The Future of Educational Computing Research:The Case of Computer Programming
Douglas H. Clements, State University of New York at Buffalo, United States
ITCE Volume 1999, Number 1, ISSN 1522-8185 Publisher: Association for the Advancement of Computing in Education (AACE)
What directions should research on computers in education take in the next century? We examine one application, computer programming, with a particularly long and rich research history (Clements & Meredith, 1993). We review the literature and discuss implications for future research. While emerging from the domain of computer programming, these implications have wide applicability across various applications of computers. For example, in all applications of computer to education, we need to learn to operationalize and optimize the complex webs of variables that determine efficacy. We need continuing research and development to expand our knowledge of what students and teachers learn in various environments; test conjectures and theories abstracted post hoc in extant research; and investigate how unique features of various programming environments interact with the goals and content of specific subject matters domains and the particular features of various teaching and learning situations to promote learning and development. Future research should also ask how computers might be successfully implemented in a manner consistent with systemic reform.
Clements, D.H. (1999). The Future of Educational Computing Research:The Case of Computer Programming. Information Technology in Childhood Education Annual, 1999(1), 147-179. Association for the Advancement of Computing in Education (AACE).
© 1999 Association for the Advancement of Computing in Education (AACE)
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