Teacher Experiences of Learning Computing using a
21st Century Model of Computer Science Continuing
Professional Development
Fisher, L., Byrne, J. R., & Tangney, B.
tangney@tcd.ie slideshare.net/tangney/csedu16-coding
Centre for Research in IT in Education,
School of Education and School of Computer Science & Statistics

Trinity College Dublin, The University of Dublin
European Context
Teaching of CS/Coding in Schools

Trinity College Dublin, The University of Dublin
Teaching Coding is HARD!!!!!
Complex Domain
Problems include mishandling complexity and making generalisations
(DuBoulay, 1986).​
Mastering Skills
Group working (Othman, Pislaru, & Impes, 2014) and pair programming
(Coman, Robillard,Sillitti, & Succi, 2014).
Procedural Knowledge
Problem solving (Wulf, 2005) to strengthen understanding (Cooper &
Cunningham, 2010).

Trinity College Dublin, The University of Dublin
4
Irish Context
Year 1
•Age ~13 –Junior Cylce
Year 2
•Age ~14 –Junior Cycle
Year 3
•Age ~ 15 –Junior Cycle
•State Examination –Junior Certificate
Year 4
•Age ~16 –Transition Year –flexibilty in curriculum
Year 5
•Age ~17 –Senior Cycle
Year 6
•Age ~ 18 –Senior Cylce
•HIGH STAKES STATE EXAMINATION
•Grades are sole requirement for entry to 3rd level

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Educational
system/context
Teacher professional
development and pre-
service education
Evidence base
Develop activities
& design principles
Train students
Model of
21st T&L
Presentation Focus
CPD for CS
Postgraduate Teacher CPD Programme in CS 21C T&L

Trinity College Dublin, The University of Dublin
Teacher
Professional
Development

Trinity College Dublin, The University of Dublin
CS Modules
Digital Media
Literacy and 21st
Century Learning
(Intro to B21 Model)
Problem Solving in
the 21st Century
Introduction to
Programming
through Animation
Intermediate
Programming
through Game
Design
Intermediate
Programming:
Exploring Computer
Systems
Advanced
programming

Trinity College Dublin, The University of Dublin
Research
Design

Trinity College Dublin, The University of Dublin
1. Extent to which the Bridge21 model is effective in helping
teachers learn computing knowledge and skills.
2. Teacher attitudes towards using the Bridge21 model for
teaching computingin their classrooms
Research Questions

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Exploratory Case Study
Context – Teaching Computer Science
Explore barriers to
Teaching and
Learning CS
(DuBoulay, 1986;
Ko, Myers, &
Aung, 2004; Pea
& Kurland, 1984;
Soloway &
Spohrer, 2013)
Case – CS CPD Delivery (Bridge21)
Evaluation
Methods with
Participant
Observation
(Fetterman, 1984;
Spradley, 1980;
Wolcott, 1999)
Units of Analysis – Workshops
Digital Media
Literacy
Problem
Solving in the
21st
century
Introduction
to
Programming
through
Animation
Intermediate
Programming
through
Game Design
Exploring
Computer
Systems
Advanced
Programming

Trinity College Dublin, The University of Dublin
Evaluation Strategy
Kirkpatrick Framework (1994)
Level 1 – Intentions and Reactions
Teacher response the workshops.
Level 2 – Learning
What did teachers learn?
Level 3 – Behaviours
What changes did teachers make?
Level 4 – Results
Did their students learn computing?

Trinity College Dublin, The University of Dublin
Evaluation Strategy
Kirkpatrick Framework (1994)
Level 1 – Intentions and Reactions
Teacher response the workshops.
Level 2 – Learning
What did teachers learn?
Level 3 – Behaviours
What changes did teachers make?
Level 4 – Results
Did their students learn computing?

