Top

Education and Information Technologies

Published in:

27-11-2019

A spiral model teaching mobile application development in terms of the continuity principle in school and university education

Authors: G. Aimicheva, Zh. Kopeyev, Zh. Ordabayeva, N. Tokzhigitova, S. Akimova

Published in: Education and Information Technologies | Issue 3/2020

Activate our intelligent search to find suitable subject content or patents.

search-config

AI-assisted search

Off

Abstract

The article is devoted to the issues of teaching mobile application development and, as a consequence, training of highly qualified in-demand mobile developers. Nowadays, training professional mobile developers is a crucial task all over the world. The researchers emphasize the complexity of mobile application development associated with its multidisciplinarity, the mobile device hardware limitations, the necessity of object-oriented programming in the mobile development. Due to the complexity of the mobile development field and the gap in programming knowledge of first-year students, there are fears that prepare highly qualified mobile developers during undergraduate education is impossible. In this regard, the article proposes a spiral model teaching mobile application development with the aim of effective training of mobile developers. The spiral model covers all levels of teaching programming from high school to higher education with aim to develop knowledge from introductory programming to mobile application development. The offered spiral model suggests the continuity in the content and overcoming the gap in programming knowledge between high school and higher education. Such a model is the most appropriate for the training of highly qualified mobile developers in the context of Kazakhstan’s education system.

previous article Designing a professional development program for mathematics teachers for effective use of technology in teaching

next article The internet as a context for participatory action research

Dont have a licence yet? Then find out more about our products and how to get one now:

Springer Professional "Wirtschaft+Technik"

Online-Abonnement

Mit Springer Professional "Wirtschaft+Technik" erhalten Sie Zugriff auf:

über 102.000 Bücher
über 537 Zeitschriften

aus folgenden Fachgebieten:

Automobil + Motoren
Bauwesen + Immobilien
Business IT + Informatik
Elektrotechnik + Elektronik
Energie + Nachhaltigkeit
Finance + Banking
Management + Führung
Marketing + Vertrieb
Maschinenbau + Werkstoffe
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

inform now

Springer Professional "Wirtschaft"

Online-Abonnement

Mit Springer Professional "Wirtschaft" erhalten Sie Zugriff auf:

über 67.000 Bücher
über 340 Zeitschriften

aus folgenden Fachgebieten:

Bauwesen + Immobilien
Business IT + Informatik
Finance + Banking
Management + Führung
Marketing + Vertrieb
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

inform now

Springer Professional "Technik"

Online-Abonnement

Mit Springer Professional "Technik" erhalten Sie Zugriff auf:

über 67.000 Bücher
über 390 Zeitschriften

aus folgenden Fachgebieten:

Automobil + Motoren
Bauwesen + Immobilien
Business IT + Informatik
Elektrotechnik + Elektronik
Energie + Nachhaltigkeit
Maschinenbau + Werkstoffe

Jetzt Wissensvorsprung sichern!

inform now

Alston, P. (2012). Teaching Mobile Web Application Development: Challenges Faced And Lessons Learned, In: Proceedings of 13th Annual Conference on Information Technology Education (SIGITE ‘12), 239–244. https://doi.org/10.1145/2380552.2380620

Araujo, L. G. J., Bittencourt, R. A., & Santos, D. (2018). An Analysis of a Media-Based Approach to Teach Programming to Middle School Students. In Proceedings of The 49th ACM Technical Symposium on Computer Science Education, Baltimore, MD, USA, Feb. 21–24, 2018 (SIGCSE ‘18), https://doi.org/10.1145/3159450.3159526

Bers, M. U. (2017). Coding as a playground: Programming and CT in the early childhood classroom. Routledge.

Bruner, J. S. (1960). The process of education. Cambridge: Harvard University Press.

Buitrago Flórez, F., Casallas, R., Hernández, M., Reyes, A., Restrepo, S., & Danies, G. (2017). Changing a generation’s way of thinking: Teaching CT through programming. Review of Educational Research, 87(4), 834–860.CrossRef

Cheung, J., Ngai, G., Chan, S., and Lau, W. (2009). Filling the gap in programming instruction: A text-enhanced graphical programming environment for junior high students, SIGCSE Symposium on Computer Science Education, Chattanooga, TN, March 2009, pp. 276–280.

