Integrating technology in programming learning and instruction: a critical review

Abstract

While research and practice on technology-enhanced learning in computer programming has proliferated over the past decades, there is a lack of understanding about current statuses of technology integration in programming learning and instruction. This paper presents a critical review on how emerging technologies have been integrated in programming learning and instruction in various aspects. The focus is on technology-enhanced programming learning environments and tools, technology-enhanced programming assessment, and technology-enhanced curriculum and instructional approaches for programming. The findings provide some implications for researchers and practitioners in programming education. First, technology-enhanced programming learning environments and tools should go beyond syntactic knowledge and coding skill by paying more attention to computational thinking and problem-solving strategies. Second, while technology can help assess student-generated computer programs based on pre-defined structures, there is a need for exploring approaches to assessing ill-structured complex programs and assessing student performance in solution design or problem-solving strategies. Third, while technology has offered more opportunities for student-centred, problem/project-based curricula of programming, there is concern about its effects on enhancing students' task performance as well as their confidence and motivation especially when they work with complex programming tasks or projects.