View in EDS

Scaffolding Coding Instruction through Literacy via the Compose and Code Digital Platform and Curriculum

Saved in:
Bibliographic Details
Title: Scaffolding Coding Instruction through Literacy via the Compose and Code Digital Platform and Curriculum
Language: English
Authors: Amy Hutchison, Qi Si, Jamie Colwell, Erdogan Kaya, Eileen Jakeway, Brittany Miller, Kristie Gutierrez, Kelly Regan, Anna Evmenova
Source: Journal of Computer Assisted Learning. 2025 41(1).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 14
Publication Date: 2025
Sponsoring Agency: National Science Foundation (NSF)
Contract Number: 1837380
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Early Childhood Education
Grade 3
Primary Education
Grade 4
Intermediate Grades
Grade 5
Middle Schools
Grade 6
Descriptors: Coding, Instruction, Scaffolding (Teaching Technique), Literacy, Computer Science Education, Elementary School Students, Elementary School Teachers, Grade 3, Grade 4, Grade 5, Grade 6, Inclusion, Curriculum Enrichment, Writing Instruction, Interdisciplinary Approach, Computation, Thinking Skills, Computer Attitudes, Student Attitudes, Teacher Attitudes, Technology Uses in Education
DOI: 10.1111/jcal.13115
ISSN: 0266-4909
1365-2729
Abstract: Background: In recent years, computer science education has emerged as a necessary part of school curricula for students of all ages. With such momentum in this direction, it is essential that program designers, educators, and researchers ensure that computer science education is designed to be inclusive, effective, and engaging for all students. Objective: Accordingly, this paper reports on the design and implementation of an inclusive digital learning platform and accompanying curriculum for scaffolding and integrating coding into writing instruction for elementary-aged students (approximately ages 9-12). In this paper, we report on teachers' uses of the Compose and Code (CoCo) platform and curriculum, how students used its features, and its influence on students' computational thinking skills and attitudes about coding. Method: Data analysed in this mixed-methods study come from 11 teachers and 595 students in Grades 3-6. Data sources included teacher reflections and interviews, an assessment of computational thinking for students, and a coding attitudes survey for students. Quantitative data were analysed descriptively and using paired sample t-tests. Qualitative data were analysed inductively using open coding to determine emergent categories. Results and Conclusion: Findings indicate that (1) a majority of students effectively used the CoCo platform to plan their work and code in Scratch, with a smaller percentage using the self-evaluation and self-monitoring features, (2) teachers indicated overall positive perceptions of the CoCo platform and curriculum, with strong support for using it in the future, (3) students' computational thinking skills improved over the course of the project, with results indicating a large effect size (g = 1.24), and (4) student attitudinal results were mixed, providing insights to the barriers that students face when learning to code. Overall, this study indicates that the CoCo platform and curriculum show promise as a scaffolded, structured, and integrated tool for teaching elementary computer science to elementary grade students.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1458984
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1458984
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Scaffolding Coding Instruction through Literacy via the Compose and Code Digital Platform and Curriculum
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Amy+Hutchison%22">Amy Hutchison</searchLink><br /><searchLink fieldCode="AR" term="%22Qi+Si%22">Qi Si</searchLink><br /><searchLink fieldCode="AR" term="%22Jamie+Colwell%22">Jamie Colwell</searchLink><br /><searchLink fieldCode="AR" term="%22Erdogan+Kaya%22">Erdogan Kaya</searchLink><br /><searchLink fieldCode="AR" term="%22Eileen+Jakeway%22">Eileen Jakeway</searchLink><br /><searchLink fieldCode="AR" term="%22Brittany+Miller%22">Brittany Miller</searchLink><br /><searchLink fieldCode="AR" term="%22Kristie+Gutierrez%22">Kristie Gutierrez</searchLink><br /><searchLink fieldCode="AR" term="%22Kelly+Regan%22">Kelly Regan</searchLink><br /><searchLink fieldCode="AR" term="%22Anna+Evmenova%22">Anna Evmenova</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+Computer+Assisted+Learning%22"><i>Journal of Computer Assisted Learning</i></searchLink>. 2025 41(1).
