Abstract
Scratch which is one of the block-based software for facilitating programming teaching is commonly used for beginners of learning programming. However, there is a lack of studies about the perceptions of information and communication technologies (ICT) teachers regarding the contributions of this visual programming language. Therefore, this study deals with developing a scale for measuring ICT teachers’ perceptions based on unified theory of acceptance and use of technology (UTAUT) about Scratch’s contributions in teaching programming. The sample of the study includes 265 ICT teachers from Turkish Ministry of National Education (MoNE) secondary schools who used Scratch software in their courses. According to exploratory and confirmatory factor analyses results, final version for perceptions scale of ICT teachers regarding the contributions of block-based visual programming language (Scratch) includes 28 items. The Cronbach Alpha coefficient is 0.97. This scale can help the practitioners who aims at understanding the contributions of Scratch and the other block-based visual programming languages from ICT teachers’ perspective; the researchers who wish to investigate this contribution according to various variables and the decision-makers of using Scratch in programming instruction programs.
Highlights
Defining Computational Thinking In today’s developing and changing world, individuals need to acquire 21st century skills such as critical thinking, creative thinking, problem solving, and cooperative working in line with the diversifying social requirements
Programming is included in the computer sciences course curriculum at high school level in India and Israel (Gülmez, 2009); while in Canada it is offered within the scope of the courses delivered in connection with computer engineering and computer sciences at secondary education institutions (Stephenson, 2001)
The present study aims to develop an instrument that can measure acceptance and use of Scratch by Information and Communication Technology (ICT) teachers’ who practice Scratch in “ICT and Software” course
Summary
Defining Computational Thinking In today’s developing and changing world, individuals need to acquire 21st century skills such as critical thinking, creative thinking, problem solving, and cooperative working in line with the diversifying social requirements. To teach 21st century skills to learners and to become a technology-producing society, programming or coding education has been on the agenda of Turkey as of the 2000s. When learners are taught programming and designing tools, their product development, problem solving and analytical thinking skills improve (Akpınar and Altun, 2014; Çakıroğlu, Sarı and Akkan, 2011). It is recommended that programming should be taught at early ages to be able to raise individuals who can develop projects and products (Yükseltürk and Altınok, 2015). Programming is included in the computer sciences course curriculum at high school level in India and Israel (Gülmez, 2009); while in Canada it is offered within the scope of the courses delivered in connection with computer engineering and computer sciences at secondary education institutions (Stephenson, 2001)
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