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Incorporating Touch-Based Tablets into Classroom Activities: Fostering Children's Computational Thinking through iPad Integrated Instruction
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Author(s): Woonhee Sung (Columbia University, USA), Junghyun Ahn (Columbia University, USA), Shi Ming Kai (Columbia University, USA), Ahram Choi (Columbia University, USA)and John B. Black (Columbia University, USA)
Copyright: 2016
Pages: 29
Source title:
Handbook of Research on Mobile Learning in Contemporary Classrooms
Source Author(s)/Editor(s): Dominic Mentor (Teachers College, Columbia University, USA)
DOI: 10.4018/978-1-5225-0251-7.ch019
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Abstract
This chapter explores the role of computational thinking in Science, Technology, Engineering, and Mathematics (STEM) learning and proposes effective classroom strategies that foster computational thinking. In a study conducted in an elementary after school classroom, the authors found that incorporating Computational Perspective Practice (CPP) to STEM subjects fosters higher-level cognitive thinking skills as well as learning in STEM domain. The 10 week-long after school program demonstrates positive effects of incorporating CPP to embodied activities in mathematic units prior to programming practice on learning coding as well as mathematics. The chapter concludes with recommendations for interweaving physical activities and a tablet-based programming application into elementary-level STEM classrooms.
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