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Implementing the Kirkpatrick Evaluation Strategy

Trinity College Dublin, The University of Dublin
Bridge21 Learning Instrument Design
Adapted from Bridge21 Instrumentation
Open Questions Kirkpatrick
Mapping
Instrument 1 1. What Knowledge
Individual 2. Now What Skills
3. So What Attitudes
Instrument 2 1. List 3 skills the team learned today. Knowledge
Team 2. List 3 skills the team would like to develop / improve on. Skills
3. Overall, how would the team rate their performance? Attitudes
4. Why does the team feel this way? Attitudes
5. What was the team’s best achievement today? Attitudes
Level 2 – Learning

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Qualitative
Analysis

Trinity College Dublin, The University of Dublin
Qualitative Analytical Framework
Comparative Coding Theme Mapping
Code:1
Code:2
Code:3
Code_A123
Learning
Instrument 2
Learning
Instrument 1
Code_A123
mapped to
Kirkpatrick Sub-
Levels
Open Coding

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Coding Process
Total Data Records 227
Inductive Coding Cycle 1 125
Deductive Coding Cycle 1 56
Deductive Coding Cycle 2 30
Themes 6
Six Themes Mapped to Three Kirkpatrick
Learning Categories
Codes to Themes
Themes from the data Kirkpatrick
Categories
1. Intrinsic Motivation Knowledge
2. Computing Comprehension Knowledge
3. Computer Programming Skills
4. Hardware Skills
5. Replicating Coding Activities Attitudes
6. Social Constructivist
Learning
Attitudes

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Teacher Voices

Trinity College Dublin, The University of Dublin
Learning – Research Question 1
Learning computing knowledge and skills

Trinity College Dublin, The University of Dublin
Intrinsic Motivation Computing Comprehension
‘I learned how to program basic python
tasks, and I felt that I could pass on that
learning to others.’
‘Group work is essential to keep
yourself motivated when the
(computer) programmes are too
complex for the individual.’
.
Knowledge

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Computer Programming Hardware
I ‘learned about the Raspberry Pi set up
and Makey-Makeys. We successfully set
up a Raspberry Pi and used Scratch on
it. The circuitry breadboard piece was
challenging’.
‘I learnt a nice bridging approach to
highlighting similarities between
scratch and python; I gained more
confidence with the syntax’.
Skills

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Learning – Research Question 2
Teacher attitudes towards using the Bridge21 model for
teaching computing.

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Replicating Activities Social Constructivist Learning
The Bridge21 model will ‘help in my
approach to problem solving in my
present role. It’s also given me new
methods of working with teams and
groups’.
‘I will use the ideas generated in our
presentation in my classroom and
apply them across the history
curriculum. I will further delve into
the materials provided for my own
development. I will share my work
with my colleagues’.
Attitudes

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• Level 2 – Learning
• Teachers reported learning computing skills and knowledge
supported by peers and working in teams
• Some teachers reported planning to use the Bridge21 model in
the classroom to teach computing
• Ongoing work
• Level 3 – Behaviours - post questionnaires are in circulation to
explore implementation of CPD activities in the classroom
• Level 4 – Results - follow focus groups with same teachers are
planned to explore changes to teaching computing in schools
Conclusions

Trinity College Dublin, The University of Dublin
Publications
Book Chapters
• Byrne, J. R., Fisher, L., & Tangney, B. (2016). A 21st Century Teaching and Learning Approach to Computer Science Education: Teacher Reactions. In S.
Zvacek (Ed.), Lecture Notes in Communications in Computer and Information Science (pp. 1–18). Switzerland: Springer International Publishing.
Conference Papers / Presentations
• Fisher, L., Byrne, J. R., & Tangney, B. (2015). Using an Ethnographic Approach to Educational Evaluation to Understand Computer Science Teacher
Continuing Professional Development Needs. 37th Annual Oxford Ethnography and Education Conference (OEE), 21-23 September, Oxford, UK, pp. 1-25.
• Fisher, L., Byrne, J. R., & Tangney, B. (2015). Exploring Teacher Reactions Towards a 21St Century Teaching and Learning Approach to Continuing
Professional Development Programme in Computer Science. 7th International Conference on Computer Supported Education (CSEDU), 23 -25 May,
Lisbon, Portugal, pp. 22-31.
• Byrne, J.R., Fisher, L., & Tangney, B. (2015) Computer Science Teacher reactions towards Raspberry Pi Continuing Professional Development (CPD)
workshops using the Bridge21 Model , 10th International Conference on Computer Science & Education (IEEE-ICCSE), 22-24 July 2015 Cambridge, UK,
pp. 267-272.
• Byrne, J. R., Fisher, L., & Tangney, B. (2015). Empowering teachers to teach Computer Science -A social Constructivist Approach using the Bridge21
Model. IEEE 45th Annual Conference Frontiers in Education (IEEE-FIE), 21-24 October, El Paso, TX, pp.1-9.
• Tangney, B., Fisher, L.., & Byrne, J.R., (2015) A New Model for Continuing Professional Development (CPD) in Secondary Computer Science . British
Educational Research Association Conference (BERA) 14 -16 September 2015, Belfast, UK.
• Fisher, L., Tangney, B., & Byrne, J. R. (2014) Evaluating use of the Bridge21 Model for Teacher Continuous Professional Development (CPD) in Computer
Science (CS). 11th European Evaluation Society (EES) Biennial Conference 1-3 October 2014 Dublin, IE, pp 44-45.
• Fisher, L., & Oldham, E. (2014). Preparing teachers for teaching computer programming. Paper presented at the 4th Annual Meeting of the Association of
Ubiquitous and Collaborative Educators International (AUCEi), Dublin, IE.
• Fisher, L. (2014). Computer Science Teacher CPD -A social constructivist approach using the Bridge21 Model. Paper presented at the 5th Annual School of
Education Postgraduate Research Conference, Dublin, IE.