Coelho, C. S., & Moles, D. R. (2016). Student perceptions of a spiral curriculum. European Journal of Dental Education, 20(3), 161–166.CrossRef

Dillashaw, F., & Bell, S. (1985). Learning outcomes of computer programming instruction for middle-grades students: A pilot study, Proceedings of the 58th annual meeting of the National Association for research in science technology. IN: Indiana Retrieved from https://files.eric.ed.gov/fulltext/ED255360.pdf.

Dodero, J.M., Mota, J.M., & Ruiz-Rube, I. (2017). Bringing CT to teachers' training: A workshop review. In Proceedings of the 5th International Conference on Technological Ecosystems for Enhancing Multiculturality (p. 4). ACM.

Fronza I, Corral L, Pahl C (2019). Combining Block-Based Programming and hardware prototyping to Foster CT. In Proceedings of the 20th Annual SIG Conference on Information Technology Education (pp. 55-60). ACM.

Funke, A., Geldreich, K., & Hubwieser, P. (2017). Analysis of scratch projects of an introductory programming course for primary school students. In 2017 IEEE Global Engineering Education Conference (EDUCON) (pp. 1229-1236). IEEE.

Good, J., Yadav, A., & Mishra, P. (2017). CT in computer science classrooms: Viewpoints from CS educators. In Society for Information Technology & Teacher Education International Conference (pp. 51-59). Association for the Advancement of computing in education (AACE).

Inhelder, B., & Piaget, J. (1958). An essay on the construction of formal operational structures. The growth of logical thinking: From childhood to adolescence (A. Parsons & S. Milgram, Trans.). New York: Basic Books. 10. 1037/10034-000.

Joshi, G., & Desai, P. (2016). Building software testing skills in undergraduate students using spiral model approach. In 2016 IEEE eighth international conference on technology for education (t4e) (pp. 244-245). IEEE.

Kafai, Y., & Burke, Q. (2013). Computer programming goes back to school. Phi Delta Kappan, 95(1), 61–65. https://doi.org/10.1177/003172171309500111. https://www. researchgate. net/publication/256005803. Accessed: 25 May 2019.

Karakozov S.D., Manyakhina V.G. (2016). Teaching informatics in South Korea: The analysis of textbooks for primary and secondary schools. Informatics and Education (1):11–16. (In Russ.)

Maloney, J., Resnick, M., Rusk, N., Silverman, B., & Eastmond, E. (2010). The scratch programming language and environment. ACM Transactions on Computing Education (TOCE), 10(4), 16.

Morelli, R., de Lanerolle, T., Lake, P., Limardo, N., Tamotsu, E., & Uche, C. (2011). Can android app inventor bring CT to k-12. In Proc. 42nd ACM technical symposium on Computer science education (SIGCSE'11).

Z. Nurbekova, G. Aimicheva, (2018) «Teaching Mobile Application Development: from the Idea to the Result», 3rd International Conference on Computer Science and Engineering (UBMK) IEEE, pp. 666-669, 2018.

Offir, B., Barth, I., Lev, Y. & Shteinbok, A. (2003). Teacher–student interactions and learning outcomes in a distance learning environment. Internet and Higher Education, 6(1), 65-75. Elsevier Ltd. https://www. learntechlib. org/p/96514/. Accessed: 17 May 2019.

Papert, S. (1980). Mindstorms. In Children, computers and powerful ideas. New York: Basic books.

Papert, S. (1991). Situating constructionism. In S. Papert & I. Harel (Eds.), Constructionism. Cambridge: MIT Press.

