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Isomöttönen, V., Daniels, M., Cajander, Å., Pears, A. & McDermott, R. (2019). Searching for global employability: Can students capitalize on enabling learning environments?. ACM Transactions on Computing Education, 19(2), 11:1-29, Article ID 11.
Open this publication in new window or tab >>Searching for global employability: Can students capitalize on enabling learning environments?
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2019 (English)In: ACM Transactions on Computing Education, ISSN 1946-6226, E-ISSN 1946-6226, Vol. 19, no 2, p. 11:1-29, article id 11Article in journal (Refereed) Published
National Category
Computer and Information Sciences Educational Sciences
Identifiers
urn:nbn:se:uu:diva-377662 (URN)10.1145/3277568 (DOI)000458016600005 ()
Available from: 2019-02-02 Created: 2019-02-25 Last updated: 2019-04-03Bibliographically approved
Alghamdi, F., Nylén, A. & Pears, A. (2018). Changing the Educational Epistemologies of Computer Science Teachers: A Case Study of the Kingdom of Saudi Arabia. In: 2018 IEEE Frontiers in Education Conference (FIE): . Paper presented at 48th IEEE Frontiers in Education Conference (FIE), San Jose State Univ, San Jose, CA, October 03-06, 2018. Piscataway, NJ: IEEE
Open this publication in new window or tab >>Changing the Educational Epistemologies of Computer Science Teachers: A Case Study of the Kingdom of Saudi Arabia
2018 (English)In: 2018 IEEE Frontiers in Education Conference (FIE), Piscataway, NJ: IEEE, 2018Conference paper, Published paper (Refereed)
Abstract [en]

This paper explores the attitudes of Computer Sci- ence (CS) teachers in the Kingdom of Saudi Arabia (KSA) who are confronted by the Saudi Teaching Competencies Standards (STCS). The STCS is a response to a substantial need to develop both subject-specific pedagogical ability as well as teachers subject area knowledge. The Ministry of Education in the KSA is encouraging teachers to improve their practices to achieve the new quality requirements for education. This paper presents the results of an investigation of CS teachers’ views on educational belief changes in the KSA schools. The paper addresses how and why CS teachers adopt new educational beliefs in their teaching. The paper presents the results of the investigation of the CS teachers views on educational belief changes in the KSA schools and the STCS policy document guidelines. Research in the area of changing educational epistemology in teaching CS identifies six factors that influence teachers, these are personal pedagogical beliefs, peer learning, curriculum, self-directed learning, student feedback and the STCS. A mixed method study approach was adopted in this work. Content analysis has been applied to the interview transcript and thematic coding analysis to the government policy document (STCS). The results provide a valuable case study in the KSA and emphasize the weak relationship between educational epistemology change and the STCS norms. The findings show that the STCS should provide stronger guidance for CS teachers to keep changing beliefs in teaching CS. The STCS should offer supporting official resources to CS teachers to help them in changing their beliefs in regard to teaching CS.

Place, publisher, year, edition, pages
Piscataway, NJ: IEEE, 2018
Series
Frontiers in Education Conference, ISSN 0190-5848
National Category
Computer Sciences Educational Sciences
Identifiers
urn:nbn:se:uu:diva-362867 (URN)10.1109/FIE.2018.8659265 (DOI)000468396903022 ()978-1-5386-1174-6 (ISBN)
Conference
48th IEEE Frontiers in Education Conference (FIE), San Jose State Univ, San Jose, CA, October 03-06, 2018
Available from: 2019-03-07 Created: 2018-10-11 Last updated: 2019-08-01Bibliographically approved
Alghamdi, F., Pears, A. & Nylén, A. (2018). Computer science teachers perspectives on competencies: A case study in the Kingdom of Saudi Arabia. In: Informatics in Schools. Fundamentals of Computer Science and Software Engineering: . Paper presented at ISSEP 2018, October 10–12, Saint Petersburg, Russia (pp. 129-140). Springer
Open this publication in new window or tab >>Computer science teachers perspectives on competencies: A case study in the Kingdom of Saudi Arabia
2018 (English)In: Informatics in Schools. Fundamentals of Computer Science and Software Engineering, Springer, 2018, p. 129-140Conference paper, Published paper (Refereed)
Place, publisher, year, edition, pages
Springer, 2018
Series
Lecture Notes in Computer Science ; 11169
National Category
Computer Sciences Educational Sciences
Identifiers
urn:nbn:se:uu:diva-363118 (URN)10.1007/978-3-030-02750-6_10 (DOI)978-3-030-02749-0 (ISBN)
Conference
ISSEP 2018, October 10–12, Saint Petersburg, Russia
Available from: 2018-10-11 Created: 2018-10-12 Last updated: 2018-11-12Bibliographically approved
Frezza, S., Pears, A., Daniels, M., Kann, V., Kapoor, A., McDermott, R., . . . Cajander, Å. (2018). Modeling global competencies for computing education. In: Proc. 23rd Conference on Innovation and Technology in Computer Science Education: . Paper presented at ITiCSE 2018, July 2–4, Larnaca, Cyprus (pp. 348-349). New York: ACM Press
Open this publication in new window or tab >>Modeling global competencies for computing education
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2018 (English)In: Proc. 23rd Conference on Innovation and Technology in Computer Science Education, New York: ACM Press, 2018, p. 348-349Conference paper, Published paper (Refereed)
Place, publisher, year, edition, pages
New York: ACM Press, 2018
National Category
Computer Sciences Educational Sciences
Research subject
Computer Science with specialization in Computer Science Education Research
Identifiers
urn:nbn:se:uu:diva-354991 (URN)10.1145/3197091.3205844 (DOI)978-1-4503-5707-4 (ISBN)
Conference
ITiCSE 2018, July 2–4, Larnaca, Cyprus
Available from: 2018-07-02 Created: 2018-06-25 Last updated: 2018-12-18Bibliographically approved
Nylén, A., Daniels, M., Pears, A., Cajander, Å., McDermott, R. & Isomöttönen, V. (2018). Why are we here?: The educational value model (EVM) as a framework to investigate the role of students’ professional identity development. In: 2018 IEEE Frontiers in Education Conference (FIE): . Paper presented at 48th IEEE Frontiers in Education Conference (FIE), OCT 03-06, 2018, San Jose State Univ, San Jose, CA. Piscataway, NJ: IEEE
Open this publication in new window or tab >>Why are we here?: The educational value model (EVM) as a framework to investigate the role of students’ professional identity development
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2018 (English)In: 2018 IEEE Frontiers in Education Conference (FIE), Piscataway, NJ: IEEE, 2018Conference paper, Published paper (Refereed)
Abstract [en]

