Research publications

Explore our latest external and internal research publications. For questions or inquiries about accessing specific publications, reach out to research@raspberrypi.org. In cases where the published version is not open access, we've made the author copy available.

2024

Embedding culturally relevant pedagogy in practice: Considerations for training and resource development

As computer science expands into diverse learning contexts, ensuring relevance and accessibility becomes crucial. This paper explored the application of culturally relevant pedagogy (CRP) in adapting an introductory computer science course at a Kenyan refugee camp. It outlines the implementation of culturally relevant principles, the impact, and the implications for future non-formal computing education practices.

Hall, B., Grantham, S., & Whyte, R. (2024, January). Embedding culturally relevant pedagogy in practice: Considerations for training and resource development. In Proceedings of the 8th Conference on Computing Education Practice (pp. 29-32).

Open-access author copy

Feedback literacy: Holistic analysis of secondary educators’ views of LLM explanations of program error messages in the classroom

As large language model (LLM) tools gain attention in programming education, their classroom implications remain unclear. This paper investigated secondary educators’ views on using LLMs for program error message explanations. It outlines educators' preferences for guiding student understanding, the alignment with feedback literacy, and the need for enhanced IDEs and teacher professional development. The findings suggest future research to expand on these insights and explore feedback literacy in diverse educational contexts.

Cucuiat, V., & Waite, J. (2024). Feedback Literacy: Holistic Analysis of Secondary Educators' Views of LLM Explanations of Program Error Messages. In Proceedings of the 2024 on Innovation and Technology in Computer Science Education V. 1 (pp. 192-198).

Open-access author copy

Measuring teacher self-efficacy and careers awareness in K-12 AI education

Teachers play a key role in AI education and career awareness. In this study, we adapted and tested two tools to measure teacher confidence and career knowledge, finding them reliable and valid with 63 teachers. The research instruments are available upon request, please reach out to research@raspberrypi.org.

Whyte, R., Kirby, D., & Sentance, S. (2024). Measuring Teacher Self-Efficacy and Careers Awareness in K-12 AI Education. In Proceedings of the 2024 on Innovation and Technology in Computer Science Education V. 2 (pp. 798-798).

Delivering a computing curriculum through the Coding Academy

In this short paper, we describe how the Coding Academy, a partnership between the Raspberry Pi Foundation and TSWREIS, implemented a computing curriculum for 460 students in Telangana. Educator feedback has been encouraging, highlighting the programme's success in enhancing computer science, information technology, and digital literacy skills.

Joseph, D., Panigrahi, R., Manaktala, M., Coventry, F., Johnson, C. & Whyte, R. (2024) Delivering a computing curriculum through the Coding Academy. Computational Thinking in Schools 2024.

Author copy

Experience AI: lessons on AI for middle schools and localised for international use

This poster provides an overview of the design principles and key concepts underpinning the Experience AI lessons developed by the Raspberry Pi Foundation.

Waite, J. & Garside, B. (2024). Experience AI: Lessons on AI for middle schools and localised for international use. MIT AI & Education Summit.

Funds of identity and culturally responsive computing: K-5 teachers' adaptations to computing resources

This study highlights how K-5 teachers in England effectively adapted computing lessons to be more culturally responsive. Teachers aligned their adaptations with ten culturally responsive teaching prompts (Areas of Opportunity), and students engaged through personal interests like football and drawing. The study built on Funds of Identity, offering valuable insights to reduce identity gaps in computing education.

Childs, K., & Waite, J. (2024, September). Funds of identity and culturally responsive computing: K-5 teachers' adaptations to computing resources. In Proceedings of the 19th WiPSCE Conference on Primary and Secondary Computing Education Research (pp. 1-10).

Author copy

Teaching CS with and through other forms of knowledge

This study explored how integrating computer science (CS) with other subjects in K-5 education can enhance learning. Using the Legitimation Code Theory (LCT) framework, a team of researchers analysed a CS lesson combining algorithms and magic. The analysis revealed ways to improve lessons, making autonomy tours a useful tool for reflective lesson design and creating more equitable learning experiences.

