Teachers Using App Development to Teach Computational Thinking: Informing the Field

• In Event: Research on Digital Media, Games, and Simulations in Teacher Education

Abstract

Objectives
This research involves an app-development implementation in two at-risk 8th grade classrooms where students created apps to problem solve. The study sought to understand students’ and teachers’ perceptions of computational thinking (CT) before and after an intervention using MIT’s App Inventor. Drawing on new Computer Science Principles: Computational Thinking Practices (CTP), and Computer Science Teacher Association (CSTA) K-12 Computer Science Standards, we examined links between student engagement and CTP.

Perspective
Research supports programming and designing with games and apps foster complex problem solving, logic and reasoning, systems thinking, and creativity (Gee, 2007; Klopfer, Osterweil & Salen, 2009). The modern workforce lacks, and demands, students capable of considering STEM careers (ACT, 2010), yet few states have adopted computer science standards for middle school students (CSTA, 2011, p. ii). Students remain disinterested in computer science (CS) believing the courses teach basic literacy practices and programming, and do not meet necessary math and science requirements. New guidelines for CS include CTP supported through teamwork, creativity, human interaction with computers, increased visualization, and global impact (The College Board, 2011).

Aims
Our goal was exploring how app-based platforms might attract middle school learners to hone CTP, thus we created an MIT App Inventor aligned with current standards. We researched 8th grade students’ and teachers’ perceptions of CTP before and after an intervention designing apps, and further studied whether evidence linked four pre-determined CTP to student learning. Specifically, we examined indicators of CTP evidencing engagement in connecting computing, communicating, collaborating and developing computational artifacts.

Methods/Data
The exploratory case study employed mixed-method research. Research questions were:
(1) What are teachers’ perceptions regarding app creation to teach computational thinking?
(2) What are students’ attitudes and beliefs about computational thinking? Do they change after participating in app-design curricula?
(3) What evidence links app development to connecting computing, communicating, collaborating, and developing computational artifacts?

Measures included pre and post-test surveys from 17 boys, 18 girls, and 2 participating teachers, observations, focus group interviews, and student artifacts. Data were analyzed and triangulated describing teacher and student perspectives and practices. Indicators of CTP were coded and mapped to themes from survey and interview responses, observed activity, and student artifacts to reach consensual validation.

Results
Findings suggest (1) students’ had limited knowledge of CTP before the intervention; (2) students’ understanding of, and attitudes towards, CTP improved after the unit; (3) students’ believed the unit motivated them to continue developing apps, and (4) boys showed greater gains in understanding and attitudes. Teachers’ perceived the unit as valuable and intend to offer additional classroom opportunities. They suggested teacher training, scaffolded lessons, and addressing logistical concerns are necessary for effective practice. In this case, a clear link existed between app development, connecting computing and developing computational artifacts. Communication and collaboration was marginally linked to app development.

Significance
The study positions others to develop curricula and instruments scaling research to larger populations. It gives educators insight regarding the value of using app design to teach computational thinking, advancing the field of digital media and learning.

Authors

• Danielle Christine Herro, Clemson University

• D Matthew Boyer, Clemson University

• Christina M. Gardner, Georgia Institute of Technology