"It Uses Power": Exploring Equitable Outcomes for Young Coders Who Write-to-Learn

• In Event: 72.049 - Roundtable Session 34
  In Roundtable Session: 72.049-11 - Technologies to Support Young Writers

Abstract

This qualitative study explored third-grade students' understandings of coding concepts through writing-to-learn exercises. Students were asked to write predictive, during, and after-lesson reflections of their learning related to particular coding concepts. Students' compositions and drawings were analyzed for conceptual understandings and revealed the difficulty of predictive writing for students, along with the importance of review and time spent on particular content. Children's work indicated personal connections with coding concepts. This research contributes important understandings of how writing-to-learn can support student learning and offers much-needed insight on elementary-age children's understandings of coding processes.

Authors

• Yune Kim Tran, George Fox University

• Susanna M. Steeg, George Fox University