Comparing the Programming Self-Efficacy of Teachers Using CSLINC to Those Teaching the Formal National Curriculum.
Roisin FahertyKeith QuilleBrett A. BeckerPublished in: ITiCSE (2) (2022)
Keyphrases
- school teachers
- high school
- science teachers
- programming course
- teaching materials
- professional development
- secondary school
- teaching methods
- introductory programming
- elementary school
- computer programming
- computer science curriculum
- students studying
- students learning
- teaching practices
- teaching strategies
- teacher education
- primary school
- learning strategies
- science education
- classroom instruction
- school district
- learning environment
- computer science education
- early years
- high school students
- technology enhanced
- learning outcomes
- introductory programming courses
- teacher professional development
- programming assignments
- special education
- science curriculum
- elementary school students
- early childhood
- learning process
- cooperative learning
- pre service
- educational technology
- classroom practice
- learning community
- virtual classroom
- curriculum development
- learning objects
- student learning
- classroom activities
- distance education
- teacher training
- blended learning
- learning analytics
- instructional strategies
- mathematics education
- e learning
- computer skills
- collaborative learning
- learning styles
- student centered
- student achievement
- project based learning
- grade students
- english teaching
- positive attitude
- technology integration
- automatic assessment
- higher education
- young children
- attitudes toward
- computer assisted instruction
- computer technology
- learning sciences
- hong kong