Curzon, P., Waite, J., & Maton, K. (2024, July). Teaching CS with and through other forms of knowledge. In The 19th WiPSCE Conference on Primary and Secondary Computing Education Research (WiPSCE’24). ACM.

Author copy

K-5 pupils' responses to culturally responsive computing lessons

In this pilot study, we investigated how culturally responsive computing lessons influence primary students' interest in computing. Focus groups in London and South England revealed that students felt more represented and their interests recognised. The results suggest that integrating culturally relevant pedagogy can effectively boost students' interest by making computing more relatable.

Childs, K., Hadwen-Bennett, A., & Waite, J. (2024, September). K-5 pupils' responses to culturally responsive computing lessons. In Proceedings of the 19th WiPSCE Conference on Primary and Secondary Computing Education Research (pp. 1-2).

Author copy and poster

Building a national center for K-12 computing education

In 2028, the Ministry of Education in England launched a virtual national centre to support schools and teachers with the rollout of the required computing curriculum. In this article, Sue reflects on the motivation, structure and outcomes of creating the National Centre for Computing Education (NCCE). Given that many countries are tackling similar issues in K–12 computing education, the outcomes and insights from this initiative may offer useful guidance internationally.

Sentance, S. (2024). Building a National Center for K-12 Computing Education. ACM Inroads, 15(3), 29-41.

Secondary students' emerging conceptions of AI: understanding AI applications, models, engines and implications

In this study, we explored secondary students’ understanding of AI using the SEAME framework, which focuses on social and ethical dimensions, applications, models, and engines. Analysis of data from 474 students revealed accurate ideas about AI, such as model training, but also naive views like AI having emotions. The findings from this study provide valuable insights for educators, resource developers, and researchers.

Whyte, R., Kirby, D., & Sentance, S. (2024, October). Secondary students' emerging conceptions of AI: understanding AI applications, models, engines and implications. In Proceedings of the 2024 Conference on United Kingdom & Ireland Computing Education Research (pp. 1–7).

It's useful but not interesting: Girls on computing in school

As part of her participation in the TICE project, Alexandra Price investigated the factors influencing 12–14-year-old girls’ decisions to pursue elective computer science (CS) courses in England. The three key themes that emerged from interviews with students were usefulness, interest, and difficulty.

Price, A., Childs, K., & Sentance, S. (2024, September). It's useful but not interesting: Girls on computing in school. In Proceedings of the 2024 Conference on United Kingdom & Ireland Computing Education Research (pp. 1-1).

Some theories from abroad for AI interaction literacy

In this keynote, Jane Waite addressed the challenges of AI in education, highlighting its potential to widen the digital divide. She explored why some students excel at using AI outputs while others struggle. Drawing on two key theories—LCT's Semantics dimension and feedback literacy—Jane proposed new ways to understand and develop AI interaction literacy.

Waite, J. (2024, September). Some theories from abroad for AI interaction literacy. In Proceedings of the 2024 Conference on United Kingdom & Ireland Computing Education Research (pp. 1-3).

Author copy

Developing computing teacher guidance on GenAI

In this poster, we present our findings on the use of generative AI (GenAI) in schools, addressing opportunities and concerns like ethics, plagiarism, and biases, particularly for computing teachers. A working group of teachers and researchers created a practical guide on using GenAI in the classroom, highlighting the value of collaborative resource development.

Sentance, S., Watson, S., Addo, S. A., Shi, S., Waite, J., & Yu, B. (2024, September). Developing Computing Teacher Guidance on GenAI. In Proceedings of the 2024 Conference on United Kingdom & Ireland Computing Education Research (pp. 1-1).

K-12 computing teachers' topics for inquiry

In this poster, we examined the research questions chosen by computing teachers in a teacher inquiry project. We found that teachers mainly focused on cognitive outcomes, student understanding, and topics like programming. Some adapted pedagogy, while others used cross-curricular approaches.

Sentance, S., Sheppard, B., & Humphreys, S. (2024, September). K-12 computing teachers' topics for inquiry. In Proceedings of the 2024 Conference on United Kingdom & Ireland Computing Education Research (pp. 1-1).