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 14
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: SourceSuprt
  Label: Sponsoring Agency
  Group: SrcSuprt
  Data: National Science Foundation (NSF)
– Name: NumberContract
  Label: Contract Number
  Group: NumCntrct
  Data: 1837380
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+6%22">Grade 6</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Coding%22">Coding</searchLink><br /><searchLink fieldCode="DE" term="%22Instruction%22">Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Scaffolding+%28Teaching+Technique%29%22">Scaffolding (Teaching Technique)</searchLink><br /><searchLink fieldCode="DE" term="%22Literacy%22">Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Science+Education%22">Computer Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+6%22">Grade 6</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Enrichment%22">Curriculum Enrichment</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Instruction%22">Writing Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Interdisciplinary+Approach%22">Interdisciplinary Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Computation%22">Computation</searchLink><br /><searchLink fieldCode="DE" term="%22Thinking+Skills%22">Thinking Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Attitudes%22">Computer Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1111/jcal.13115
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0266-4909<br />1365-2729
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Background: In recent years, computer science education has emerged as a necessary part of school curricula for students of all ages. With such momentum in this direction, it is essential that program designers, educators, and researchers ensure that computer science education is designed to be inclusive, effective, and engaging for all students. Objective: Accordingly, this paper reports on the design and implementation of an inclusive digital learning platform and accompanying curriculum for scaffolding and integrating coding into writing instruction for elementary-aged students (approximately ages 9-12). In this paper, we report on teachers' uses of the Compose and Code (CoCo) platform and curriculum, how students used its features, and its influence on students' computational thinking skills and attitudes about coding. Method: Data analysed in this mixed-methods study come from 11 teachers and 595 students in Grades 3-6. Data sources included teacher reflections and interviews, an assessment of computational thinking for students, and a coding attitudes survey for students. Quantitative data were analysed descriptively and using paired sample t-tests. Qualitative data were analysed inductively using open coding to determine emergent categories. Results and Conclusion: Findings indicate that (1) a majority of students effectively used the CoCo platform to plan their work and code in Scratch, with a smaller percentage using the self-evaluation and self-monitoring features, (2) teachers indicated overall positive perceptions of the CoCo platform and curriculum, with strong support for using it in the future, (3) students' computational thinking skills improved over the course of the project, with results indicating a large effect size (g = 1.24), and (4) student attitudinal results were mixed, providing insights to the barriers that students face when learning to code. Overall, this study indicates that the CoCo platform and curriculum show promise as a scaffolded, structured, and integrated tool for teaching elementary computer science to elementary grade students.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1458984
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1458984
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1111/jcal.13115
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
    Subjects:
      – SubjectFull: Coding
        Type: general
      – SubjectFull: Instruction
        Type: general
      – SubjectFull: Scaffolding (Teaching Technique)
        Type: general
      – SubjectFull: Literacy
        Type: general
      – SubjectFull: Computer Science Education
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Grade 3
        Type: general
      – SubjectFull: Grade 4
        Type: general
      – SubjectFull: Grade 5
        Type: general
      – SubjectFull: Grade 6
        Type: general
      – SubjectFull: Inclusion
        Type: general
      – SubjectFull: Curriculum Enrichment
        Type: general
      – SubjectFull: Writing Instruction
        Type: general
      – SubjectFull: Interdisciplinary Approach
        Type: general
      – SubjectFull: Computation
        Type: general
      – SubjectFull: Thinking Skills
        Type: general
      – SubjectFull: Computer Attitudes
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Technology Uses in Education
        Type: general
    Titles:
      – TitleFull: Scaffolding Coding Instruction through Literacy via the Compose and Code Digital Platform and Curriculum
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Amy Hutchison
      – PersonEntity:
          Name:
            NameFull: Qi Si
      – PersonEntity:
          Name:
            NameFull: Jamie Colwell
      – PersonEntity:
          Name:
            NameFull: Erdogan Kaya
      – PersonEntity:
          Name:
            NameFull: Eileen Jakeway
      – PersonEntity:
          Name:
            NameFull: Brittany Miller
      – PersonEntity:
          Name:
            NameFull: Kristie Gutierrez
      – PersonEntity:
          Name:
            NameFull: Kelly Regan
      – PersonEntity:
          Name:
            NameFull: Anna Evmenova
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 02
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 0266-4909
            – Type: issn-electronic
              Value: 1365-2729
          Numbering:
            – Type: volume
              Value: 41
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Journal of Computer Assisted Learning
              Type: main
ResultId 1