Trinity College Dublin, The University of Dublin
References
• Cooper, S., & Cunningham, S. (2010). Teaching computer science in context. ACM Inroads, 1(1), 5-8.
• Coman, I. D., Robillard, P. N., Sillitti, A., & Succi, G. (2014). Cooperation, collaboration and pair-programming: Field studies on backup behaviour. Journal of Systems and Software, 91, 124-
134.
• Cunny, J. (2011). Transforming Computer Science Education in High Schools Computer 44(6), 107-109.
• Conneely, C., Girvan, C., Lawlor, J., Tangney, B. (2015). An Exploratory Case Study into the Adaption of the Bridge21 Model for 21st Century Learning in Irish Classrooms Shaping our Future:
How the lessons of the past can shape educational transformation (pp. 348 - 381). Dublin: Liffy Press.
• DuBoulay, B. (1986). Some difficulties of learning to program. Journal of Educational Computing Research, 2(1), 57-73.
• EC. (2016). Coding 21st Century Skill Retrieved 08/01/2016, 2016, from https://ec.europa.eu/digital-agenda/en/coding-21st-century-skill
• EC. (2008). Improving competences for the 21st Century: an Agenda for European Cooperation on Schools. Communication of the European Commission, COM(2008)425.
• Fetterman, D. (1984). Ethnography in Educational Evaluation. Beverly Hills, CA: Sage.
• Hammersley, M., & Atkinson, P. (2007). Research design: problems, cases and samples Ethnography: Principles in Practice (pp. 20-41). London, UK: Routledge.
• Kirkpatrick, D. L. (2007). Model for Measuring Business Impact - Adapted from Info line No. 259816. In S. Sussan (Ed.), The four levels of evaluation. Tips, Tools, and Intelligence for Trainers
(Vol. 0701, pp. 11). USA: American Society for Training and Development (ASTD).
• Kirkpatrick, D. L. (1994). Evaluating: Part of a Ten-Step Process Evaluating Training Programs - The Four Levels (pp. 3-16). San Francisco, CA: Barrett-Koehler Publishers.
• Ko, A. J., Myers, B. A., & Aung, H. H. (2004). Six learning barriers in end-user programming systems. Paper presented at the IEEE Symposium on Visual Languages and Human Centric
Computing.
• Lawlor, J., Marshall, K., & Tangney, B. (2015). Bridge21 – Exploring the potential to foster intrinsic student motivation through a team-based, technology mediated learning model,.
Technology, Pedagogy and Education, 1-20.
• LeCompte, M. D., & Schensul, J. J. (1999). Using Constant Comparison and Analytical Induction to Identify Items Analysing & Interpreting Ethnographic Data (pp. 75-78). London, UK:
Altamira Press.
• O'Grady, M. J. (2012). Practical Problem Based Learning in Computing Education ACM Transactions on Computing Education 12(3), 10.
• Othman, A. A., Pislaru, C., & Impes, A. M. (2014). Improving the quality of technology-enhanced learning for computer programming courses. International Journal of Information and
Education Technology, 4(1), 83.
• Pea, R. D., & Kurland, D. M. (1984). On the cognitive effects of learning computer programming. New ideas in psychology, 2(2), 137-168.
• Puentedura, R. (2012). The SAMR model: Background and exemplars Retrieved 19/04/2016, 2016, from http://hippasus.com/rrpweblog/archives/2012/09/03/BuildingUponSAMR.pdf
• P21. (2016). P21, J. C. (2013). Studying the noFramework for 21st Century Learning Retrieved 19/04/2016, from http://www.p21.org/
• Soloway, E., & Spohrervice programmer: Psychology Press.
• Spradley, J. P. (1980). Participant Observation. London: Thomson Learning.
• Spradley, J. P. (1979). Interviewing an informant - the friendly conversation The ethnographic interview (pp. 55-58). New York, NY: Holt, Rinehart and Winston.
• Wolcott, H. F. (1999). Ethnographic Evaluation Ethnography: A Way of Seeing (pp. 178-181). Lanham: AltaMira Press.
• Wulf, T. (2005). Constructivist approaches for teaching computer programming. Paper presented at the Proceedings of the 6th conference on Information technology education.
• Yadav, A., & Korb, J. T. (2012). Learning To Teach Computer Science: the Need for a Methods Course. Communications of the ACM, 55(11), 31-33.
• Yin, R. K. (1992). The case study method as a tool for doing evaluation. Current Sociology, 40(1), 121-137.