Exploring computing teachers' readiness to teach AI in secondary schools

For this study, we conducted interviews with eight teachers to investigate their readiness to teach AI. Key factors included attitudes, prior AI experience, professional development, and access to quality resources. The findings offer insights into supporting teachers as AI becomes an important subject in K-12 education.

Addo, S. A., & Sentance, S. (2024, September). Exploring computing teachers' readiness to teach AI in secondary schools. In Proceedings of the 2024 Conference on United Kingdom & Ireland Computing Education Research (pp. 1-1).

Exploring transformative professional development within K-12 computing education

In this study, we examined computing professional development (PD) experiences among 341 teachers in the UK and Ireland. Most teachers valued delivery-focused PD that built on prior knowledge, while few engaged with collaborative or inquiry-based approaches. The findings suggest a need to expand access to PD opportunities that empower teachers and encourage active participation.

Sentance, S., Whyte, R., & Kirby, D. (2024, October). Exploring transformative professional development within K-12 computing education. In International Conference on Informatics in Schools: Situation, Evolution, and Perspectives (pp. 139-151). Cham: Springer Nature Switzerland.

Author copy

Experience AI: Introducing AI/ML to Grade 6–8 students in the UK

This report details the development and implementation of Experience AI, a six-lesson curriculum for students aged 11–14 in the UK. Designed with input from industry experts, the resources include teacher guides, student activities, and careers materials. Early evaluation suggests the curriculum improved teacher confidence and AI careers awareness, offering valuable insights for future AI education efforts.

Waite, J., Garside, B., Whyte, R., Kirby, D., & Sentance, S. (2024, October). Experience AI: Introducing AI/ML to Grade 6–8 students in the UK. In Proceedings of the 17th International Conference on Informatics in Schools: Situation, Evolution, and Perspectives (ISSEP ’24).

Author copy

Investigating the impact of introducing pair programming to primary computing education on female pupils’ attitudes towards computing

Barriers still remain when it comes to computing education, and many initiatives have sought to increase gender balance. We investigated whether pair programming could influence primary-aged girls’ attitudes toward computing and intent to study it further.

Childs, K., & Sentance, S. (2024). Investigating the impact of introducing pair programming to primary computing education on female pupils’ attitudes towards computing. International Journal of Computer Science Education in Schools, 7(1).

2023

Constructing feedback for computer science MCQ wrong answers using semantic profiling

This paper discussed how to make feedback on multiple-choice questions (MCQ) better for students studying SQL and databases. Utilising Legitimation Code Theory's semantic profiling, the study presents reflexive review processes and case studies, demonstrating the effectiveness of new feedback in a pilot study.

Waite, J., Kolaiti, E., Thomas, M. and Maton, K. (2023). Constructing feedback for computer science MCQ wrong answers using semantic profiling. In Proceedings of the 23rd Koli Calling International Conference on Computing Education Research

Open-access author copy

Teachers' motivation for teaching AI in K-12 settings

This poster discussed the imperative for AI literacy in K-12 education, emphasising teachers' role in fostering understanding and trustworthiness of AI technologies. A qualitative study with eight teachers explored their motivations to teach AI in K-12, revealing diverse perspectives through the lens of self-determination theory.

Addo, S. A., & Sentance, S. (2023, December). Teachers' motivation for teaching AI in K-12 settings. In Proceedings of the 2023 Conference on Human Centered Artificial Intelligence: Education and Practice (pp. 43-43).

Open-access author copy

Supporting K-12 CS education in Odisha through code club partnerships

Partnering with the Odisha state government in India, this study addressed challenges in expanding computer science access for youth. After a teacher training program, government high-school teachers reported heightened confidence in teaching computer science, with an increased understanding of coding concepts. The findings underscore the potential for collaboration with non-specialist teachers but emphasise the necessity of context-specific approaches.

Joseph, D., Coventry, F., & Whyte, R. (2023). Supporting K-12 CS education in Odisha through code club partnerships. In Proceedings of the ACM Conference on Global Computing Education Vol 2 (pp. 193-193).