Education can be seen as a preparation for a future profession, where some educational programs very clearly prepare their students for a certain profession, e.g. plumber, nurse and architect. The possible professions for students following education programs in computing is quite varied and thus difficult to cater for, but to educate towards a professional life is still a stated goal in most higher education settings. We argue that this goal is typically not even closely reached and provide an analysis indicating factors explaining this situation. The analysis is based on the concept of professional identity. In earlier work [1] a framework with which to reason about student interactions with the regulatory structure of higher education and teachers was developed. In that paper we developed a compound model which not only relates these players to one another, but also provides approaches to reasoning about misalignments which arise when students and teachers approach their shared learning context from different perspectives. This framework is in this paper applied to address different aspects of professional identity with the intent of bringing forth deeper insights into challenges with educating towards professions. This issue is highly complex and the framework provides a structure that is beneficial for analysing different aspects in a more holistic manner.

Place, publisher, year, edition, pages
Piscataway, NJ: IEEE, 2018
Series
Frontiers in Education Conference, ISSN 0190-5848
National Category
Computer and Information Sciences Didactics Pedagogy
Research subject
Computer Science with specialization in Computer Science Education Research
Identifiers
urn:nbn:se:uu:diva-365093 (URN)10.1109/FIE.2018.8659055 (DOI)000468396902058 ()978-1-5386-1174-6 (ISBN)
Conference
48th IEEE Frontiers in Education Conference (FIE), OCT 03-06, 2018, San Jose State Univ, San Jose, CA
Funder
NordForsk
Available from: 2019-03-07 Created: 2018-11-09 Last updated: 2019-08-01Bibliographically approved
Nordén, L.-Å., Mannila, L. & Pears, A. (2017). Development of a self-efficacy scale for digital competences in schools. In: 2017 IEEE Frontiers in Education Conference (FIE): Proc. 47th ASEE/IEEE Frontiers in Education Conference. Paper presented at IEEE Frontiers in Education Conference (FIE), 18-21 Oct. 2017, Indianapolis, IN, USA. IEEE Press
Open this publication in new window or tab >>Development of a self-efficacy scale for digital competences in schools
2017 (English)In: 2017 IEEE Frontiers in Education Conference (FIE): Proc. 47th ASEE/IEEE Frontiers in Education Conference, IEEE Press, 2017Conference paper, Published paper (Refereed)
Abstract [en]

As computer science enters the school curricula in an increasing number of countries, teachers must prepare to integrate digital competences into their teaching. This integration is a moving target where new methods, tools and applications appear and disappear at such rates that teachers must have confidence to independently and continuously explore what is new, what is relevant and how to plan their pedagogic activities to include digital competences. In this context approaches which can be used to study self-efficacy in digital competences among school teachers are desperately needed. With such a tool in place, we can make a baseline study and then follow teachers over time to measure changes in their self-efficacy, the cause of these changes and learn how to build their digital competence self-efficacy in different ways. The same tool can also be used to measure the self-efficacy in other populations, e.g., students in teacher training programs to ensure that they obtain an adequate self-efficacy in digital competences during their studies. This paper describes the development of a self-efficacy scale in digital competences, based on the DigiComp 2.0 framework definition of digital competence. The tool focuses predominantly on digital competences relevant for teachers in school years K-9.

