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(Physical) computing in schools: The ongoing case for practitioner support
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Megan Venn-Wycherley ,
Luke Clement
Proceedings of the 10th Computing Education Practice, Pages: 25 - 28
Swansea University Authors:
Faron Moller , Megan Venn-Wycherley , Luke Clement
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DOI (Published version): 10.1145/3772338.3772351
Abstract
For decades, researchers have pondered the problems of computing education in UK schools, and there has been no shortage of proposals and initiatives for addressing these. More recently, physical computing has become a popular approach to embedding digital education, particularly in the context of t...
| Published in: | Proceedings of the 10th Computing Education Practice |
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| ISBN: | 979-8-4007-2121-2 |
| Published: |
New York, NY, USA
ACM
2026
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| URI: | https://cronfa.swan.ac.uk/Record/cronfa71689 |
| Abstract: |
For decades, researchers have pondered the problems of computing education in UK schools, and there has been no shortage of proposals and initiatives for addressing these. More recently, physical computing has become a popular approach to embedding digital education, particularly in the context of the micro:bit, with over half a million of these devices being provided to schools throughout the UK over the past two years. Much research has gone in to how this approach encourages engagement by bringing computing to life for young people. However, the problems of ensuring a high-quality education experience – equitably in all schools throughout the country – persist. In this work, we assess the situation from a teacher perspective, and provide evidence that far more effort is needed to directly support practitioners and to systematically assess their evolving needs. |
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| Keywords: |
Computing education, physical computing, teacher professional development, micro:bit |
| College: |
Faculty of Science and Engineering |
| Start Page: |
25 |
| End Page: |
28 |