Open-access author copy

Culturally relevant Areas of Opportunity for K-12 computing lessons

We describe a set of ten reflective prompts for computing educators to use for reviewing and adapting the cultural responsiveness of K-12 computing teaching activities. We describe each of the ten areas of opportunity, how educators might use them in practice, and how we are using them in the context of a wider study.

Waite, J., Das, A., Hwang, A., & Sentance, S. (2023, October). Culturally relevant Areas of Opportunity for K-12 computing lessons. In 2023 IEEE Frontiers in Education Conference (FIE) (pp. 1-5). IEEE. 

Towards a framework for learning content analysis in K-12 AI/ML education

This paper is a work-in-progress innovative practice study in which we categorised 307 AI/ML teaching resources across our proposed SEAME framework: (i) Social & Ethical; (ii) Application; (iii) Model, and; (iv) Engine. We propose that the SEAME framework provides an innovative starting point for teachers and researchers to review resources and consider what a progression of AI-related concepts and skills might look like that is comprehensive and simple to use.

Waite, J., Tshukudu, E., Cucuiat, V., Whyte, R., & Sentance, S. (2023, October). Towards a Framework for Learning Content Analysis in K-12 AI/ML Education. In 2023 IEEE Frontiers in Education Conference (FIE) (pp. 1-5). IEEE. 

Broadening participation in computing: Experiences of the Hour of Code in an African country

CSEdBotswana, aimed at promoting computer science education in underrepresented regions, conducted an “Hour of Code” event involving 16 schools, 700 students, and 20 teachers. The study assesses its impact, finding positive effects on students’ perceptions of programming but no significant change in their interest. Teachers highlight its potential but note the need for more resources and expertise. This research contributes to efforts to expand computer science education in developing countries.

Tshukudu, E., Kallia, M., Childs, K., & Darragh, W. (2023, September). Broadening participation in computing: Experiences of the Hour of Code in an African country. In Proceedings of the 18th WiPSCE Conference on Primary and Secondary Computing Education Research (pp. 1-4).

Presentation slides

Engaging primary (K-5) computing teachers in culturally relevant pedagogy through Professional Development

Exploring the landscape of mandatory computer science education, this study delves into the challenges of inclusivity and success for all students. With a focus on Culturally Relevant Pedagogy (CRP), the research engaged 13 primary teachers in a pilot study, collaboratively crafting culturally adapted resources. The outcomes of a professional development workshop revealed significant enhancements in participants' confidence, attitudes, and perceptions of CRP in computer science.

Leonard, H. C., Childs, K., Waite, J., Whyte, R., & Sentance, S. (2023, September). Engaging primary (K-5) computing teachers in culturally relevant pedagogy through professional development. In Proceedings of the 2023 Conference on United Kingdom & Ireland Computing Education Research (pp. 1-7).

Investigating the attitudes and emotions of K-12 students towards debugging

In this study, we explored the emotional aspects of learning to program, focusing on debugging. Conducted with 73 K-12 students working on Python programs, we examined their attitudes, emotions, and strategies. Results indicate strong correlations between self-efficacy in debugging and gender, perceived performance, usefulness, and anxiety.

Gale, L., & Sentance, S. (2023, September). Investigating the attitudes and emotions of K-12 students towards debugging. In Proceedings of the 2023 Conference on United Kingdom & Ireland Computing Education Research (pp. 1-7).

Open-access author copy

Using a sociological lens to investigate computing teachers’ culturally responsive classroom practices

This paper addresses the underrepresentation of women and ethnic minorities in computer science by exploring culturally responsive teaching (CRT) in UK classrooms. Analysing data from workshops with 19 K–12 CS educators, it identifies key themes: material adaptation, confidence-building, social justice integration, and reflective teaching. Drawing on sociological perspectives, the study contributes insights into culturally relevant computing education, filling a gap in UK-focused literature.

Hwang, Y., Das, A., Waite, J., & Sentance, S. (2023, August). Using a sociological lens to investigate computing teachers’ culturally responsive classroom practices. In Proceedings of the 2023 ACM Conference on International Computing Education Research-Volume 1 (pp. 206-221).

