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‘Perhaps we should all stop for a moment and focus not only on making our AI better and more successful but also on the benefit of humanity’. - S. Hawkins, Web Summit, 2017This international collaborative piece argues for a paradigm shift in our use and understanding of Artificial Intelligence (AI) in education, and in the development of Artificial Intelligence Literacy amongst our learners and professional colleagues. The main premises are: AI can change societal practices, and aid competency and capacity building within society, thereby having a positive impact on education.AI in education can support equity, inclusiveness and lifelong learning, through customisable and tailored learning experiences, while building up future professions and societies according to sustainable development premises.Education ought to equip learners with the knowledge, competency and mindset required to use AI to solve professional and societal challenges and improve day-to-day practicesAI can change societal practices, and aid competency and capacity building within society, thereby having a positive impact on education.AI in education can support equity, inclusiveness and lifelong learning, through customisable and tailored learning experiences, while building up future professions and societies according to sustainable development premises.Education ought to equip learners with the knowledge, competency and mindset required to use AI to solve professional and societal challenges and improve day-to-day practices [ABSTRACT FROM AUTHOR]

Logistic regression models have traditionally been used to identify the factors contributing to students’ conceptual understanding. With the advancement of the machine learning-based research approach, there are reports that some machine learning algorithms outperform logistic regression models in terms of prediction. In this study, we collected cognitive, affective, and demographic data from 4,142 primary students as features to predict their understanding of computational thinking (CT) concepts. We identified and used five popularly used machine learning models. All five machine learning models outperformed the logistic regression model, with the extreme gradient boosting (XGBoost) model achieving the highest predictive accuracy. We used these features and the K-means algorithm of the unsupervised clustering technique to identify four optimal clusters of students. By comparing the representative students from each of the four clusters, selected by the t-distributed stochastic neighbour embedding algorithm, we found that each cluster had its characteristics. For example, one cluster consisted of students who outperformed students in the other three clusters in mathematics, scored highest in prior experience in programming, and used computers and the Internet most frequently. By identifying the characteristics of these clusters, pedagogical design, and resource support can be proposed to support students’ learning of CT concepts. [ABSTRACT FROM AUTHOR]

An important educational goal for the next generation is the ability to think computationally. Cultivating K‐12 students' computational thinking (CT) requires the capacity building of teachers through teacher development programs. However, if students' learning outcomes were not assessed, it is not known whether the enhancement of teacher capacity could impact on students' learning. This study aimed to examine how a teacher development program changed teachers' content knowledge and collaborative engagement, which in turn influenced their students' learning achievement. The participants were 81 teachers and 3226 students from primary schools. We employed multi‐level modelling to study the relationships between teacher‐level variables and student achievement assessed by a CT concepts test. The teachers' content knowledge and collaborative engagement were significantly enhanced through the program, which in turn had a significant impact on student achievement. Teachers' years of teaching experience, but not their gender or whether they had majored in computer science, could also affect student achievement. The results indicate that a teacher development program can play a significant role in enhancing the teachers' CT content knowledge and collaborative engagement, which can then have a positive effect on student learning. Practitioner notes: What is already known about this topic The cultivation of students' computational thinking (CT) in K‐12 education requires the capacity building of teachers.A teacher development program can improve teachers' knowledge and attitudes related to CT.Whether the enhancement of teacher capacity can in turn affect students' learning achievement in CT is less studied. What this paper adds We found that a teacher development program could significantly enhance teachers' knowledge in CT and their collaborative engagement in the program.Using multilevel modelling, we found further that the enhancement of teachers' knowledge and collaborative engagement could affect students' understanding of CT concepts positively.Teachers' years of teaching experience, but not their gender or whether they had majored in computer science, could also influence student achievement. Implications for practice and/or policy In designing similar teacher development programs for teachers, collaborative engagement opportunities should be provided as it can have a positive impact on student achievement.Although the majority of teachers do not have a background in computer science, a teacher development program can play a significant role in enhancing their knowledge in CT, no matter they had majored in computer science or not.The significance of the program is not limited to the development of teachers, as the enhancements of teachers' knowledge and collaborative engagement through the program can in turn have a positive impact on students' understanding of CT concepts. [ABSTRACT FROM AUTHOR]

