BEGIN:VCALENDAR VERSION:2.0 PRODID:-//talks.cam.ac.uk//v3//EN BEGIN:VTIMEZONE TZID:Europe/London BEGIN:DAYLIGHT TZOFFSETFROM:+0000 TZOFFSETTO:+0100 TZNAME:BST DTSTART:19700329T010000 RRULE:FREQ=YEARLY;BYMONTH=3;BYDAY=-1SU END:DAYLIGHT BEGIN:STANDARD TZOFFSETFROM:+0100 TZOFFSETTO:+0000 TZNAME:GMT DTSTART:19701025T020000 RRULE:FREQ=YEARLY;BYMONTH=10;BYDAY=-1SU END:STANDARD END:VTIMEZONE BEGIN:VEVENT CATEGORIES:Science &\; Technology Education Research Group ( S &\;TERG) SUMMARY:Computing in school and the teaching of programmin g - Dr Sue Sentance\, Chief Learning Officer\, Ra spberry Pi Foundation DTSTART;TZID=Europe/London:20190520T163000 DTEND;TZID=Europe/London:20190520T180000 UID:TALK124027AThttp://talks.cam.ac.uk URL:http://talks.cam.ac.uk/talk/index/124027 DESCRIPTION:How we teach computer programming in school is a r elatively new area of research\, although increasi ngly important with the introduction of computing as a curriculum subject both in England and around the world. To truly champion computing literacy\ , we need to understand how the learning of progra mming can be truly accessible to all. In this pre sentation I will give an overview of computing edu cation research and the role of programming in sch ool. I will then discuss a particular classroom s trategy known as PRIMM. The PRIMM strategy for tea ching programming acknowledges the role of mediati ng factors\, including language and tools\, hence aligning to a sociocultural perspective. Highlight ing classroom interaction\, use of language\, and the tools and techniques used\, as well as cogniti ve factors\, can support teachers in developing th eir PCK (pedagogical content knowledge) for the te aching of programming. In the presentation I will describe a study carried out in 2018 to investiga te whether the use of PRIMM to teach programming h ad an impact on learner attainment in secondary sc hool\, and the extent to which it was valuable for teachers. PRIMM was evaluated in 13 schools with around 500 students aged 11-14 using a mixed-meth ods approach. Findings showed that PRIMM was benef icial to learners' progress\, and that teachers fo und it positively supported their teaching practic e. Implications of this work in the context of cur rent research in computing education will be discu ssed. \n \nDr Sue Sentance works at the Raspberry Pi Foundation and is a Visiting Fellow at King's C ollege London\, where until recently she was a Sen ior Lecturer in Computer Science Education. She ca rries out research in the areas of computer scienc e pedagogy\, curriculum development in computer sc ience\, and teacher professional development. She was recently part of the Royal Society working gr oup which produced the 2017 report on computing ed ucation in the UK\, After The Reboot. Previously a Computing teacher\, she led the PGCE computer sci ence (formerly ICT) at King's College London\, and prior to that at Anglia Ruskin University. She r ecently published an edited book "Computer Science Education: Perspectives on Teaching and Learning" . Whilst at KCL Sue set up the Computing Educatio n Research Centre (CERC)\, an interdisciplinary co llaboration between researchers in education\, com puter science and digital humanities. In her curre nt role\, Sue leads the Raspberry Pi Foundation's work as part of the National Centre for Computing Education (https://teachcomputing.org/)\, which in cludes developing comprehensive resources for teac hers and students in computing\, and progressing p edagogy in the field. In 2017\, Sue was awarded t he BERA Public Engagement and Impact Award for her work in removing the barriers to computing educat ion.\n LOCATION: Donald McIntyre Building\, Faculty of Education\, 184 Hills Road\, Cambridge\, CB2 8PQ\, room 1S3 CONTACT:Ann Waterman END:VEVENT END:VCALENDAR