Artificial Intelligence teaching and learning in K-12 from 2019 to 2022: A systematic literature review

The primary objective of the systematic literature review presented in this paper was to examine research with empirical evidence reporting learning outcomes for teaching and learning AI in K-12 between 2019 and 2022. This paper outlines the focus on learners’ context, the extent of empirical support for the pedagogical approaches, and the theoretical coverage of AI topics included in the studies.

Rizvi, S., Waite, J., & Sentance, S. (2023). Artificial Intelligence teaching and learning in K-12 from 2019 to 2022: A systematic literature reviewComputers and Education: Artificial Intelligence, 100145. 

2022

Use of storytelling to increase engagement and motivation in computing in lower primary schools

This study focused on pupils aged 5-7 and the use of a storytelling approach to teach programming in schools in England. Despite limited evidence of change in pupil attitudes when comparing intervention and control group survey data, qualitative evidence suggests the intervention was feasible for teachers and engaging for pupils.

Rizvi, S., Sentance, S., Childs, K., Leonard, H., Quinlan, O., & Waite, J. (2022, October). Use of storytelling to increase engagement and motivation in computing in lower primary schools. In Proceedings of the 17th Workshop in Primary and Secondary Computing Education (pp. 1-2).

Author copy and poster

Computing in school in the UK & Ireland: A comparative study

This paper describes computing education in England, Scotland, Wales, Northern Ireland and the Republic of Ireland and reports on the results of a survey conducted with computing teachers. The results demonstrate distinct differences in the experiences of the computing teachers surveyed that align with the policy and provision for computing education in the UK and Ireland.

Sentance, S., Kirby, D., Quille, K., Cole, E., Crick, T., & Looker, N. (2022, September). Computing in school in the UK & Ireland: A comparative study. In Proceedings of the 2022 Conference on United Kingdom & Ireland Computing Education Research (pp. 1-7).

Presentation slides

Investigating K-12 computing education in four African countries (Botswana, Kenya, Nigeria and Uganda)

This paper assesses the state of computing education in four African countries using the recently developed CAPE Framework (capacity foraccess toparticipation in, experience of computer science education). This framework is useful for demonstrating stages and dependencies, and for understanding relative equity, taking into consideration the disparities between sub-populations.

Tshukudu, E., Sentance, S., Adelakun-Adeyemo, O., Nyaringita, B., Quille, K., & Zhong, Z. (2023). Investigating K-12 computing education in four African countries (Botswana, Kenya, Nigeria, and Uganda)ACM Transactions on Computing Education23(1), 1-29. 

What do we know about computing education for K-12 in non-formal settings? A systematic literature review of recent research

This study set out to investigate non-formal learning initiatives by means of a systematic literature review. The two research questions addressed by the study are: (1) What has been the focus of recent computing education research about K-12 initiatives for young people and (2) What is the impact of non-formal K-12 computing initiatives?

Gardner, T., Leonard, H. C., Waite, J., & Sentance, S. (2022). What do we know about computing education for K-12 in non-formal settings? A systematic literature review of recent research. In Proceedings of the 2022 ACM Conference on International Computing Education Research, 264–281. 

Presentation slides and video presentation

Teachers’ motivations to learn about ML and AI

This paper describes the development and trial of a survey based on self-determination theory to investigate the motivations of K-12 teachers to learn ML and AI. The participants were most motivated by personal enjoyment (an intrinsic motivator) and student benefits rather than extrinsic factors, such as external pressure.

Tshukudu, E., Waite, J., Rizvi, S., & Sentance, S. (2022, July). Teachers’ motivations to learn about ML and AI. In Proceedings of the 27th ACM Conference on Innovation and Technology in Computer Science Education Vol. 2 (p. 609).

Poster

Perspectives on AI and data science education

This chapter summarises the key points of our 2021-2022 online seminar series on teaching AI and data science at school. It gives an overview of why it is essential to teach AI to children, how and when it should be taught, and what research is necessary to deliver targeted education in this area.

Sentance, S. & Waite, J. (2022). Perspectives on AI and data science education. In AI, data science, and young people. Understanding computing education (Vol 3). Proceedings of the Raspberry Pi Foundation Research Seminars.