Student-centered pedagogy (SCP) is highly considered for its potential to facilitate cognitive learning in Computational Thinking (CT) education. However, there is a noticeable gap in understanding its influence on students' cognitive development from a multilevel perspective. This study delves into cognitive learning theories and aims to bridge the existing gap by introducing a three-level conceptual model to illustrate how the influence of SCP on students' cognitive CT abilities is mediated through the cognitive learning processes. This multilevel approach simultaneously explores SCP within the intricate school environment where factors at the school, teacher, and student levels are closely intertwined. Data was collected from 82 programming teachers and their 2433 students across 43 Hong Kong primary schools. Using multilevel modeling, results indicate that the adoption of SCP is significantly anchored by school support on teacher professional development (TPD), which in turn enhances students' cognitive learning (i.e., active, interactive, constructive, and reflective learning) in class, further contributing to their enhanced cognitive CT abilities. The findings underscore the nuances of SCP adoption in school scenarios, advocating for strategic approaches to maximize student achievements in CT education. Recommendations for future research are discussed. • Presents an integrative model bridging school support, pedagogy, and cognitive abilities from three levels of analysis. • Investigates how teachers' pedagogical strategy influences students' cognitive abilities via cognitive learning. • Explores relationships of active, interactive, constructive, and reflective learning to predict cognitive abilities. • Underscores the value of school support for professional development in teachers' pedagogical strategy. [ABSTRACT FROM AUTHOR]

The participatory view of learning emphasises students' identity construction. However, identity research in the context of programming education to cultivate students' computational thinking is scarce. In this study, an instrument of computational identity with components of engagement, imagination and affiliation, was developed and validated. Convenience sampling was used to select 1066 senior primary school students studying programming to respond to the instrument, and to a programming empowerment instrument developed previously with components of meaningfulness, self‐efficacy and impact. The two instruments' factor structure was confirmed to have acceptable discriminant validity and support gender invariance. There was a positive relationship between programming empowerment and computational identity. Specifically, students' perceived meaningfulness and self‐efficacy of programming related to all aspects of computational identity. The perceived impact of programming is related only to the imaginative aspect of computational identity. The establishment of the instrument enables researchers to investigate further factors related to students' computational identity development. The results also indicate that the programming curriculum should be carefully designed so that students can realise the meaning of the activities and foster their programming self‐efficacy. This, in turn, is critical to enable these primary school students to participate in and become a member of the digital community. Practitioner notesWhat is already known about this topic Cultivating students' computational thinking (CT) has become an educational goal in various countries around the world.It is necessary to develop appropriate tools to assess students' CT development.Founded on a participatory view of learning, identity has been employed in different subject areas to assess students' development, but identity research in CT is scarce.What this paper adds An instrument of computational identity with components of engagement, imagination and affiliation is developed and validated with a sample of senior primary students.This study shows the importance of empowerment in developing primary students' computational identity.Students' perceived meaningfulness of programming and self‐efficacy relate to all aspects of identity, but the impact of programming only relates to the imaginative aspect of identity.Implications for practice and/or policy The curriculum for CT should be designed carefully to foster the development of students' computational identity.The curriculum should allow students to see the meaning of programming activities and how young people can make an impact by means of CT.The programming tasks should be designed at an optimal level of difficulty so that students' self‐efficacy can be fostered. [ABSTRACT FROM AUTHOR]

This study expands the scope of cognitive evaluation theory (CET) with flow theory by providing a potential explanation for the missing link between motivation and motivational outcomes of students in visual programming learning. It aims to investigate how parental roles impact young students' flow experience in learning from the parents' point of view. Parents were asked to complete an online observation survey for evaluating their children's (aged 6–12) learning during a 2‐day coding fair. In total, 1,196 parents completed the survey. We conducted multigroup structural equation modelling (MGSEM) for hypothesis testing. Specifically, mediation analysis was conducted for the relationships between parents' perception and support and students' flow experience through the mediating role of students' learning motivation. We also explored if the hypothesised relationships were different among high versus low creative students. Results revealed that parents' perceived usefulness and parental support can effectively foster students' learning motivation, which leads to students' flow experience in visual programming learning. The impact of parents' perceived usefulness on students' learning motivation was particularly more salient in the low creative student group (vs. high creative student group). The findings suggested that schools should encourage stronger parent–children relationships, such that parents can be more actively involved in students' learning. Practitioner notesWhat is already known about this topic Parents' support and attitudes play a pivotal role in promoting students' learning motivation and performance. However, less research has investigated parental influences on students' flow experience in the visual programming learning context.Visual programming gains increased significance among the young generation, yet, not much research has investigated the parent–student relationship that facilitates visual programming learning in primary school education.What this paper adds This study expands the scope of cognitive evaluation theory with flow theory by providing a potential explanation for the missing link between motivation and motivational outcomes of students in visual programming learning.Parents' support and perceived usefulness promote students' intrinsic motivation in visual programming learning, which in turn fosters flow experience during the activities.The positive influence of parents' perceived usefulness on students' learning motivation is particularly more salient in the low creative student group (vs. high creative student group).Implications for practice and/or policy Schools should organise events that equip parents with the required programming knowledge, to provide adequate support to their children.Parents and schools should carefully communicate learning expectations and attitudes to their students by emphasising students' potential personal gains such that students' learning motivation can be sustained for more flow experience in visual programming learning.Schools should encourage stronger parent–children relationships, such that parents can take a more active role in students' learning. [ABSTRACT FROM AUTHOR]

