Technology Enhanced Learning for Computer Science Education: A regional STEM Widening Access Case Study

Roy Sterritt; Julie Campbell; Raymond Bond; George Moore; Giuseppe Trombino; Simon Fraser; Brian Cleland; Paul Hanna

Technology Enhanced Learning for Computer Science Education: A regional STEM Widening Access Case Study

Roy Sterritt
, Julie Campbell
, Raymond Bond
, George Moore
, Giuseppe Trombino
, Simon Fraser
, Brian Cleland
, Paul Hanna

Ulster University

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

126 Downloads (Pure)

Abstract

The paper details a regional widening access STEM initiative in utilizing computing programming for RaspberryPI, Arduino, Lego Mindstorms and Quadcopters in a Continuing Professional Development (CPD) course targeted at IT teachers from schools with a demographic that aligns with the University’s widening access strategy. The paper reports on the results from a “Teach The Teachers” approach and their views of Technology Enhanced Learning for Computer Science Education before and after the CPD course.

Original language	English
Title of host publication	Unknown Host Publication
Publisher	CSREA Press
Number of pages	7
Publication status	Published (in print/issue) - 21 Jul 2014
Event	The 2014 International Conference on Frontiers in Education: Computer Science and Computer Engineering (FECS'14) - Duration: 21 Jul 2014 → …

Conference

Conference	The 2014 International Conference on Frontiers in Education: Computer Science and Computer Engineering (FECS'14)
Period	21/07/14 → …

Access to Document

FECS 14 paper-v1Final published version, 569 KB
FECS 14 paper-v1Author Accepted Manuscript, 617 KB

Cite this

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title = "Technology Enhanced Learning for Computer Science Education: A regional STEM Widening Access Case Study",

abstract = "The paper details a regional widening access STEM initiative in utilizing computing programming for RaspberryPI, Arduino, Lego Mindstorms and Quadcopters in a Continuing Professional Development (CPD) course targeted at IT teachers from schools with a demographic that aligns with the University{\textquoteright}s widening access strategy. The paper reports on the results from a “Teach The Teachers” approach and their views of Technology Enhanced Learning for Computer Science Education before and after the CPD course.",

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note = "The 2014 International Conference on Frontiers in Education: Computer Science and Computer Engineering (FECS'14) ; Conference date: 21-07-2014",

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AU - Sterritt, Roy

AU - Campbell, Julie

AU - Bond, Raymond

AU - Moore, George

AU - Trombino, Giuseppe

AU - Fraser, Simon

AU - Cleland, Brian

AU - Hanna, Paul

PY - 2014/7/21

Y1 - 2014/7/21

N2 - The paper details a regional widening access STEM initiative in utilizing computing programming for RaspberryPI, Arduino, Lego Mindstorms and Quadcopters in a Continuing Professional Development (CPD) course targeted at IT teachers from schools with a demographic that aligns with the University’s widening access strategy. The paper reports on the results from a “Teach The Teachers” approach and their views of Technology Enhanced Learning for Computer Science Education before and after the CPD course.

AB - The paper details a regional widening access STEM initiative in utilizing computing programming for RaspberryPI, Arduino, Lego Mindstorms and Quadcopters in a Continuing Professional Development (CPD) course targeted at IT teachers from schools with a demographic that aligns with the University’s widening access strategy. The paper reports on the results from a “Teach The Teachers” approach and their views of Technology Enhanced Learning for Computer Science Education before and after the CPD course.

M3 - Conference contribution

BT - Unknown Host Publication

PB - CSREA Press

T2 - The 2014 International Conference on Frontiers in Education: Computer Science and Computer Engineering (FECS'14)

Y2 - 21 July 2014

ER -

Technology Enhanced Learning for Computer Science Education: A regional STEM Widening Access Case Study

Abstract

Conference

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Cite this