To Scratch or not to Scratch - a Reflection.
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| Title: | To Scratch or not to Scratch - a Reflection. |
|---|---|
| Authors: | Zeeman, Malie1 Malie.Zeeman@nwu.ac.za |
| Source: | Proceedings of the International Conference on e-Learning (ICEL). 2013, p425-434. 10p. 3 Black and White Photographs, 3 Charts, 4 Graphs. |
| Subject Terms: | *Information technology, *Computers, Scratch (Computer program language) |
| Geographic Terms: | United States |
| Company/Entity: | South Africa. Dept. of Education |
| Abstract: | This paper investigates the extent to which the Scratch programming language has been accepted as an electronic teaching tool among teachers in South Africa. Information Technology (IT) was identified as a scarce skill in the Birchwood Declaration (2007) released by the South African Department of Education, a problem compounded by the declining number of the students who enrol in IT-subjects at school. Scratch was introduced as an eLearning tool in the IT curriculum as part of an effort to address this issue (NCS 2012). Through the use of this tool, learners can be taught basic programming principles in a visual and interactive way. Although several studies on Scratch as a programming teaching tool have been conducted in other countries, such as the United States of America, the aim of this study is to determine how teachers in South Africa perceive the use of Scratch as a teaching tool during the first year of implementation. A mixed-method research approach, utilising both qualitative and quantitative research methods, was selected. The findings show a definite change in the attitude of teachers towards Scratch as an eLearning tool, from initial scepticism to a more positive attitude later on in the year. However, some concerns were raised which should be noted and addressed in order to ensure that this tool adds value to the teaching and learning experience in class. The findings of this study could pave the way for the implementation of Scratch at first-year level, particularly as an introduction to programming courses. This could serve to bridge the gap between the schooling system and university in terms of the development of critical thinking-skills. [ABSTRACT FROM AUTHOR] |
| Copyright of Proceedings of the International Conference on e-Learning (ICEL) is the property of Academic Conferences & Publishing International Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 88431542 AccessLevel: 6 PubType: Conference PubTypeId: conference PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: To Scratch or not to Scratch - a Reflection. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Zeeman%2C+Malie%22">Zeeman, Malie</searchLink><relatesTo>1</relatesTo><i> Malie.Zeeman@nwu.ac.za</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Proceedings+of+the+International+Conference+on+e-Learning+%28ICEL%29%22">Proceedings of the International Conference on e-Learning (ICEL)</searchLink>. 2013, p425-434. 10p. 3 Black and White Photographs, 3 Charts, 4 Graphs. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Information+technology%22">Information technology</searchLink><br />*<searchLink fieldCode="DE" term="%22Computers%22">Computers</searchLink><br /><searchLink fieldCode="DE" term="%22Scratch+%28Computer+program+language%29%22">Scratch (Computer program language)</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22United+States%22">United States</searchLink> – Name: SubjectCompany Label: Company/Entity Group: Su Data: <searchLink fieldCode="DE" term="%22South+Africa%2E+Dept%2E+of+Education%22">South Africa. Dept. of Education</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This paper investigates the extent to which the Scratch programming language has been accepted as an electronic teaching tool among teachers in South Africa. Information Technology (IT) was identified as a scarce skill in the Birchwood Declaration (2007) released by the South African Department of Education, a problem compounded by the declining number of the students who enrol in IT-subjects at school. Scratch was introduced as an eLearning tool in the IT curriculum as part of an effort to address this issue (NCS 2012). Through the use of this tool, learners can be taught basic programming principles in a visual and interactive way. Although several studies on Scratch as a programming teaching tool have been conducted in other countries, such as the United States of America, the aim of this study is to determine how teachers in South Africa perceive the use of Scratch as a teaching tool during the first year of implementation. A mixed-method research approach, utilising both qualitative and quantitative research methods, was selected. The findings show a definite change in the attitude of teachers towards Scratch as an eLearning tool, from initial scepticism to a more positive attitude later on in the year. However, some concerns were raised which should be noted and addressed in order to ensure that this tool adds value to the teaching and learning experience in class. The findings of this study could pave the way for the implementation of Scratch at first-year level, particularly as an introduction to programming courses. This could serve to bridge the gap between the schooling system and university in terms of the development of critical thinking-skills. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Proceedings of the International Conference on e-Learning (ICEL) is the property of Academic Conferences & Publishing International Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=88431542 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 10 StartPage: 425 Subjects: – SubjectFull: Information technology Type: general – SubjectFull: Computers Type: general – SubjectFull: Scratch (Computer program language) Type: general – SubjectFull: United States Type: general – SubjectFull: South Africa. Dept. of Education Type: general Titles: – TitleFull: To Scratch or not to Scratch - a Reflection. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Zeeman, Malie IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2013 Type: published Y: 2013 Identifiers: – Type: issn-print Value: 20488882 Titles: – TitleFull: Proceedings of the International Conference on e-Learning (ICEL) Type: main |
| ResultId | 1 |