Background and Context: Positive youth programming development (PYPD) was conceptualized to measure various positive qualities of students in programming education. Objective: This study aimed to develop a valid PYPD instrument in the pilot before exploring students' positive qualities in two follow-up studies. Method: A multi-study design was adopted with questionnaires distributed among university students enrolled in programming courses. In pilot study, the PYPD instrument was developed and validated using confirmatory factor analysis (CFA). Study 1 used independent T-tests to explore potential factors that were predictive of students' PYPD differences. Study 2 conducted paired T-tests to examine students' PYPD improvement. Findings: Results supported validity of the PYPD instrument; provided evidence that intrinsic motivation is particularly crucial for PYPD differences; and showed positive improvement of students' PYPD. Implications: Our findings shed light on existing literature that programming education can play an importantly role if educators want to nurture positive qualities in students. [ABSTRACT FROM AUTHOR]

Computational thinking (CT) practices is a critical cognitive tool for students to overcome challenges in this technological era. Few studies investigated CT practices from a development perspective. A two-year intervention was implemented in 30 intervention and 22 control schools in Hong Kong to promote CT education (T1baseline: N = 13,056; T2: N = 16,367; and T3: N = 15,269). Senior primary students (grades 4 to 6) around 8–12 years old were targeted. Among them, 34% were girls at T1baseline. Their learning progression of cognitive development was assessed with a CT practices test. Data were analyzed using item response analysis. Learning trajectories of CT practices were modeled to understand how students' cognitive development differed between schools. Insights of findings were discussed in bringing CT practices to life. • A large-scale CT intervention was designed to foster primary students' cognitive development. • A CT practices test captured students' learning trajectories of cognitive development. • The intervention identified trajectories of students' learning process across treatment and control schools. • Fidelity of longitudinal intervention was tested with three methods to probe different insights. [ABSTRACT FROM AUTHOR]

Abstract Building on Seymour Papert's view of empowering students by mastering programming, this study conceptualized programming empowerment as consisting of four components: meaningfulness, impact, creative self-efficacy, and programming self-efficacy. A sample of 287 primary school students in grades four to six completed a corresponding survey. Confirmatory factor analysis validated the proposed components of the programming empowerment instrument. A structural equation model indicated that students with greater interest in programming perceived it as more meaningful, had greater impact, had greater creative self-efficacy, and had greater programming self-efficacy. Also, students with attitudes toward collaboration that were more positive than others had greater creative self-efficacy. Boys showed more interest in programming than girls did. Students in higher grade levels than others viewed programming as less meaningful and had lower programming self-efficacy. These results support future studies that evaluate the impacts of interest-driven computational thinking and programming curricula with ample collaboration opportunities. Highlights • Empowerment consists of meaningfulness, impact, creative and programming self-efficacy. • The study validated the programming empowerment instrument. • Students with greater interest in programming perceive greater empowerment. • Students with positive collaboration attitude have greater creative self-efficacy. • Students in senior grades viewed programming as less meaningful than junior grades. [ABSTRACT FROM AUTHOR]