Trinity College Dublin, The University of Dublin
Web Links
• https://ec.europa.eu/digital-single-market/en/news/european-coding-initiative-launches-new-website-all-you-need-c
• https://ec.europa.eu/digital-agenda/en/coding-21st-century-skill
• http://www.educationscotland.gov.uk/nationalqualifications/subjects/computing.asp
• https://www.gov.uk/government/publications/national-curriculum-in-england-computing-programmes-of-study
• http://www.curriculumonline.ie/Junior-cycle/Short-Courses/
• http://www.curriculumonline.ie/Junior-cycle/Short-Courses/Coding
• http://www.curriculumonline.ie/Junior-cycle/Short-Courses/Digital-Media-Literacy
• http://www.heraldscotland.com/news/education/computer-science-teaching-in-decline.25922781
• http://ncca.ie/framework/learn.htm
• http://www.p21.org/about-us/p21-framework
• https://www.youtube.com/watch?v=27qMTPkgB4c
• http://www.bridge21.ie/cs/
• http://www.tcd.ie/news_events/articles/trinity-college-launches-21st-century-teaching-learning-course/5017#.VVPBbvlViko
• http://www.python.org/
• http://scratch.mit.edu/
• http://www.raspberrypi.org/
• http://csunplugged.org/
• http://www.makeymakey.com/
• http://www.tcd.ie/Education/courses/cpd/PGCertHandbook%20copy%202.pdf
• http://www.tcd.ie/ta21
• http:// www.bridge21/cs
• http://www.kirkpatrickpartners.com/OurPhilosophy/TheKirkpatrickModel
• http://www.kirkpatrickpartners.com/OurPhilosophy/TheNewWorldKirkpatrickModel/tabid/303/Default.aspx

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Finally – One Teacher’s Story - Behaviour
Since September I have been teaching 7 ICT modules and have students from 1st year to
5th year.
It is the first year that I have the hardware/software, timetabled classes and technical
training to undertake the 4 Computing modules. The Computing modules were added on to
the ICT curriculum sometime during 2012-2013.
The 4 Computing modules are: Digital Media, Multimedia Storytelling, Microcontrollers
(I'm using Raspberry Pi with Scratch GPIO and Python) and Computational Thinking
(through Scratch and Python).
Follow Bridge21 activity model - setup; warm-up exercise, investigate (online module),
plan, create (making projects), present, reflect
There are on average 20 students in the classes from 1st - 4th year; one form only. We
have PCs, IT network and software, plus 4 Raspberry Pi's.