Could rapid application development tools be used as icebreakers in programming education?

Authors

Keywords:

rapid application development, programming, teaching, self-efficacy, icebreaker

Abstract

Today, learning how to program or coding is an important issue even for children. So, pre-service Information Technology (IT) teachers are expected to have gained necessary skills for teaching programming. Considering that learning programming is not an easy process, we need icebreakers in order to change pre-service teachers’ perceptions of programming positively. This study focused on an implementation of a training of rapid application development (RAD). The aim of the study was to come up with an answer to the question; “can RAD be used as an icebreaker in order to change Turkish pre-service IT teachers’ perceptions towards programming positively?” The findings revealed that RAD tools can be used as icebreakers in the context of the study. In this respect, it is recommended that these tools be included in the higher education programs providing informatics education.

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Author Biography

Mutlu Tahsin Üstündağ, Gazi University

Ph.D., Gazi University, Computer Education and Instructional Technologies

References

Anastasiadou, S. D., & Karakos, A. S. (2011). The beliefs of electrical and computer engineering students' regarding computer programming. International Journal of Technology, Knowledge & Society, 7(1), 37-51.

Altun, A. & Mazman, S. G. (2012). Developing computer programming self-efficacy scale. Journal of Measurement and Evaluation in Education and Psychology, 3(2), 297–308.

Aşkar, P., & Davenport, D. (2009). An investigation of factors related to self-efficacy for Java Programming among engineering students. Turkish Online Journal of Educational Technology, 8(1), 26-32.

Baser, M. (2013). Attitude, gender and achievement in computer programming. Middle-East Journal of Scientific Research, 14 (2), 248-255.

Cetin, I., & Ozden, M. Y. (2015). Development of computer programming attitude scale for university students. Computer Applications in Engineering Education, 23(5), 667-672.

Creswell, J. W. (2008). Educational research. Planning, conducting, and evaluating quantitative and qualitative research. London: Sage Thousand Oaks.

Daud, NMN, Bakar, AAA, Rusli, HM. (2010). Implementing Rapid Application Development (RAD) Methodology in Developing Practical Training Application System, International Symposium on Information Technology, Kuala Lumpur, Malaysia, 15-17 June 2010.

Du Boulay, B. (1986). Some difficulties of learning to program. Journal of Educational Computing Research, 2(1), 57-73.

Erol, O., & Kurt, A. A. (2017). The effects of teaching programming with scratch on pre-service information technology teachers' motivation and achievement. Computers in Human Behavior, 77, 11-18.

Gençtürk, A. T., & Korucu, A. T. (2017). The effects of Web 2.0 Technologies usage in programming languages lesson on the academic success, interrogative learning skills and attitudes of students towards programming languages. Higher Education Studies, 7(1), 114.

Goadrich, M. (2014). Incorporating tangible computing devices into CS1. Journal of Computing Sciences in Colleges, 29(5), 23-31.

Gouws, L. A., Bradshaw, K., & Wentworth, P. (2013). Computational thinking in educational activities: An evaluation of the educational game light-bot. In Proceedings of the 18th ACM conference on innovation and technology in computer science education (pp. 10-15). New York, NY, USA.

Hashim, N. M. Z., & Mohamed, S. N. K. S. (2013). Development of student information system. International Journal of Science and Research (IJSR) 2, 256-260.

Huaqing, M., & Li, Z. (2011, March). Template-Based Framework for Rapid Application Development Platform. In Power and Energy Engineering Conference (APPEEC), 2011 Asia-Pacific (pp. 1-4). IEEE.

Jegede, P. O. (2009). Predictors of java programming self–efficacy among engineering students in a Nigerian University. International Journal of Computer Science and Information Security (IJCSIS), 4(2).

Kafai, Y., & Burke, Q. (2013). Computer programming goes back to school. Phi Delta Kappan, 95 (1), 61–65.

Kalelioğlu, F. (2015). A new way of teaching programming skills to K-12 students: Code. org. Computers in Human Behavior, 52, 200-210.

Kalelioğlu, F., & Gülbahar, Y. (2014). The effect of teaching programming via scratch on problem solving skills: A discussion from learners’ perspective. Informatics in Education, 13(1), 33–50.

Lau, W. W. F., & Yuen, A. H. K. (2011). Modeling programming performance: Beyond the influence of learner characteristics. Computers and Education, 57(1), 1202-1213.

