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|Title:||A review of Computer Ccience resources for learning and teaching with K-12 computing curricula: an Australian case study|
|Citation:||Computer Science Education, 2016; 25(4):390-429|
|Publisher:||Taylor & Francis|
|Katrina Falkner and Rebecca Vivian|
|Abstract:||To support teachers to implement Computer Science curricula into classrooms from the very first year of school, teachers, schools and organisations seek quality curriculum resources to support implementation and teacher professional development. Until now, many Computer Science resources and outreach initiatives have targeted K-12 school-age children, with the intention to engage children and increase interest, rather than to formally teach concepts and skills. What is the educational quality of existing Computer Science resources and to what extent are they suitable for classroom learning and teaching? In this paper, an assessment framework is presented to evaluate the quality of online Computer Science resources. Further, a semi-systematic review of available online Computer Science resources was conducted to evaluate resources available for classroom learning and teaching and to identify gaps in resource availability, using the Australian curriculum as a case study analysis. The findings reveal a predominance of quality resources, however, a number of critical gaps were identified. This paper provides recommendations and guidance for the development of new and supplementary resources and future research.|
|Keywords:||Computer Science; education; curriculum; K-12; education resources|
|Rights:||© 2016 Taylor & Francis|
|Appears in Collections:||Computer Science publications|
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