Programming and computational thinking in technology education : : : Swedish and international perspectives / / edited by Jonas Hallstro¨m and Marc J. de Vries.

• TeilnehmendeR: Hallstrom, Jonas, 1969-; de Vries, Marc J.,
• Place / Publishing House: Leiden : : BRILL,, 2023.
• Year of Publication: 2023
• Edition: 1st ed.
• Language: English
• Series: International Technology Education Studies
• Physical Description: 1 online resource (24 pages).

"In 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"-- Provided by publisher.

Table of Contents

Intro -- Contents -- Preface -- Figures and Tables -- Figures -- Tables -- Notes on Contributors -- 1. Introduction: Programming and Computational Thinking in Technology Education -- Abstract -- Keywords -- 1 Programming and Computational Thinking in School Curricula: The Early 21st Century Wave -- 2 Computational Thinking and Literacy -- 3 Teacher Competence in Programming -- 4 Computational Thinking, Programming, and Learning in Technology Education -- References -- Part 1: Definition, Philosophy and History of Programming and Computational Thinking, in Relation -- 2. How Computers Entered Swedish Classrooms: The Importance of Educating Digital Citizens -- Abstract -- Keywords -- 1 Introduction -- 1.1 Technological Progress, Politics, and Education -- 2 National Reforms and Campaigns to Enhance Computer Knowledge in School, 1969-2001 -- 2.1 The First Steps: 1969-1983 -- 2.1.1 The "Mate" Computer, 1981 -- 2.2 "Datalära" in Compulsory School, 1984-1987 -- 2.3 The Computer as an Educational Aid, 1988-1991 -- 2.4 The Lighthouse Project, 1996-2000 -- 2.5 Tools for Learning, 1999-2001 -- 2.6 Evaluations -- 3 Thereafter: 2002-2011 (2017) -- 4 Discussion -- Acknowledgements -- Notes -- References -- 3. Transposition of Computing and Programming Knowledge: The Swedish Upper Secondary School during -- Abstract -- Keywords -- 1 Introduction -- 1.1 The Research Aim -- 2 Theoretical Framework -- 3 Background -- 3.1 Computers and Computing in Swedish Schools -- 3.2 Interacting with Computers -- 3.3 Structure in Programming -- 4 Method -- 4.1 Two Journals: 'Elementa' and 'Skolan och Datorn' -- 4.2 Identifying Pedagogical Debates -- 4.3 Analysing the Pedagogical Debates -- 5 Results and Analysis -- 5.1 First Case-A Debate from the Mainframe Period -- 5.1.1 Debate between Riesel and Björk -- 5.2 Second Case-A Debate from the Microcomputer Period.

5.2.1 Debate between Svensson and Engdahl -- 6 Discussion -- 7 Epilogue -- Notes -- References -- 4. Introducing Programming and Computational Thinking in Grades 1-9: Sweden in an International -- Abstract -- Keywords -- 1 Introduction -- 2 PCT in K-12 Education -- 3 PCT in Grades 1-9 in Sweden -- 3.1 Curriculum -- 3.2 Implementation -- 4 Models for Introducing PCT in the Curriculum -- 4.1 Finland -- 4.1.1 Curriculum -- 4.1.2 Implementation -- 4.2 Norway -- 4.2.1 Curriculum -- 4.2.2 Implementation -- 4.3 Estonia -- 4.3.1 Curriculum -- 4.3.2 Implementation -- 4.4 England -- 4.4.1 Curriculum -- 4.4.2 Implementation -- 4.5 South Korea -- 4.5.1 Curriculum -- 4.5.2 Implementation -- 5 Experiences and Lessons Learned -- 5.1 Who? -- 5.2 What? -- 5.3 How? -- 6 Conclusions -- Acknowledgments -- Notes -- References -- 5. Design and Make-and Code? Technology Education and a Unified Conception of Technology -- Abstract -- Keywords -- 1 Introduction -- 2 Digital, Analog, Abstract, and Concrete Dimensions of Technology -- 3 Literature Review: Technology Education and Physical Artefacts -- 4 Post-Phenomenological Analysis of Digital Technology -- 4.1 Technologies as Technical Artefacts -- 4.2 Technologies as Technologies of Representation -- 5 Towards a Unified Conception of Technology: Concluding Discussion and Implications -- Note -- References -- 6. Framing Computational Thinking and Digital Competence in Technology Education -- Abstract -- Keywords -- 1 Introduction -- 2 Technology Emerges as a Subject in the Swedish Curriculum -- 2.1 From Vocational Education to a Technology School Subject -- 2.2 Computing in Schools, a Twenty-Year Perspective -- 2.3 Digitalization and the Programming Era -- 3 Computational Thinking Emerges as an Educational Priority -- 3.1 The Roots of Computational Thinking -- 3.2 What Is Computational Thinking?.