Computational thinking (CT) education in K-12 requires extensive teacher development. This research investigates the effectiveness of a scalable and sustainable teacher development programme in promoting CT in primary education. This report presents two studies. Study 1 reports on the effectiveness of two 12-h courses using Scratch and App Inventor programming environments for CT development of teachers respectively, which involved 245 teachers from 47 primary schools. With teaching practices embedded, the programme, which used the framework of technological pedagogical content knowledge (TPACK), significantly enhanced teachers' content-related knowledge dimensions. The results indicate that the programme helped teachers develop advanced CT concepts such as data structures and procedures. Study 2, using thematic analysis, reports on CT strategies implemented in 47 schools through 94 school visits. The most mentioned strategies were the formation of teaching teams, lesson co-planning, and the integration of CT with subject teaching. The most mentioned challenges were teacher readiness, lesson time, and diversity – learners' abilities, interests, and approaches. Four types of support, including teacher development support, continuous and communal support, teaching materials support, and financial support were identified. The results suggest that a course-based programme with mixed programming environments and embedded teaching experience effectively develops teachers' capabilities. However, continuous support for teachers in implementing the initiative after completing the programme is important, especially in addressing learner diversity and integrating CT with subject teaching. • We evaluate a teacher development programme involving 245 teachers from 47 schools. • The programme enhanced the content-related knowledge of TPACK of these teachers. • We examine how the schools implement the CT initiative by visiting these 47 schools. • Common strategies include team formation, lesson co-planning, and subject integration. • Teacher readiness, lesson time & manpower, and learner diversity are major challenges. [ABSTRACT FROM AUTHOR]

To improve programming performance for a larger student population, this study shed light on the commonalities of high achievers in programming classes. To the best of our knowledge, few studies have investigated high achievers in primary school programming classes. This study adapted the hedonic-motivation system adoption model to identify high achievers' perceived attitudes, flow experience, programming intentions and perceived teacher support. With a response rate of 72%, 54 primary schools participated in the study. A survey was conducted and four hundred and thirty-two students were included in the moderated mediation analysis. The results showed that high achievers' attitudes towards programming positively related to their flow experience, which further positively associated with their programming intentions. In addition, teacher support moderated the relationship between high achievers' attitudes and their flow experience; such that when teacher support increased, the flow experience was weaker for those with comparatively higher positive attitudes. The practical implications of the findings and future research directions are discussed. • We adapted the HMSAM framework to develop a moderated mediation model. • We used a sample of 432 high achievers in primary school programming classes. • Attitudes indirectly related to programming intentions through flow experience. • Teacher support moderated the relationship between attitudes and flow experience. • No effect of gender, SES, or previous experience was found on students' perceptions. [ABSTRACT FROM AUTHOR]

Although instruments for assessing students' computational thinking (CT) concepts in primary education have been developed, they have rarely been validated in terms of item response theory (IRT). We consider IRT to be a rigorous validation tool and apply it to a CT concepts test for primary education involving 13,670 students. A two-parameter logistic model was chosen over other IRT models, as it indicated an acceptable model fit and item fit. The discrimination parameters indicated that the instrument could effectively distinguish between students with various ability levels. Nominal response modelling in IRT was used to retrieve information from the students' responses, and those with a lower ability level were found to only consider one of the conditions provided, had no understanding of the repetition structure, and might have difficulties in associating a sprite with its corresponding codes. Based on ability estimates, we also found that the students' ability in terms of CT concepts increased with grades and that boys generally performed slightly better than girls. These results suggest that the instrument can be used to examine the learning achievements of students in terms of CT concepts. • We designed the test according to the focal knowledge, skills, and abilities (FKSAs) associated with the concepts. • We validated the CT concepts test using item response theory involving 13,670 primary school students. • This study contributes to the existing literature by validating a CT concepts test with methodological rigor. • We identified students' shortcomings based on their responses in understanding CT. • We found that students' CT concepts increased with grades, and boys performed slightly better than girls. [ABSTRACT FROM AUTHOR]

The aim of this study was attempting to investigate the outcome of critical thinking achievement of learners when its development is infused into subject teaching with pedagogical and technological support. A total of 124 junior secondary students participated in the three-year trial teaching in Integrated Humanities subject. Flipped classroom strategy was implemented to engage learners in online pre-lesson learning preparation, in-class group discussion inside digital classroom and after-class extended learning using social learning platform. The critical thinking tests found that the students had good performance in the tasks on hypothesis identification, induction and deduction; and some achievements in the tasks on explanation and evaluation. It was found that students needed more time to develop capacities of deduction, explanation and evaluation. The semi-structured interviews found that the teachers and students valued the pedagogical way of providing guidance for students' group sharing for fostering critical thinking skills development. Three implications are discussed to shed light on the infusion of critical thinking skills development into the process of domain knowledge learning, the deployment of appropriate pedagogy to mobilize learners to engage in learning process, and the use of appropriate technology to facilitate learning process inside and outside of classroom. [ABSTRACT FROM AUTHOR]