Understanding computing education: Volume 3. Theme: AI, data science, and young people

The proceedings collection of chapters from the speakers at our research seminars from September 2021 to March 2022. This series focused on artificial intelligence, machine learning and data science.

Raspberry Pi Foundation (2022). Understanding computing education (Vol. 3): AI, data science, and young people. Proceedings of the Raspberry Pi Foundation Research Seminars.

2021

Culturally relevant and responsive computing: A guide for curriculum design and teaching

This practical guide for teachers includes an overview of culturally relevant pedagogy and offers practical tips, as well as resources for the computing classroom.

Leonard, H., Kirby, D., Sentance, S., Chinaka, L., Deutsch, M., Dimitriadi, Y., and Goode, J.. (2021). Culturally relevant and responsive computing: A guide for curriculum design and teaching. Raspberry Pi Foundation.

An online platform for teaching upper secondary school computer science

This paper describes the Isaac Computer Science platform. The platform includes content and questions to support the teaching of A-level computer science (a two-year upper secondary school qualification). The paper reviews design decisions made in developing this resource and suggests a generic platform pedagogy matrix.

Waite, J., Franceschini, A., Sentance, S., Patterson, M., & Sharkey, J. (2021, September). An online platform for teaching upper secondary school computer science. In Proceedings of the 2021 Conference on United Kingdom & Ireland Computing Education Research (pp. 1-7).

Open-access author copypresentation slides, and video presentation

Female pupils’ attitudes to computing in early adolescence

In this paper, we measured attitudes towards computing amongst female students aged 10–14 and found that they reported less positive attitudes compared with their male peers. Female students in mixed-sex schools reported lower feelings of belonging compared to those in single-sex schools.

Leonard, H. C., Quinlan, O., & Sentance, S. (2021, September). Female pupils’ attitudes to computing in early adolescence. In Proceedings of the 2021 Conference on United Kingdom & Ireland Computing Education Research (pp. 1-6). 

Open-access author copypresentation slides, and video presentation

Teachers’ perspectives on talk in the programming classroom: Language as a mediator

This paper investigates the ways in which programming teachers use classroom talk to support learning, and proposes a model to frame our understanding of this element of programming lessons.

Sentance, S., & Waite, J. (2021, August). Teachers’ perspectives on talk in the programming classroom: Language as a mediator. In Proceedings of the 17th ACM Conference on International Computing Education Research (pp. 266-280).

Open-access author copy and video presentation

Computing skills, beliefs and identities in young people from underserved communities

This paper presents data from interviews with thirteen young people at risk of educational disadvantage concerning their feelings towards computing. The young people were confident in their digital skills, but did not tend to feel a sense of belonging in computing as a subject or a career.

Kunkeler, T., & Leonard, H. C. (2021, May). Computing skills, beliefs and identities in young people from underserved communities. In 2021 Conference on Research in Equitable and Sustained Participation in Engineering, Computing, and Technology (RESPECT) (pp. 1-5). IEEE.

Open-access author copy

Chronicling the evidence for broadening participation

A large-scale review of research testing the impact of teaching practice interventions on women’s outcomes and engagement in undergraduate computing courses.

Morrison, B., Quinn, B., Bradley, S., Buffardi, K., Harrigton, B., Hu, H., Kallia, M., McNeill, F., Ola, O., Parker, M., Rosato, J., & Waite, J. (2021, June). Chronicling the Evidence for Broadening Participation. In Proceedings of the 26th ACM Conference on Innovation and Technology in Computer Science Education V. 2 (pp. 601-602). 

Hermeneutic phenomenology for computing education research

Hermeneutic phenomenology is an approach to qualitative research focusing on the lived experiences of participants. This workshop addressed how this approach could be used in computing education.

Sentance, S. & Waite, J. (2021). Hermeneutic phenomenology for computing education research. Presented at UKICER, September 2021.

Open-access workshop paper and presentation slides

Culturally relevant and responsive pedagogy in computing: A quick scoping review

This paper reviews recent literature on the implementation of culturally relevant and responsive computing in the classroom. It provides a theoretical background, highlights key curriculum design features, and identifies factors that positively and negatively affect the success of the teaching approaches for computing.