Place, publisher, year, edition, pages
IEEE Press, 2017
Series
Frontiers in Education Conference, ISSN 0190-5848
National Category
Computer Sciences
Research subject
Computer Science with specialization in Computer Science Education Research
Identifiers
urn:nbn:se:uu:diva-337184 (URN)10.1109/FIE.2017.8190673 (DOI)000426974900240 ()978-1-5090-5920-1 (ISBN)
Conference
IEEE Frontiers in Education Conference (FIE), 18-21 Oct. 2017, Indianapolis, IN, USA
Available from: 2017-12-21 Created: 2017-12-21 Last updated: 2018-08-09Bibliographically approved
Pears, A., Daniels, M. & Cajander, Å. (2017). The Archetype Learning Method: Scaffolding teamwork competences in the engineering classroom. In: Proc. 47th ASEE/IEEE Frontiers in Education Conference: . Paper presented at FIE 2017, October 18–21, Indianapolis, IN. Piscataway, NJ: IEEE Press
Open this publication in new window or tab >>The Archetype Learning Method: Scaffolding teamwork competences in the engineering classroom
2017 (English)In: Proc. 47th ASEE/IEEE Frontiers in Education Conference, Piscataway, NJ: IEEE Press, 2017Conference paper, Published paper (Refereed)
Place, publisher, year, edition, pages
Piscataway, NJ: IEEE Press, 2017
National Category
Computer and Information Sciences Educational Sciences
Identifiers
urn:nbn:se:uu:diva-337019 (URN)10.1109/FIE.2017.8190548 (DOI)000426974900117 ()978-1-5090-5920-1 (ISBN)
Conference
FIE 2017, October 18–21, Indianapolis, IN
Available from: 2017-12-14 Created: 2017-12-19 Last updated: 2018-11-12Bibliographically approved
McDermott, R., Zarb, M., Daniels, M., Nylén, A., Pears, A., Isomöttönen, V. & Caspersen, M. (2017). The authenticity of 'authentic' assessment: Some faculty perceptions. In: Proc. 47th ASEE/IEEE Frontiers in Education Conference: . Paper presented at FIE 2017, October 18–21, Indianapolis, IN. Piscataway, NJ: IEEE Press
Open this publication in new window or tab >>The authenticity of 'authentic' assessment: Some faculty perceptions
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2017 (English)In: Proc. 47th ASEE/IEEE Frontiers in Education Conference, Piscataway, NJ: IEEE Press, 2017Conference paper, Published paper (Refereed)
Place, publisher, year, edition, pages
Piscataway, NJ: IEEE Press, 2017
National Category
Educational Sciences Computer and Information Sciences
Identifiers
urn:nbn:se:uu:diva-333186 (URN)10.1109/FIE.2017.8190604 (DOI)000426974900171 ()978-1-5090-5920-1 (ISBN)
Conference
FIE 2017, October 18–21, Indianapolis, IN
Available from: 2017-12-14 Created: 2017-11-08 Last updated: 2018-11-12Bibliographically approved
Cajander, Å., Daniels, M., Golay, D., Moll, J., Nylén, A., Pears, A., . . . McDermott, R. (2017). Unexpected student behaviour and learning opportunities: Using the theory of planned behaviour to analyse a critical incident. In: Proc. 47th ASEE/IEEE Frontiers in Education Conference: . Paper presented at FIE 2017, October 18–21, Indianapolis, IN. Piscataway, NJ: IEEE Press
Open this publication in new window or tab >>Unexpected student behaviour and learning opportunities: Using the theory of planned behaviour to analyse a critical incident
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2017 (English)In: Proc. 47th ASEE/IEEE Frontiers in Education Conference, Piscataway, NJ: IEEE Press, 2017Conference paper, Published paper (Refereed)
Place, publisher, year, edition, pages
Piscataway, NJ: IEEE Press, 2017
National Category
Educational Sciences
Identifiers
urn:nbn:se:uu:diva-337016 (URN)10.1109/FIE.2017.8190466 (DOI)000426974900036 ()978-1-5090-5920-1 (ISBN)
Conference
FIE 2017, October 18–21, Indianapolis, IN
Available from: 2017-12-14 Created: 2017-12-19 Last updated: 2018-11-10Bibliographically approved
Nylén, A., Cajander, Å., Daniels, M., Pears, A. & McDermott, R. (2017). Why are we here?: Student perspectives on the goal of STEM higher education. In: Proc. 47th ASEE/IEEE Frontiers in Education Conference: . Paper presented at FIE 2017, October 18–21, Indianapolis, IN. Piscataway, NJ: IEEE Press
Open this publication in new window or tab >>Why are we here?: Student perspectives on the goal of STEM higher education
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2017 (English)In: Proc. 47th ASEE/IEEE Frontiers in Education Conference, Piscataway, NJ: IEEE Press, 2017Conference paper, Published paper (Refereed)
Place, publisher, year, edition, pages
Piscataway, NJ: IEEE Press, 2017
National Category
Computer and Information Sciences Educational Sciences
Identifiers
urn:nbn:se:uu:diva-333183 (URN)10.1109/FIE.2017.8190639 (DOI)000426974900206 ()978-1-5090-5920-1 (ISBN)
Conference
FIE 2017, October 18–21, Indianapolis, IN
Available from: 2017-12-14 Created: 2017-11-08 Last updated: 2018-11-12Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-5184-4743

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