Factors influencing Swedish grades 4–6 technology teachers’ choice of teaching and learning material in programming education

There is a recognized need to understand the current state of programming implementation in the Swedish compulsory school system. This study focused specifically on the implementation of programming in the school subject of technology for grades 4–6. In Sweden, the responsibility for choosing teachi...

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Vydáno v:	International journal of technology and design education Ročník 34; číslo 4; s. 1275 - 1303
Hlavní autoři:	Bjursten, Eva-Lena, Nilsson, Tor, Jonsson, Gunnar
Médium:	Journal Article
Jazyk:	angličtina
Vydáno:	Dordrecht Springer Netherlands 01.09.2024 Springer Nature B.V
Témata:	Compulsory Education Education Educational Technology Grade 4 Instructional Materials Interviews Landscape preservation Learning Learning and Instruction Pedagogical Content Knowledge Pedagogical content knowledge (PCK) Preservice Teacher Education Preservice Teachers Professional development Programming languages Programming learning environment (PLE) School Districts School systems Science Education Semi Structured Interviews Swedish compulsory school grades 4–6 Teacher choice Teacher Improvement Teacher Qualifications Teachers Teaching Technology Technology education Visual programming languages Sweden Pedagogical content knowledge (PCK) Programming learning environment (PLE) Swedish compulsory school grades 4–6 Technology Teacher choice
ISSN:	0957-7572, 1573-1804, 1573-1804
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Abstract	There is a recognized need to understand the current state of programming implementation in the Swedish compulsory school system. This study focused specifically on the implementation of programming in the school subject of technology for grades 4–6. In Sweden, the responsibility for choosing teaching and learning material lies with individual teachers. Recent studies have indicated the prevalence of visual programming languages (VPLs) in classrooms. However, no empirical research has specifically investigated why teachers select particular programming learning environments (PLEs) and the challenges they have overcome in this process. Therefore, this study aimed to explore the PLEs used by teachers and the factors influencing their choices. In addition, this study explored the role of pedagogical content knowledge (PCK) and the influence of systemic and situational amplifiers and filters in shaping the programming education landscape, highlighting the importance of understanding these factors for effective implementation. Semi-structured interviews were conducted with 14 experienced programming teachers in grades 4–6 to gather insights. The results revealed that VPLs, particularly Scratch, have been widely adopted, but the study also identified three textual programming languages being utilized. Furthermore, the findings indicate that teachers’ previous education plays a significant role in shaping their PLE preferences. This suggests that programming education in both professional development and preservice teacher training is crucial for effective implementation. By investigating PLE choices and the factors influencing them, this study contributes to a better understanding of the current landscape of programming education in Sweden’s compulsory school system.
AbstractList	There is a recognized need to understand the current state of programming implementation in the Swedish compulsory school system. This study focused specifically on the implementation of programming in the school subject of technology for grades 4–6. In Sweden, the responsibility for choosing teaching and learning material lies with individual teachers. Recent studies have indicated the prevalence of visual programming languages (VPLs) in classrooms. However, no empirical research has specifically investigated why teachers select particular programming learning environments (PLEs) and the challenges they have overcome in this process. Therefore, this study aimed to explore the PLEs used by teachers and the factors influencing their choices. In addition, this study explored the role of pedagogical content knowledge (PCK) and the influence of systemic and situational amplifiers and filters in shaping the programming education landscape, highlighting the importance of understanding these factors for effective implementation. Semi-structured interviews were conducted with 14 experienced programming teachers in grades 4–6 to gather insights. The results revealed that VPLs, particularly Scratch, have been widely adopted, but the study also identified three textual programming languages being utilized. Furthermore, the findings indicate that teachers’ previous education plays a significant role in shaping their PLE preferences. This suggests that programming education in both professional development and preservice teacher training is crucial for effective implementation. By investigating PLE choices and the factors influencing them, this study contributes to a better understanding of the current landscape of programming education in Sweden’s compulsory school system. There is a recognized need to