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Facilitating Students-Driven Learning of Computer Programming with Technology

Facilitating Students-Driven Learning of Computer Programming with Technology

Alessio Gaspar, Sarah Langevin, Naomi Boyer
Copyright: © 2009 |Pages: 14
ISBN13: 9781605666549|ISBN10: 1605666548|EISBN13: 9781605666556
DOI: 10.4018/978-1-60566-654-9.ch017
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MLA

Gaspar, Alessio, et al. "Facilitating Students-Driven Learning of Computer Programming with Technology." Information Technology and Constructivism in Higher Education: Progressive Learning Frameworks, edited by Carla R. Payne, IGI Global, 2009, pp. 262-275. https://doi.org/10.4018/978-1-60566-654-9.ch017

APA

Gaspar, A., Langevin, S., & Boyer, N. (2009). Facilitating Students-Driven Learning of Computer Programming with Technology. In C. Payne (Ed.), Information Technology and Constructivism in Higher Education: Progressive Learning Frameworks (pp. 262-275). IGI Global. https://doi.org/10.4018/978-1-60566-654-9.ch017

Chicago

Gaspar, Alessio, Sarah Langevin, and Naomi Boyer. "Facilitating Students-Driven Learning of Computer Programming with Technology." In Information Technology and Constructivism in Higher Education: Progressive Learning Frameworks, edited by Carla R. Payne, 262-275. Hershey, PA: IGI Global, 2009. https://doi.org/10.4018/978-1-60566-654-9.ch017

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Abstract

This chapter discusses a case study of the application of technology to facilitate undergraduate students’ learning of computer programming in an Information Technology department. The authors review the evolution of the didactic of introductory programming courses along with the learning barriers traditionally encountered by novice programmers. The growing interest of the computing education research community in a transition from instructivist to constructivist strategies is then illustrated by several recent approaches. The authors discuss how these have been enabled through the use of appropriate technologies in introductory and intermediate programming courses, delivered both online and face to face. They conclude by discussing how the integration of technology, and the switch to online environments, has the potential to enable authentic student-driven programming pedagogies as well as facilitate formal computing education research or action research in this field.

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