Pinar, Muyan-Özçelik (2017). A hands-on cross-platform mobile programming approach to teaching OOP concepts and design patterns, Proceedings of the 1st International Workshop on Software Engineering Curricula for Millennials, May 20–28, Buenos Aires, Argentina. https://doi.org/10.1109/SECM.2017.12

Resnick, M., Maloney, J., Monroy-Hernández, A., Rusk, N., Eastmond, E., Brennan, K., . & Kafai, Y. B. (2009). Scratch: Programming for all. Communications of the ACM, 52(11), 60–67.CrossRef

Saltan, F. (2016). Looking at algorithm visualization through the eyes of pre-service ICT teachers. Universal Journal of Educational Research, 4(2), 403–408.MathSciNetCrossRef

Scherer, R., Siddiq, F., & Sánchez Viveros, B. (2018). The cognitive benefits of learning computer programming: A meta-analysis of transfer effects. Journal of Educational Psychology. Advance online publication. https://doi.org/10.1037/edu0000314.

Shute, V. J., Sun, C., & Asbell-Clarke, J. (2017). Demystifying CT. Educational Research Review, 22, 142–158.CrossRef

Siadaty, M., Taghiyareh, F. (2007) PALS2: Pedagogically adaptive learning system based on learning styles, icalt, (pp. 616-618), 7th IEEE International Conference on Advanced Learning Technologies (ICALT). https://doi.org/10.1109/ICALT.2007. 198. https://www. researchgate. net/publication/221424232. Accessed: 09 May 2019.

Standard curriculum on the subject (n.d.-a). «Computer science» for grades 5–9 of basic secondary education on the updated content. Developed in accordance with the State compulsory standard of secondary education (primary, basic secondary, General secondary education), approved by the Government of the Republic of Kazakhstan dated August 23, 2012 № 1080.

Standard curriculum on the subject (n.d.-b). «Computer science» for grades 10–11 of basic secondary education on the updated content. Developed in accordance with the State compulsory standard of secondary education (primary, basic secondary, General secondary education), approved by the Government of the Republic of Kazakhstan dated August 23, 2012 № 1080.

Stone, J. A. (2019). Student perceptions of computing and computing majors. Journal of Computing Sciences in Colleges, 34(3), 22–30.

Taft, D. K. (2007). Programming grads meet a skills gap in the real world. Retrieved September.

Tan, P.H., Ting, C. Y., & Ling, S. W. (2009). Learning difficulties in programming courses: undergraduates' perspective and perception, International Conference on Computer Technology and Development 2009 (ICCTD'09), 42–46, 2009.

Wagner, A., Gray, J., Corley, J., and Wolber, D., (2013). Using App Inventor in a K - 12 Summer Camp, SIGCSE '13 , 621–626.

Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3), 33–35.CrossRef

Yardi, S. & Bruckman, A. (2007) What is computing?: Bridging the gap between teenagers’ perceptions andgraduate students’ experiences. In Anderson, R., Fincher, S., & Guzdial, M. (Eds.), Proceedings of the Third international Workshop on Computing Education. https://www. cc. gatech. edu/conferences/icer2007/slides/yardi-talk. pdf. Accessed: 11 May 2019.

Zorana, E. (2003). Bridging the knowledge gap between secondary and higher education. College and Research Libraries, 64, 75–85. https://doi.org/10.5860/crl.64.1.75 https://www. researchgate. net/publication/279437426.CrossRef

Title: A spiral model teaching mobile application development in terms of the continuity principle in school and university education
Authors: G. Aimicheva
Zh. Kopeyev
Zh. Ordabayeva
N. Tokzhigitova
S. Akimova
Publication date: 27-11-2019
Publisher: Springer US
Published in: Education and Information Technologies / Issue 3/2020
Print ISSN: 1360-2357
Electronic ISSN: 1573-7608
DOI: https://doi.org/10.1007/s10639-019-10051-z

Springer Professional

Abstract

Please log in to get access to your license.

Dont have a licence yet? Then find out more about our products and how to get one now:

Springer Professional "Wirtschaft+Technik"

Springer Professional "Wirtschaft"

Springer Professional "Technik"

Other articles of this Issue 3/2020

Antecedents to academic success in higher education institutions: The case of UAE University

Virtual educational environment: interactive communication using LMS Moodle

Between text and platforms: A case study on the real-time emotions & psychophysiological indicators of video gaming and academic engagement

An effective way of designing blended learning: A three phase design-based research approach

The effectiveness of animated video and written text resources for learning microeconomics: A laboratory experiment

Schools and the digital challenge: Evolution and perspectives

Premium Partner