The article shares an experience in the implementation of the “personalized learning hub” initiative embedding Bring Your Own Device (BYOD) on learners' reflective engagement in flipped classrooms at a higher education institute. A reflective engagement framework was developed, consisting of three dimensions: intellectual, personal and social reflective engagement. Participants involved 26 in-service teachers for a teacher professional development programme on e-Learning. Participants were encouraged to bring and use their own portable computing devices as a “personalized learning hub” to support their reflective engagement. The analysis of qualitative and quantitative data collected provides evidence on learners' attainment of reflective engagement in the three dimensions. The designed initiative enabled learners to achieve a significant knowledge gain for enhancing their understanding of e-Learning. The learners perceived that the initiative could help achieving their learning outcomes. They also perceived that group interaction and experience sharing with peers, teachers and related experts in this context could help advance their knowledge. These results imply that the designed initiative can promote learners to be engaged in reflective inquiry for deep learning and personal growth. Directions of future work are discussed regarding validating the developed framework through extending the use of the reflective engagement framework and the “personalized learning hub” initiative embedding BYOD to more learning scenarios, and enhancing the related teacher professional development. [ABSTRACT FROM AUTHOR]

This paper reports an initial study on investigating inquiry-based learning in science in an upper primary class guided by an inquiry-based learning model in a seamless learning environment. Two questions are addressed: (1) how students advanced their domain knowledge?; and (2) how students developed their inquiry skills? One teacher and 27 Grade-four students from a local primary school were involved in the study. Six inquiry-based learning lessons focusing on a scientific “rustproofing” learning unit were conducted in a seamless learning environment, initiated in a digital classroom and extended to online discussions on a social network platform. Qualitative data were collected and analysed over two weeks. The results show ways that the students advanced their domain knowledge and developed their inquiry skills. [ABSTRACT FROM PUBLISHER]

The article presents information on teacher development models for teaching and learning in digital classrooms. The author looks at developing constructivist learning approaches, digital technologies, and twenty-first century skills. The article also discusses learning environments, teacher-centred teaching and learner-centred learning.

An evaluation study was conducted to investigate the effect of the use of a computer-supported cognitive tool (CT) in the one-to-one classroom setting on student engagement, attainment and perceptions in learning common fractions. Two Primary 4 classes with 68 students participated in this study based on 11 teaching sessions lasting 455 min in total. The students in the experimental group learned the target topic with the use of CT in a one-to-one classroom, while the students in the control group learned the target topic under the traditional teaching approach. The results of a time allocation analysis showed that the use of CT in a one-to-one classroom enhanced student engagement in terms of time-on-task for learning exploration during class time. The results of the post-attainment test indicated that students in the experimental group performed better than those in the control group. Moreover, the questionnaire survey results indicated that students liked to learn the target topic with the use of CT in a one-to-one classroom. This study reveals the potential of the use of CT in a one-to-one classroom to promote classroom-based dialogic interaction in mathematics lessons. It also implies a need for a longitudinal study to investigate suitable pedagogical designs for the use of CT for promoting knowledge transfer in learning challenging mathematics topics. [Copyright &y& Elsevier]

Abstract: With the goal of promoting student–teachers to reflect on their teaching performance, a web-enabled video system was developed to permit them to record their classroom performance and then retrieve online videos of their teaching for self-reflection. This study aimed to evaluate the effectiveness of online videos in facilitating self-reflection amongst student–teachers. Eight student–teachers from four disciplines were invited to use the video system to reflect on their teaching in two lessons. A content analysis was conducted to compare the reflective notes made by the student–teachers before and after browsing the videos of their teaching. The results indicated that video browsing prompted student–teachers to generate an additional 50 per cent of reflective notes and stimulated them to significantly increase the depth of their reflective thoughts in the areas of discipline and classroom management, and professional knowledge on teaching. Building on the gains achieved in this way, student–teachers can subsequently engage in in-depth professional dialogue with their teacher supervisors. [Copyright &y& Elsevier]

