Registry
Module Specifications
Archived Version 2019 - 2020
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Description This module is designed to 'deepen students’ understanding of key concepts related to computational thinking. Drawing on key policy documents, international frameworks and research literature, they will be guided to identify, understand and design learning environments that provide learners with opportunities to develop computational thinking. | |||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Critically evaluate what “computational thinking” means for learning in the 21st century and consider the implications for learning environments in the 21st century. 2. Critically appraise a range of literature including national policy documents in order to build an understandings of the importance of developing children’s computational thinking skills. 3. Describe the key concepts of computational thinking and how they can be incorporated into the primary curriculum. 4. Draw on key concepts related to computational thinking to design a technology rich unit of work to be implemented in a primary classroom. | |||||||||||||||||||||||||||||||||||||
All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml |
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Indicative Content and
Learning Activities Indicative ContentA primary focus of the specialism to date has been on the development of students’ understanding of the theoretical and practical concepts of computational thinking and coding. They have been introduced to a range of computational materials and contexts to explore strategies that support interest-driven, project based, collaborative approaches to learning through the lens of interaction design and constructivist/ constructionist learning theory. The final module of the Major Specialism seeks to enable students to translate their learning into practice (Teaching Council, 2017). In line with Teaching Council guidelines, the final module of the specialism enables the student teachers not only to translate their learning into practice but also provides them with an opportunity to engage in research, thus providing “the foundation of their practitioner-based enquiry stance in the future” (p. 23). To this end; students, in small groups, are required to design a unit of work in the subject area of science comprising of three lessons of two hours duration in which they introduce a 4th or 5th class to coding and computational thinking concepts through the use of Lego robotic materials and within the context of an existing curriculum. In preparation for the school based work in local schools the students will deepen their understandings of computational thinking and research methods. The students will then design, implement, analyse and write up their work.Computational thinking• Defining computational thinking; • Appraisal of research literature / frameworks to build a deep understanding of computational thinking (commonalities/differences across frameworks.School based research• Methodology: - Participant observation - What is participant observation (Observation template / Research Diary); - Research plan - What were the steps in the research and how were they implemented? • Data Analysis (Coding / Main themes); • School Based Project – design of learning experiences (progression scheme) & school experience. On completion of the module, the students will engage in discussion to probe their experiences, understandings and reflections with respect to the computational thinking. | |||||||||||||||||||||||||||||||||||||
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Indicative Reading List | |||||||||||||||||||||||||||||||||||||
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Other Resources None | |||||||||||||||||||||||||||||||||||||
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