4 Computational Thinking and Digital Competences in Sweden -- 4.1 Mapping the Curriculum -- 4.2 Rapid Literature Review -- 4.2.1 Perspectives on Computational Thinking -- 5 Conclusion -- Notes -- References -- Appendix A -- 7. Visual Programming as a Tool for Developing Knowledge in STEM Subjects: A Literature Review -- Abstract -- Keywords -- 1 Introduction -- 1.1 Aim and Research Question -- 2 Background and Earlier Research -- 3 Research Methodology -- 3.1 Data Collection: Literature Searches and Selection -- 3.2 Data Analysis -- 4 Findings -- 4.1 Mathematical Knowledge and Skills -- 4.2 Technological Knowledge and Skills -- 4.3 Programming Knowledge and Skills -- 5 Discussion -- 6 Conclusion -- 7 Limitations -- References -- Part 2: Curriculum and Teacher Perspectives on Computational Thinking and Programming in Technology -- 8. Programming in School Technology Education: An Insight into Teachers' Efforts to Unpack -- Abstract -- Keywords -- 1 Reboot and Reform -- 1.1 Some Concerns -- 2 Curriculum as a Process -- 3 The Data Source -- 4 The Analysis -- 5 The Results -- 5.1 Technology Teachers' Transformation of Programming -- 5.1.1 Teachers' Choices of What Content to Cover -- 5.1.2 Teachers' Choice of Materials and Methods -- 5.1.3 Why Teachers Choose a Certain Content -- 5.2 Challenges during the Transformation Process -- 5.2.1 Intrinsic Challenges -- 5.2.2 Extrinsic Challenges -- 6 Discussion -- 7 Conclusions -- References -- 9. Discourses of Programming Teaching within Compulsory Education -- Abstract -- Keywords -- 1 Introduction -- 2 Theoretical Framework -- 3 Method -- 3.1 The Training Course -- 3.2 The Participants -- 3.3 The Data Collection -- 3.4 The Analysis -- 4 Results -- 4.1 The Teacher Training Sessions-Normative Values Emerged -- 4.1.1 The Obvious Knowledge Content.

4.1.2 The Attitude of Narrowness, Worshipping the Nature of Programming and Its Possibilities -- 4.2 The Teacher Training Sessions-Steering Strategies Used by the Course Leaders -- 4.2.1 The Strategy of Trivialising -- 4.2.2 The Strategy of Disjunction -- 4.2.3 The Injunction of Logic -- 4.3 The Classrooms-Content and Values Highlighted -- 4.3.1 The Grade 3 Classroom -- 4.3.2 The Grade 4 Classroom -- 4.3.3 The Grade 7 Technology Classroom -- 4.4 Teachers' Project Presentations-Normative Values Emerged -- 5 Discussion -- References -- 10. Student Teachers' Experiences of Programmed Technological Artefacts: Range of Understanding -- Abstract -- Keywords -- 1 Introduction -- 2 Background -- 2.1 Artefacts in Today's Technological Society -- 2.2 Digitalisation in Technology Education -- 2.3 Computational Thinking -- 2.4 Programmed Technological Artefacts -- 2.5 Systems Thinking -- 3 Research Design -- 3.1 Phenomenographic Approach -- 3.2 Data Collection -- 3.3 Analysis -- 4 Results -- 4.1 Category 1: The Physical Interface -- 4.2 Category 2: Components as Parts of a Process -- 4.3 Category 3: Connected, Controlled, and Regulated Components -- 4.4 Category 4: Components as and in a System -- 5 Summary of Results -- 6 Discussion -- References -- 11. Swedish Technology Teachers' Understandings of Computer Programming as Modelling -- Abstract -- Keywords -- 1 Introduction -- 2 Swedish Technology Education -- 3 Modelling in Technology Education -- 3.1 Models as Representations -- 3.2 Modelling for Learning Computational Thinking -- 3.3 Modelling for Learning to Assess and Value -- 4 Computer Programming in Technology Education -- 5 Interviews with Technology Teachers, the Sample -- 6 Computer Programming as Modelling, from a Teacher Perspective -- 6.1 Vague Concepts -- 6.2 Problem-Solving and Computational Thinking.

6.3 Computer Programming and Modes of Representations -- 6.4 Simulations of Computer Programming -- 7 Physical Material for Concretizing Computer Programming -- 8 Concluding Discussion -- References -- 12. Teachers' Experience of Science Centres as a Resource for Programming Education -- Abstract -- Keywords -- 1 Introduction -- 1.1 Design for Learning -- 1.2 Aim and Research Questions -- 2 Education at SC s -- 2.1 STEM Education at SC s -- 2.2 Programming at SC s -- 3 Context of the Study and Research Methodology -- 3.1 The Lessons at SC s -- 3.2 Interviews with Teachers -- 3.3 Data Analysis -- 4 Results -- 4.1 A Revised Curriculum -- 4.2 Support for Teachers -- 4.3 The Visits to the SC s -- 4.4 Lesson Outcomes -- 5 Conclusions -- References -- Part 3: Computational Thinking and Programming in Technology Teaching -- 13. Introducing Programming in an Early Primary Technology Classroom: The Distinction between Human -- Abstract -- Keywords -- 1 Introduction -- 2 Theoretical Starting Points and Central Concepts -- 2.1 Constituted Content and Learning-A Sociocultural Perspective -- 2.2 Theory of Mind and Theory of Artificial Mind -- 3 Methodology -- 3.1 Data Collection -- 3.2 The Activity -- 3.3 Analysis -- 4 Results -- 4.1 Part A, Aspect 1 and 2: Humans Understand Implicit Messages and Act on Them, and Robots Do Not Act on Implicit Messages Due to a Lack of Emotions and Physical Characteristics of a Human Body -- 4.2 Part B, Aspect 3: We Must Tell Robots What to Do -- 4.3 Part C, Aspect 4: We Think for Ourselves, and We Do What We Want and What We Know Will Be Good -- 4.4 Summary of Results -- 5 Discussion -- 5.1 The Content Constituted in the Classroom -- 5.2 The Importance of the Questions -- 5.3 Awareness of ToM, ToAM and the Use of Anthropomorphic Language -- 6 Conclusions -- References.

14. Students' Conceptions of Programmed Technological Solutions: A Basis for Organising Teaching.