In order to facilitate senior primary school students in Hong Kong to engage in learning by observation of the phenomena related to electrical circuits, a design of a specific courseware system, of which the interactive human–machine interface was created with the use of an open-source software called the LabVNC, for conducting online remote-controlled experiments was developed in this study. The statistically significant results of a pre-test–post-test evaluation study showed that the LabVNC-based system has potential to promote students to learn the target topic under the approach of learning by observation. The assertion of the teacher on the pedagogical value of the remote-controlled experimentation and the enthusiasm of students in using the LabVNC-based system reveal the potential to integrate the use of the LabVNC-based system with the practice of scientific experiments. Based on the feedback from the teacher and students, the existing LabVNC-based system will be refined under the design-based research approach. [Copyright &y& Elsevier]

The aim of this study is to investigate current parental support for student learning with information technology (IT) in Hong Kong. A total of 3340 and 3656 parents and 539 and 440 primary school heads responded to two surveys in 2005/06 and 2006/07, respectively, in this cross-sectional study. The results show a persistent positive perception of and support for IT among educators and parents, which signify a solid foundation for the extension of student learning from the classroom to the home environment. The high level of expectation among school heads for parental support reflects the need for schools to initiate cooperation with parents to extend IT-supported learning to the home setting. The shift in parental apprehension from worry over the provision of IT facilities to worry over the cultivation of proper attitudes toward the use of IT reveals the importance of fostering information literacy in home–school collaboration. [Copyright &y& Elsevier]

Programming is perceived to be an indispensable type of literacy in the digital era. To effectively promote and implement programming in K–12 education, it is necessary to understand school principals' perception of programming education. This study adopted a mixed methods design to explain principals' understanding, expectations, and support for programming education in primary schools using Theory of Reasoned Action (TRA). In study 1, survey questionnaires were distributed to all principals from public primary schools in Hong Kong. Two hundred and sixty-six principals responded to the survey (response rate = 55.6%). In study 2, a follow-up interview study with 13 principals was conducted to further explore their perception of programming education. The results of study 1 indicated that principals with a better understanding of programming education tend to have clearer expectations of how to implement programming education in their schools, which consequently leads to greater support for the implementation of programming education. In study 2, the thematic analysis further supported the results obtained in study 1. Specifically, the results of study 2 demonstrated that most principals show understanding, expectation, and support for the implementation of programming education, which in turn results in various positive student and teacher outcomes. The results also showed that challenges are inevitable during implementation, principals show capabilities and willingness to adjust their expectation and support to better integrate programming education into their school curricula. • Perception toward programming education of 266 Hong Kong primary school principals was studied. • Principals' cognitive process of attitude-intention-behavior for implementing programming education was investigated. • Principals' understanding, expectation, and support for programming were studied within the framework of reasoned action. • Only when principals have programming understanding can they show a clearer expectation of implementation and more support. • Outcomes and challenges of programming education were identified from principals' interviews through thematic analysis. [ABSTRACT FROM AUTHOR]

Computational thinking (CT) practices have gained increasing importance in primary school education. However, there are few tools to measure primary school students' CT practices that are based on rigorous psychometric approaches. This study developed an operational definition for CT practices by exploring the key dimensions of their composition and, more importantly, developed and validated a generic test tool that can effectively assess students' CT practices. Items to measure CT practices were developed using the evidence-centered design (ECD) approach. These items prompted students to exhibit behaviors that demonstrated their skills in the four dimensions of CT practice, namely testing and debugging, algorithmic thinking, reusing and remixing, and abstracting and modularizing. A test consisting of these items was administered to 13,956 Grade 4–6 primary school students from 56 public schools in Hong Kong. The data were analyzed based on the item response theory (IRT) approach, together with other psychometric tests. A bi-factor three-parameter logistic model was ultimately adopted for test validation, as it fitted the data better than the corresponding two-parameter and one-parameter logistic models. The results validated the four-dimensional structure of the CT practices test. The reliability, test item characteristics, and CT practice abilities of students are also discussed. • Provided a theory-driven base for the test development of computational thinking practices. • Developed test tool of computational thinking practices based on the evidence-centered design approach. • Testlet response analysis was adopted for test validation and refinement. • The computational thinking practices test was generic for potential use in a broad range of CT contexts. [ABSTRACT FROM AUTHOR]