Leonard, H. C., & Sentance, S. (2021). Culturally-relevant and responsive pedagogy in computing: A Quick Scoping ReviewInternational Journal of Computer Science Education in Schools5(2), 3-13. 

Why the ‘digital divide’ does not stop at access

In this paper, the complexities of providing equitable access to computing education are explored in several interviews with students from underserved communities in the UK. Combined with a review of theoretical frameworks and past research, the paper underlines the importance of supporting digital skills and making computing more relevant.

Leonard, H. C. and Kunkeler, T. (2021). Why the ‘digital divide’ does not stop at access. In Understanding Computing Education (Vol. 2): Equity, Diversity and Inclusion. Proceedings of the Raspberry Pi Foundation Research Seminars. 

Localising culturally responsive computing teaching to an English context: developing teacher guidelines

This paper describes the development of a set of guidelines that can facilitate culturally responsive computing teaching in England. Notably, it also focuses on the background and benefits of introducing culturally adapted teaching in the computing classroom, and briefly explains the co-constructed guidelines.

Leonard, H. C., Kirby, D., Sentance, S., Chinaka, L., Deutsch, M., Dimitriadi, Y. and Goode, J. (2021). Localising culturally responsive computing teaching to an English context: Developing teacher guidelines. In Understanding Computing Education (Vol. 2): Equity, Diversity and Inclusion. Proceedings of the Raspberry Pi Foundation Research Seminars. 

Understanding computing education: Volume 2. Theme: Equity, diversity and inclusion in computing education research

This is a collection of chapters from the speakers of our research seminars, which took place from January to July 2021. This series focused on equity, diversity, and inclusion in computing education.

Raspberry Pi Foundation (2021). Understanding Computing Education (Vol. 2): Equity, Diversity and Inclusion. Proceedings of the Raspberry Pi Foundation Research Seminars. 

Factors that impact gender balance in computing

This paper explores the barriers female students face in the computing classroom which impact their involvement in computing. Several ways of involving students more actively in the classroom are discussed in detail, such as pair programming and peer instruction.

Childs, K. (2021). Factors that impact gender balance in computing. In Understanding computing education (Vol. 1). Proceedings of the Raspberry Pi Foundation Research Seminars. 

Teaching programming with PRIMM: The importance of classroom talk

This paper introduces the PRIMM approach (Predict – Run – Investigate – Modify – Make) for teaching programming, and reports on a qualitative study involving primary and secondary school teachers. First findings stress the benefits of PRIMM on classroom communication and learning, and explore the impact of using programming vocabulary.

Sentance, S. (2021). Teaching programming with PRIMM: The importance of classroom talk. In Understanding computing education (Vol. 1). Proceedings of the Raspberry Pi Foundation Research Seminars.

Is it a wave? Linking the abstract to the everyday and back again

Semantic wave profiling is a framework that can support teachers and resource creators in assessing how knowledge is constructed. This paper explains the concepts of semantic waves and provides several examples of how to utilise them in the classroom.

Waite, J. (2021). Is it a wave? Linking the abstract to the everyday and back again. In Understanding computing education (Vol. 1). Proceedings of the Raspberry Pi Foundation Research Seminars. 

Understanding computing education: Volume 1

This is a collection of chapters from the speakers of our research seminars, which took place from May to December 2020.

Raspberry Pi Foundation (2021). Understanding computing education (Vol. 1). Proceedings of the Raspberry Pi Foundation Research Seminars.

The impact of sustained engagement after Picademy

This report summarises the findings from three annual surveys of the Certified Educator community in 2017, 2018, and 2019.

Dickins, J. (2021). The impact of sustained engagement after Picademy. Raspberry Pi Foundation.

Teaching programming in school: A review of approaches and strategies

This review focuses on how we teach programming. Research relating to a range of pedagogical strategies is covered as well as the different contexts in which programming teaching might take place and how we can support learners.

Waite, J, & Sentance, S. (2021). Teaching programming in school: A review of approaches and strategies. Raspberry Pi Foundation.

