No Cover Image

Conference Paper/Proceeding/Abstract 32 views 8 downloads

(Physical) computing in schools: The ongoing case for practitioner support

Faron Moller Orcid Logo, Megan Venn-Wycherley Orcid Logo, Luke Clement

Proceedings of the 10th Computing Education Practice, Pages: 25 - 28

Swansea University Authors: Faron Moller Orcid Logo, Megan Venn-Wycherley Orcid Logo, Luke Clement

  • 71689.VoR.pdf

    PDF | Version of Record

    ©2026 Copyright held by the owner/author(s). This work is licensed under a Creative Commons Attribution 4.0 International License.

    Download (428.29KB)

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...

Full description

Published in: Proceedings of the 10th Computing Education Practice
ISBN: 979-8-4007-2121-2
Published: New York, NY, USA ACM 2026
URI: https://cronfa.swan.ac.uk/Record/cronfa71689
first_indexed 2026-03-31T16:01:55Z
last_indexed 2026-04-24T04:16:44Z
id cronfa71689
recordtype SURis
fullrecord <?xml version="1.0"?><rfc1807><datestamp>2026-04-22T14:32:54.3736417</datestamp><bib-version>v2</bib-version><id>71689</id><entry>2026-03-31</entry><title>(Physical) computing in schools: The ongoing case for practitioner support</title><swanseaauthors><author><sid>bf25e0b52fe7c11c473cc48d306073f7</sid><ORCID>0000-0001-9535-8053</ORCID><firstname>Faron</firstname><surname>Moller</surname><name>Faron Moller</name><active>true</active><ethesisStudent>false</ethesisStudent></author><author><sid>14fcf5cb2a9b90e413c56fab27136fb9</sid><ORCID>0000-0002-8668-2019</ORCID><firstname>Megan</firstname><surname>Venn-Wycherley</surname><name>Megan Venn-Wycherley</name><active>true</active><ethesisStudent>false</ethesisStudent></author><author><sid>c93858c78aa26bea54484185576ec6e2</sid><ORCID/><firstname>Luke</firstname><surname>Clement</surname><name>Luke Clement</name><active>true</active><ethesisStudent>false</ethesisStudent></author></swanseaauthors><date>2026-03-31</date><deptcode>MACS</deptcode><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 &#x2013; equitably in all schools throughout the country &#x2013; 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.</abstract><type>Conference Paper/Proceeding/Abstract</type><journal>Proceedings of the 10th Computing Education Practice</journal><volume/><journalNumber/><paginationStart>25</paginationStart><paginationEnd>28</paginationEnd><publisher>ACM</publisher><placeOfPublication>New York, NY, USA</placeOfPublication><isbnPrint>979-8-4007-2121-2</isbnPrint><isbnElectronic/><issnPrint/><issnElectronic/><keywords>Computing education, physical computing, teacher professional development, micro:bit</keywords><publishedDay>7</publishedDay><publishedMonth>1</publishedMonth><publishedYear>2026</publishedYear><publishedDate>2026-01-07</publishedDate><doi>10.1145/3772338.3772351</doi><url/><notes/><college>COLLEGE NANME</college><department>Mathematics and Computer Science School</department><CollegeCode>COLLEGE CODE</CollegeCode><DepartmentCode>MACS</DepartmentCode><institution>Swansea University</institution><apcterm/><funders/><projectreference/><lastEdited>2026-04-22T14:32:54.3736417</lastEdited><Created>2026-03-31T16:41:54.4524913</Created><path><level id="1">Faculty of Science and Engineering</level><level id="2">School of Mathematics and Computer Science - Computer Science</level></path><authors><author><firstname>Faron</firstname><surname>Moller</surname><orcid>0000-0001-9535-8053</orcid><order>1</order></author><author><firstname>Megan</firstname><surname>Venn-Wycherley</surname><orcid>0000-0002-8668-2019</orcid><order>2</order></author><author><firstname>Luke</firstname><surname>Clement</surname><orcid/><order>3</order></author></authors><documents><document><filename>71689__36550__31bedc697a3149dcbb3b36c1bc536499.pdf</filename><originalFilename>71689.VoR.pdf</originalFilename><uploaded>2026-04-22T14:23:59.0686135</uploaded><type>Output</type><contentLength>438573</contentLength><contentType>application/pdf</contentType><version>Version of Record</version><cronfaStatus>true</cronfaStatus><documentNotes>&#xA9;2026 Copyright held by the owner/author(s). This work is licensed under a Creative Commons Attribution 4.0 International License.</documentNotes><copyrightCorrect>true</copyrightCorrect><language>eng</language><licence>https://creativecommons.org/licenses/by/4.0</licence></document></documents><OutputDurs/></rfc1807>