Two cycles of design-based research of a cognitive tool (CT) for teaching fractions have been completed. Following the success of a quasi-experimental study of the enhanced CT derived from the second cycle of design-based research, this article reports the findings of a pre-test–post-test control group empirical study using the enhanced CT in the classroom. The results indicate that there were no statistically significant differences in learning outcomes between the exploratory learning approach, using the CT, and the traditional direct teaching approach. The CT enabled students to generate a procedural knowledge of adding and subtracting fractions with like and unlike denominators through an exploratory learning process. Teachers asserted that the CT was effective for stimulating reciprocal tutoring among students, and students were enthusiastic about using the CT as an educational tool. Hence, the CT has potential for further development as a tool for promoting collaborative learning in the classroom. [Copyright &y& Elsevier]

A literature review of the development of the information technology (IT) curriculum in recent decades in Hong Kong reveals that the aim of the curriculum has shifted from Computer Studies to the development of information literacy (IL). Based on a survey of all schools in Hong Kong and in response to the demand for IL in society, a curriculum framework is proposed that fosters the IL of students. The curriculum framework is based on the rationale of significant learning and designed on the principles of providing authenticity and creating reflection. It consists of three parts: a core IT curriculum; use of knowledge about IT and information processing across curricula; and a school culture that fosters IL. Four issues that are critical for the successful implementation of the proposed curriculum framework are discussed: school-based implementation models; the provision of service learning activities; support from parents; and reduction of the digital divide between students. [Copyright &y& Elsevier]

Abstract: This study aims to provide teachers with ways and means to facilitate learners to develop nomenclature knowledge of family trees through the establishment of resource-based learning environments (RBLEs). It discusses the design of an RBLE in the classroom by selecting an appropriate context with the assistance of computer-mediated learning resources and tools and employing the inquiry learning approach as the pedagogy. This study reports on the creation of the RBLE within the learning context of family trees. The computer-mediated learning resources and tools comprise three components: an audio-visual database for guided and coupled inquiry, an interactive interface for conceptualising the nomenclature and a tool for learners to construct their own family trees. Scaffolds were designed for an inquiry mode of learning and teaching to support the use of the resources and tools in learning about family trees. The learning and teaching process, including the outcomes for learners, through the RBLE with inquiry learning approach are studied. The findings of an interview and a pre-test/post-test study indicate that the RBLE can assist learners to build knowledge of family trees. The role of teachers in such an environment is to guide and encourage learners to inquire during the learning process. [Copyright &y& Elsevier]

Abstract: The aim of this research is to devise a cognitive tool for meeting the diverse needs of learners for comprehending new procedural knowledge. A model of affordances on teaching fraction equivalence for developing procedural knowledge for adding/subtracting fractions with unlike denominators was derived from the results of a case study of an initial prototype of a graphical partitioning model. Offering affordances in our model makes available profitable spaces for learners to interact in ways that meet their needs. This model of affordances was evaluated by a pre-test–post-test control group design to study the performance of the experimental group in learning with the model. Results of the study indicated that the model afforded learners, with various abilities for learning, knowledge of fraction equivalence. The key for mediating the generation of procedural knowledge for adding/subtracting fractions with unlike denominators in working with our cognitive tool was the concept of fraction equivalence and the capability of computing this. [Copyright &y& Elsevier]

The aim of this study is to design cognitive tools for mediating the cognitive capabilities of learners on learning common fraction. A web-supported learning environment (WSLE) with the use of a graphical partitioning model (GPM) to encourage knowledge construction on common fraction was designed and developed. The design of the WSLE originated from the nature of the subject matter and mediated for meeting diverse needs of learners by offering affordances. Offering affordances in the GPM is to make available scaffold or profitable spaces and ample opportunities for the learners to interact and to meet their own needs. The model of affordances is derived from the results of an evaluation study of an initial prototype of the cognitive tool, leading to the design of the GPM of a WSLE, which aims to assist learners in developing concepts and procedural knowledge for learning fraction addition/subtraction with unlike denominators. The three functions of cognitive tool in the GPM are: graphical presentation tool, partitioning device and hypothesis testing bed. Affordances are accessible for fulfilling the diverse needs of learners. Pedagogical implications for interactions with the GPM and future evaluation work were discussed. [Copyright &y& Elsevier]

