Author ORCID Identifier
Timothy Hicks: https://orcid.org/0000-0001-8797-290X
Jonathan Cohen: https://orcid.org/0000-0001-7278-798X
Brendan Calandra: https://orcid.org/0000-0001-9216-9353
Document Type
Article
Publication Date
7-2-2020
Abstract
This mixed methods case study presents the experience of a group of middle school students in a year-long, after-school computing programme in a large, inner-city school district in the southeastern United States. The purpose of this research is to explore informal educational strategies that are conducive at giving underrepresented minority youth access to information and communication technology tools and content. Results indicate that hands-on support from mentors, peer collaboration, and options for customising work and creating unique projects contributed positively to the student experience in the programme. This study suggests giving students more creative freedom, adequate scaffolding and the option for peer collaboration when working in informal learning environments. Results are specific to the context of the one school in which this pilot study was conducted, though the findings confirm the research of others in this area. Data sources included a perceptions survey, participant interviews and researcher observations.
DOI
https://doi.org/10.1080/1475939X.2021.1956578
Recommended Citation
Hicks, T., Cohen, J., Calandra, B. (2021). App development in an urban after-school computing program: A case study with design implications. Technology Pedagogy and Education. 31(2), 217-229. https://doi.org/10.1080/1475939X.2021.1956578
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.
Comments
This is an Accepted Manuscript version of the article accepted for publication in Technology, Pedagogy, and Education, 31(2), 217-229. https://doi.org/10.1080/1475939X.2021.1956578.