spelling 2026-04-22T14:32:54.3736417 v2 71689 2026-03-31 (Physical) computing in schools: The ongoing case for practitioner support bf25e0b52fe7c11c473cc48d306073f7 0000-0001-9535-8053 Faron Moller Faron Moller true false 14fcf5cb2a9b90e413c56fab27136fb9 0000-0002-8668-2019 Megan Venn-Wycherley Megan Venn-Wycherley true false c93858c78aa26bea54484185576ec6e2 Luke Clement Luke Clement true false 2026-03-31 MACS 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. Conference Paper/Proceeding/Abstract Proceedings of the 10th Computing Education Practice 25 28 ACM New York, NY, USA 979-8-4007-2121-2 Computing education, physical computing, teacher professional development, micro:bit 7 1 2026 2026-01-07 10.1145/3772338.3772351 COLLEGE NANME Mathematics and Computer Science School COLLEGE CODE MACS Swansea University 2026-04-22T14:32:54.3736417 2026-03-31T16:41:54.4524913 Faculty of Science and Engineering School of Mathematics and Computer Science - Computer Science Faron Moller 0000-0001-9535-8053 1 Megan Venn-Wycherley 0000-0002-8668-2019 2 Luke Clement 3 71689__36550__31bedc697a3149dcbb3b36c1bc536499.pdf 71689.VoR.pdf 2026-04-22T14:23:59.0686135 Output 438573 application/pdf Version of Record true ©2026 Copyright held by the owner/author(s). This work is licensed under a Creative Commons Attribution 4.0 International License. true eng https://creativecommons.org/licenses/by/4.0
title (Physical) computing in schools: The ongoing case for practitioner support
spellingShingle (Physical) computing in schools: The ongoing case for practitioner support
Faron Moller
Megan Venn-Wycherley
Luke Clement
title_short (Physical) computing in schools: The ongoing case for practitioner support
title_full (Physical) computing in schools: The ongoing case for practitioner support
title_fullStr (Physical) computing in schools: The ongoing case for practitioner support
title_full_unstemmed (Physical) computing in schools: The ongoing case for practitioner support
title_sort (Physical) computing in schools: The ongoing case for practitioner support
author_id_str_mv bf25e0b52fe7c11c473cc48d306073f7
14fcf5cb2a9b90e413c56fab27136fb9
c93858c78aa26bea54484185576ec6e2
author_id_fullname_str_mv bf25e0b52fe7c11c473cc48d306073f7_***_Faron Moller
14fcf5cb2a9b90e413c56fab27136fb9_***_Megan Venn-Wycherley
c93858c78aa26bea54484185576ec6e2_***_Luke Clement
author Faron Moller
Megan Venn-Wycherley
Luke Clement
author2 Faron Moller
Megan Venn-Wycherley
Luke Clement
format Conference Paper/Proceeding/Abstract
container_title Proceedings of the 10th Computing Education Practice
container_start_page 25
publishDate 2026
institution Swansea University
isbn 979-8-4007-2121-2
doi_str_mv 10.1145/3772338.3772351
publisher ACM
college_str Faculty of Science and Engineering
hierarchytype
hierarchy_top_id facultyofscienceandengineering
hierarchy_top_title Faculty of Science and Engineering
hierarchy_parent_id facultyofscienceandengineering
hierarchy_parent_title Faculty of Science and Engineering
department_str School of Mathematics and Computer Science - Computer Science{{{_:::_}}}Faculty of Science and Engineering{{{_:::_}}}School of Mathematics and Computer Science - Computer Science
document_store_str 1
active_str 0
description 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.
published_date 2026-01-07T07:50:29Z
_version_ 1863424230571376640
score 11.103076

Similar Items