The implementation of effective professional development courses for K-12 teachers on computational thinking (CT) in relation to programming remains a challenge. There is a lack of high-quality empirical research on teacher development in CT in relation to programming. This study addressed that situation by providing empirical evidence of the design and evaluation of such a teacher development program in primary schools. Seventy-six in-service teachers participated in a program comprising two 39-h courses. One course focused on the fundamental subject knowledge of programming for CT development together with pedagogy. The other focused on the development of advanced knowledge while providing opportunities to practice teaching in the classroom and to reflect on the practice. The results indicate that the participants developed a better understanding of CT concepts and practices and improved in three of the four content knowledge related dimensions of technological pedagogical content knowledge (TPACK) across the two courses. The three dimensions were content knowledge of programming for CT development, technological content knowledge of the use of block-based programming environments for programming for CT development, and use of the environment to teach programming for CT development with the appropriate pedagogy in context. Analysis of the participants' self-reported reflections suggested that the two courses and the teaching experience acquired during the prolonged second course were the two main sources of improvement. This study demonstrates the importance of providing an effective teacher development program with a focus on CT concepts and practices. The program offers teachers a sustained period in which to practice in the classroom and reflect on their teaching while developing their capacity to implement CT in relation to programming. • A teacher development program for CT in relation to programming was designed and evaluated. • Teachers' CT concepts and practices improved consistently in the program. • In-service teachers attended the program and improved in all content-knowledge related TPACK dimensions. • A sustained period of active participation in programming activities was essential. • Opportunities to reflect on pedagogy in practicing CT in programming activities was important. [ABSTRACT FROM AUTHOR]

This study aimed at investigating whether Computational Thinking (CT) Perspectives can foster Computational Identity (CI) among primary school students in programming learning from the perspective of situated learning theory. This study conceptualized CT perspectives as a multidimensional construct that comprises (1) ability to connect, (2) ability to question, and (3) ability to express, and CI with four subcomponents including (1) programming affiliation, (2) programming engagement, (3) programming actualization, and (4) programming goal setting. Students who received at least 6-month programming training for computational thinking development were invited to participate in this study. Results of Confirmatory Factor Analysis (CFA) suggested that the CT perspectives instrument (n = 100) and CI instrument (n = 241) reached good fit and therefore were validated in the pilot study. In the main study, survey answers (N = 215) including CT perspectives and CI were collected. Results of Structural Equation Modeling (SEM) showed positive relationships between CT perspectives and CI formation among primary school students. Mediation results further revealed that ability to question can foster CI formation through ability to express, while ability to connect can directly foster CI formation. Implications were discussed at the end of the study. • Learning visual programming contributes to positive learning outcomes. • CT perspectives facilitated by visual programming contribute to CI formation. • Young learners' willingness to connect with peers is positively related to CI formation. • Young learners' willingness to express with programming artifacts is positively related to CI formation. • Young learners' willingness to question is positively related to CI formation only if they are willing to express. [ABSTRACT FROM AUTHOR]

Computational thinking (CT) skills are becoming essential in all aspects of work and life, and CT has become part of the K-12 curriculum around the world. Yet, more research is needed to better understand how to help elementary school students acquire CT skills effectively. The purpose of this study was to examine the effectiveness of partial pair programming (PPP) on elementary school students' CT skills and self-efficacy (SE). The study included four 4th grade classes, with a total of 171 students, who were taking the course entitled "Computational Thinking with Scratch" with the same teacher for one semester. Two classes (84 students) were in the Experimental Group (EG, 44 boys and 40 girls) while two other classes (87 students) were in the Control Group (CG, 45 boys and 42 girls). The students in the EG were paired up for the programming assignments while the students in the CG did the assignments on their own. The results showed that the students in the EG improved their CT skills and SE more significantly than those in the CG group. There was a low correlation between CT and SE in the post-test of both groups. The interviews with the teacher and the students afterwards provided insights in understanding the results. The findings suggest that in K-12 programming teachers could use PPP as an effective approach to improve students' CT skills, programming SE, and beyond. • Partial Pair Programming (PPP) significantly improved CT skills of 4th grade students. • PPP significantly improved self-efficacy (SE) of the 4th grade students. • There is low correlation between CT and SE. • PPP significantly improved boys' CT skills in all pairs, girls in boy-girl pairs. • PPP significantly improved boys' programming SE, not girls' SE. [ABSTRACT FROM AUTHOR]