understand the current state of programming implementation in the Swedish compulsory school system. This study focused specifically on the implementation of programming in the school subject of technology for grades 4–6. In Sweden, the responsibility for choosing teaching and learning material lies with individual teachers. Recent studies have indicated the prevalence of visual programming languages (VPLs) in classrooms. However, no empirical research has specifically investigated why teachers select particular programming learning environments (PLEs) and the challenges they have overcome in this process. Therefore, this study aimed to explore the PLEs used by teachers and the factors influencing their choices. In addition, this study explored the role of pedagogical content knowledge (PCK) and the influence of systemic and situational amplifiers and filters in shaping the programming education landscape, highlighting the importance of understanding these factors for effective implementation. Semi-structured interviews were conducted with 14 experienced programming teachers in grades 4–6 to gather insights. The results revealed that VPLs, particularly Scratch, have been widely adopted, but the study also identified three textual programming languages being utilized. Furthermore, the findings indicate that teachers’ previous education plays a significant role in shaping their PLE preferences. This suggests that programming education in both professional development and preservice teacher training is crucial for effective implementation. By investigating PLE choices and the factors influencing them, this study contributes to a better understanding of the current landscape of programming education in Sweden’s compulsory school system. There is a recognized need to understand the current state of programming implementation in the Swedish compulsory school system. This study focused specifically on the implementation of programming in the school subject of technology for grades 4–6. In Sweden, the responsibility for choosing teaching and learning material lies with individual teachers. Recent studies have indicated the prevalence of visual programming languages (VPLs) in classrooms. However, no empirical research has specifically investigated why teachers select particular programming learning environments (PLEs) and the challenges they have overcome in this process. Therefore, this study aimed to explore the PLEs used by teachers and the factors influencing their choices. In addition, this study explored the role of pedagogical content knowledge (PCK) and the influence of systemic and situational amplifiers and filters in shaping the programming education landscape, highlighting the importance of understanding these factors for effective implementation. Semi-structured interviews were conducted with 14 experienced programming teachers in grades 4–6 to gather insights. The results revealed that VPLs, particularly Scratch, have been widely adopted, but the study also identified three textual programming languages being utilized. Furthermore, the findings indicate that teachers’ previous education plays a significant role in shaping their PLE preferences. This suggests that programming education in both professional development and preservice teacher training is crucial for effective implementation. By investigating PLE choices and the factors influencing them, this study contributes to a better understanding of the current landscape of programming education in Sweden’s compulsory school system.
Author	Nilsson, Tor Bjursten, Eva-Lena Jonsson, Gunnar
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Cites_doi	10.1007/s10798-018-9456-1 10.1007/s10798-007-9044-2 10.1007/978-3-319-98355-4_29 10.1007/978-94-6091-821-6 10.1145/3304221.3319747 10.1080/08993408.2016.1257418 10.1080/15391523.2010.10782551 10.17763/haer.57.1.j463w79r56455411 10.15388/infedu.2012.05 10.1191/1478088706qp063oa 10.1007/s10798-020-09602-0 10.1080/15391523.2022.2121345 10.1177/002205741319300303 10.1145/1089733.1089734 10.1177/002205741319300302 10.30935/cedtech/8247 10.12973/ejmste/75199 10.1016/j.compedu.2020.103872 10.1080/02680939.2017.1380232 10.1002/sce.20428 10.1016/j.compedu.2018.01.005 10.1109/ICCE53296.2022.9730568 10.1007/s10798-022-09786-7 10.1145/2771839.2771860 10.1145/1999747.1999796
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SubjectTerms	Compulsory Education Education Educational Technology Grade 4 Instructional Materials Interviews Landscape preservation Learning Learning and Instruction Pedagogical Content Knowledge Pedagogical content knowledge (PCK) Preservice Teacher Education Preservice Teachers Professional development Programming languages Programming learning environment (PLE) School Districts School systems Science Education Semi Structured Interviews Swedish compulsory school grades 4–6 Teacher choice Teacher Improvement Teacher Qualifications Teachers Teaching Technology Technology education Visual programming languages
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Title	Factors influencing Swedish grades 4–6 technology teachers’ choice of teaching and learning material in programming education
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