Primary School Computer Teachers' Views On Early Programming Education Curriculum (Research Paper Sample)

ANALYSIS OF PRIMARY SCHOOL COMPUTER TEACHERS' VIEWS ON EARLY PROGRAMMING EDUCATION CURRICULUM
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CHAPTER ONE: INTRODUCTION
Introduction
Rapid development of information technology has made use of computers penetrate into every field of daily life. This has shown its importance and need for introduction at the early stages of life. Wing (2006) claims that computer programming fits everyone and that programming could help people in designing systems, solving problems and understanding human behavior (Wing, 2006). As such, students would need the skills at every stage of their lives. However, there has been a lot of challenges introducing programming at the early stages of student life. Despite research showing possible positive of adopting the process, the rates have remained relatively low at 23% (Tuomi, et al 2018).
Learning programming and developing computational thinking enables us to communicate and collaborate better with computers (Papadakis, Kalogiannakis & Zaranis, 2016). Programming became popular in 2006 (Wing, 2006) although its original definition was put forward earlier by Papert (1996). Since then, developments aimed at ensuring positive effect on students have been advanced. However, little has been achieved (33%). Studies have showed that there are other issues besides students although have not been empirically evaluated (Tuomi, et al 2018). Thus, the proposed study is seeking to work towards advancing knowledge of Primary school computer teachers’ view on early programming education curriculum. Currently there exists no legislation which format the platform through which the Primary school computer teachers’ further enable programming education curriculum which the current anlaysis seeks to achieve.
Problem statement
Teaching computer programming has been a great challenge for years particular for beginners (Fantilli, & McDougall, 2009). It has been characterized with a lot of resistance from teachers, parents, and students who have been having fears of the unknown, as well as change (Wing, 2006). In addition, computer teachers have seen many problems implementing it (Tuomi, et al 2018). One of the major issues has been wrong perceived attitude among teachers (Papert, 1996). Thus, past studies despite recognition of the big role the computer teachers would play in the introduction process, there is very scanty literature that has tried to address the issue. In addition, none of the studies have tried to bring out the attitude towards programming among teachers with a lot of focus on adoption and its effect on student performance (Wing, 2006). Besides, a lot of studies have exluded the role teachers would play in any adoption process and only look at the students as the major player (Papadakis, Kalogiannakis & Zaranis, 2016). Therefore, this paper explores the views of primary school teachers on introduction of programming curricula in primary school and how their attitude affects its introduction.
Research Aim & Objectives
Aim
The aim of this study is to analyse primary school computer teachers' views on early programming education curriculum
objectives of this study:
* To characterize programming in New Zealand, UK, Singapore, Australia, US and China primary schools.
* To assess the attitude of primary school computer teachers towards introduction of programming curricula for children aged 3-14.
* To assess the effect of the teachers attitude on introduction of programming in primary schools.
significance of the study
This study will be of importance to a wide range of audiesnce. First it will be useful to computer teachers who will be able to ehance the adoption process as well as implementation of programming in school curriculum. Secondly, it will be helpful to the curriculum developers and researchers who will use it as a point of reference to enhance their work.
CHAPTER TWO: LITRATURE REVIEW
Introduction
Technological advancements from the late 19th Cc has been growing rapidly. In the advent of advancement in artifiacial inteligence as well as internet of things, programming becomes very important making its need crucial especially for children in their early development. For instance, the initative has been welcomed in Estonia in 2012, UK made the initiative in 2014 and the US introduced a programmer called ‘hour of code’, driven by both Microsoft and goggle to ensure that all students earn programming skills in the country (Raagmaa, Kalvet, & Kasesalu, 2014). In this chapter, we will review previous studies based on our study objectives.