. This study aimed to ...
- research-articleSeptember 2022
Teacher development in integrated STEM education: Design of lesson plans through the lens of computational thinking
Education and Information Technologies (KLU-EAIT), Volume 28, Issue 3Mar 2023, Pages 3443–3474https://doi.org/10.1007/s10639-022-11342-8AbstractIn recent years, the integration of STEM disciplines has been increasingly advocated. It is crucial to prepare and support teachers for integrated STEM education. However, few studies in the literature explore collaborating with teachers from ...
- research-articleSeptember 2022
Computational thinking: early childhood teachers’ and prospective teachers’ preconceptions and self-efficacy
Education and Information Technologies (KLU-EAIT), Volume 27, Issue 8Sep 2022, Pages 11689–11713https://doi.org/10.1007/s10639-022-11078-5AbstractComputational thinking (CT) is considered a group of problem-solving skills that the next generations are expected to possess. The most efficient way to make them acquire these skills is to incorporate CT into K-12 education. To this end, various ...
- research-articleJuly 2022
Promoting the AI teaching competency of K-12 computer science teachers: A TPACK-based professional development approach
Education and Information Technologies (KLU-EAIT), Volume 28, Issue 2Feb 2023, Pages 1509–1533https://doi.org/10.1007/s10639-022-11256-5AbstractWith the rapid development of artificial intelligence (AI), the demand for K-12 computer science (CS) education continues to grow. However, there has long been a lack of trained CS teachers. To promote the AI teaching competency of CS teachers, a ...
- research-articleJuly 2022
A phenomenographic approach on teacher conceptions of teaching Artificial Intelligence (AI) in K-12 schools
Education and Information Technologies (KLU-EAIT), Volume 28, Issue 1Jan 2023, Pages 1041–1064https://doi.org/10.1007/s10639-022-11161-xAbstractArtificial intelligence (AI) education for K-12 students is an emerging necessity, owing to the rapid advancement and deployment of AI technologies. It is essential to take teachers’ perspectives into account when creating ecologically valid AI ...
- research-articleJune 2022
Project-first approach to programming in K–12: Tracking the development of novice programmers in technology-deprived environments
Education and Information Technologies (KLU-EAIT), Volume 28, Issue 1Jan 2023, Pages 407–437https://doi.org/10.1007/s10639-022-11180-8AbstractSeveral instructional approaches have been advanced for learning programming. However, effective ways of engaging beginners in programming in K–12 are still unclear, especially among low socioeconomic status learners in technology-deprived ...
- research-articleMay 2022
Teacher observations of programming affordances for K-12 mathematics and technology
Education and Information Technologies (KLU-EAIT), Volume 27, Issue 4May 2022, Pages 4887–4904https://doi.org/10.1007/s10639-021-10811-wAbstractWith future shortage of professionals with programming and computing skills, many countries have made programming part of kindergarten – grade 12 curriculum (K-12). A possible approach is to make programming part of an already existing subject. ...
- research-articleApril 2022
Development and testing of the Draw-a-Programmer test (DAPT) to explore elementary preservice teachers’ conceptions of computational thinking
Education and Information Technologies (KLU-EAIT), Volume 27, Issue 3Apr 2022, Pages 4301–4320https://doi.org/10.1007/s10639-021-10787-7AbstractRecent US science standards conceptualize science as a set of shared multidisciplinary ideas and practices in common with engineering and computer science (CS). At the core, this portrayal requires an understanding of CS as a viable career path ...
- research-articleApril 2022
Computational thinking learning experiences, outcomes, and research in preschool settings: a scoping review of literature
Education and Information Technologies (KLU-EAIT), Volume 27, Issue 3Apr 2022, Pages 3777–3812https://doi.org/10.1007/s10639-021-10765-zAbstractWhen implemented appropriately, computational thinking (CT) experiences in early childhood settings build essential literacy skills and foster initial explorations of sequencing, engineering design principles, and cause-and-effect relationships. ...
- research-articleJuly 2021
Measuring in-service teacher self-efficacy for teaching computational thinking: development and validation of the T-STEM CT
Education and Information Technologies (KLU-EAIT), Volume 26, Issue 4Jul 2021, Pages 4663–4689https://doi.org/10.1007/s10639-021-10487-2AbstractDespite a growing recognition that K-12 teachers should be prepared to teach students computational thinking (CT) skills across disciplines, there is a lack of valid instrumentation that measures teachers’ efficacy beliefs to do so. This study ...
- research-articleSeptember 2020
Transforming learning with computers: Calculus for kids
Education and Information Technologies (KLU-EAIT), Volume 25, Issue 5Sep 2020, Pages 3779–3796https://doi.org/10.1007/s10639-020-10136-0AbstractThe Calculus for Kids project was deliberately designed to use computers in the transformation of curriculum. The intervention used multi-media learning materials to assist teachers and Year 6 (aged 11–12 years) students understand the principles ...
- articleJuly 2018
Lines, roamers, and squares: Oh my! using floor robots to enhance Hispanic students' understanding of programming
Education and Information Technologies (KLU-EAIT), Volume 23, Issue 4July 2018, Pages 1531–1546https://doi.org/10.1007/s10639-017-9677-zTeaching programming and coding skills in K-12 classrooms is becoming a part of science, technology, engineering, and math (STEM) programs across the United States. Often, these opportunities are available through extra-curricular activities such as ...
- articleJuly 2018
Comparing loops misconceptions in block-based and text-based programming languages at the K-12 level
Education and Information Technologies (KLU-EAIT), Volume 23, Issue 4July 2018, Pages 1483–1500https://doi.org/10.1007/s10639-017-9673-3Novice programmers are facing many difficulties while learning to program. Most studies about misconceptions in programming are conducted at the undergraduate level, yet there is a lack of studies at the elementary school (K-12) level, reasonably ...
- articleMarch 2017