The impact of the coronavirus pandemic on the computing classroom

This short paper reports on some of the ways that teachers have changed the way they teach programming through the coronavirus pandemic.

Sentance, S., (2021). The impact of the coronavirus pandemic on the computing classroom. The Raspberry Pi Foundation.

2020

Physical computing: A key element of modern computer science education

This article provides an overview of physical computing and its value in the classroom, using the BBC micro:bit as an example.

Hodges, S., Sentance, S., Finney, J., & Ball, T. (2020). Physical computing: A key element of modern computer science education. Computer, 53(4), 20-30. 

Open-access author copy

X-ing boundaries with physical computing

Sentance, S., & Childs, K. (2020). In S. Grover, Computer science in K-12: An A to Z handbook on teaching programming (1st ed.), pp.250–258. Edfinity.

Ideas, technology, and skills: A taxonomy for digital projects

This paper seeks to develop an understanding of how young people engage with digital-making projects. It proposes a simple taxonomy for thinking about the factors that are required or must be developed for young people to successfully complete a digital-making project.

Quinlan, O., & Sentance, S. (2020). Ideas, Technology and Skills: A taxonomy for digital projects. In Proceedings of the 2020 Constructionism Conference, 357–365.

2019

The role of assessment and reward in non-formal computing settings (Work in progress)

This study is part of a larger study looking at learning outcomes in computing clubs, and has implications for others in non-formal computing settings.

Quinlan, O., Sentance, S., Dickins, J., & Cross, R. (2019, October). The role of assessment and reward in non-formal computing settings (Work in progress). In Proceedings of the 14th Workshop in Primary and Secondary Computing Education (pp. 1-4).

Open-access author copy

An international comparison of K-12 computer science education intended and enacted curricula

In this paper, we present findings from an international pilot study, comparing curriculum requirements (intended curriculum) captured through country reports, with what teachers identify as enacting in their classroom (the enacted curriculum).

Falkner, K., Sentance, S., Vivian, R., Barksdale, S., Busuttil, L., Cole, E., Liebe, C., Maiorana, F., McGill, M.M., & Quille, K. (2019, November). An international comparison of K-12 computer science education intended and enacted curricula. In Proceedings of the 19th Koli Calling International Conference on Computing Education Research (pp. 1-10).

Open-access author copy

An international study piloting the MEasuring TeacheR Enacted Computing Curriculum (METRECC) instrument

To understand pedagogy, practice, resources, and experiences in classrooms around the world, this report presents the process of an international Working Group to develop, pilot, review and test validity and reliability of the MEasuring TeacheR Enacted Computing Curriculum (METRECC) instrument to survey teachers in K-12 schools about their implementation of computer science curricula.

Falkner, K., Sentance, S., Vivian, R., Barksdale, S., Busuttil, L., Cole, E., Liebe, C., Maiorana, F., McGill, M.M., & Quille, K. (2019). An international study piloting the MEasuring TeacheR Enacted Computing Curriculum (METRECC) instrument. In Proceedings of the Working Group Reports on Innovation and Technology in Computer Science Education (pp. 111-142).

Open-access author copy

Moving to mainstream: Developing computing for all

The Department for Education in England awarded an £80 million contract for a 4-year programme of development of teacher training and student resources in computing in 2018. This keynote presentation looks at how this programme can feed into the global computing education research agenda and contribute to our understanding of what computing for all children means in practice.

Sentance, S. (2019, October). Moving to mainstream: developing computing for all. In Proceedings of the 14th Workshop in Primary and Secondary Computing Education (pp. 1-2). 

Open-access author copy and presentation slides

A periodic table of computing education learning theories

The periodic table is a visual arrangement of the elements to group like with like, providing insight into how families of elements will react. This paper asks: could we do the same with learning theories located in the domain of computer science education, and would it be useful?

Szabo, C., Falkner, N., Petersen, A., Bort, H., Connolly, C., Cunningham, K., Donaldson, P., Hellas, A., Robinson, J., & Sheard, J. (2019, July). A periodic table of computing education learning theories. In Proceedings of the 2019 ACM Conference on Innovation and Technology in Computer Science Education (pp. 269-270).