Lee, Y. J. (2011). Empowering teachers to create educational software: A constructivist approach utilizing Etoys, pair programming and cognitive apprenticeship. Computers & Education, 56(2), 527-538.

Lee, I., Martin, F., & Apone, K. (2014). Integrating computational thinking across the K–8 curriculum. ACM Inroad, 5(4), 64–71.

Leung T. (2015) Introducing LightSwitch. In: Visual Studio LightSwitch 2015. Apress, Berkeley, CA.

Lohr, L., Javeri, M., Mahoney, C., Gall, J., Li, K., & Strongin, D. (2003). Using rapid application development to improve the usability of a preservice teacher technology course. Educational Technology Research and Development, 51(2), 41-55.

Maltby, John R., & Jan Whittle. (2000) "Learning programming online: Student perceptions and performance." In Proceedings of the ASCILITE 2000 Conference. 2000.

Martin, J. (1991). Rapid application development. Indianapolis: Macmillan Publishing Company.

Mazman, S. G., & Altun, A. (2013). Programlama–I dersinin BÖTE bölümü öğrencilerinin programlamaya ilişkin öz yeterlilik algıları üzerine etkisi. Journal of Instructional Technologies & Teacher Education, 2(3), 24-29.

Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Thousand Oaks, CA: Sage.

Milne, I., & Rowe, G. (2002). Difficulties in learning and teaching programming-views of students and tutors. Education and Information Technologies, 7(1), 55-66.

Morrison, M., & Newman, T. S. (2001). A study of the impact of student background and preparedness on outcomes in CS I. In ACM SIGCSE Bulletin (Vol. 33, No. 1, pp. 179-183). ACM.

Mow, I. C. (2008). Issues and difficulties in teaching novice computer programming. Innovative techniques in instruction technology, e-learning, e-assessment, and education, 199-204.

Munassar, N. M. A., & Govardhan, A. (2010). A comparison between five models of software engineering. International Journal of Computer Science Issues (IJCSI), 7(5), 94-101.

Özoran, D., Cağıltay, N. E. & Topallı, D. (2012). Using Scratch in introduction to programming course for engineering students. In Proceedings of 2nd International Engineering Education Conference (IEEC2012) (pp. 125–132). Antalya, Turkey.

Ramalingam, V., & Wiedenbeck, S. (1998). Development and validation of scores on a computer programming self-efficacy scale and group analyses of novice programmer self-efficacy. Journal of Educational Computing Research, 19(4), 367-381.

Robins, A., Rountree, J., & Rountree, N. (2003). Learning and teaching programming: A review and discussion. Computer science education, 13(2), 137-172.

Sáez-López, J. M., Román-González, M., & Vázquez-Cano, E. (2016). Visual programming languages integrated across the curriculum in elementary school: A two year case study using “Scratch” in five schools. Computers & Education, 97, 129-141.

Shaw, R. S. (2013). The relationships among group size, participation, and performance of programming language learning supported with online forums. Computers & Education, 62, 196-207.

Tan, P. H., Ting, C. Y., & Ling, S. W. (2009). Learning difficulties in programming courses: undergraduates' perspective and perception. ICCTD'09. International Conference on Computer Technology and Development (Vol. 1, pp. 42-46). IEEE.

Yıldırım, A. & Şimşek, H. (2006). Sosyal bilimlerde nitel arastırma yöntemleri. Seçkin Yayıncılık.

Yurdugül, H., & Aşkar, P. (2013). Learning programming, problem solving and gender: A longitudinal study. Procedia - Social and Behavioral Sciences, 83, 605-610.

Yükseltürk, E., & Altıok, S. (2017). An investigation of the effects of programming with Scratch on the preservice IT teachers’ self‐efficacy perceptions and attitudes towards computer programming. British Journal of Educational Technology, 48(3), 789-801.

Zainal, N. F. A., Shahrani, S., Yatim, N. F. M., Rahman, R. A., Rahmat, M., & Latih, R. (2012). Students’ perception and motivation towards programming. Procedia-Social and Behavioral Sciences, 59, 277-286.

Downloads

Published

2017-12-28

How to Cite

Üstündağ, M. T. (2017). Could rapid application development tools be used as icebreakers in programming education?. Journal of Human Sciences, 14(4), 4586–4605. Retrieved from https://www.j-humansciences.com/ojs/index.php/IJHS/article/view/5155

Issue

Section

Computer Education and Instructional Technologies