Technology-Rich Ethnography for Examining the Transition to Authentic Problem-Solving in a High School Computer Programming Class

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dc.contributor.authorXun Ge
dc.contributor.authorMichael K. Thomas
dc.contributor.authorBarbara A. Greene
dc.date.accessioned2016-01-14T19:53:57Z
dc.date.accessioned2016-03-30T15:31:36Z
dc.date.available2016-01-14T19:53:57Z
dc.date.available2016-03-30T15:31:36Z
dc.date.issued2006-06-01
dc.description.abstractThis study utilized elements of technology-rich ethnography to create a rich description of a multi-user virtual environment in a high school computer programming class. Of particular interest was the transition that took place in classroom culture from one characterized by a well-defined problem solving approach to one more indicative of open learning environment. Using technology, high school students created learning activities and resources for use by younger students in the virtual environment. Evidence supported that high school students initially benefitted from the new open environment; however, some immutable elements of the classroom environment presented barriers to peer collaboration and motivation for high-level, creative work. Our findings lend support to the argument that teachers in high school computer programming classes should incorporate the following features in their curricula: open-ended problem solving, real-world clients, group work, student autonomy and ample opportunities for student creative expression.en_US
dc.description.peerreviewYesen_US
dc.description.peerreviewnoteshttps://us.sagepub.com/en-us/nam/manuscript-submission-guidelinesen_US
dc.identifier.citationGe, X., Thomas, M. K., & Greene, B. A. (2006). Technology-Rich Ethnography for Examining the Transition to Authentic Problem-Solving in a High School Computer Programming Class. Journal of Educational Computing Research, 34(4), 319-352. doi: 10.2190/924l-4002-j5p4-1077en_US
dc.identifier.doi10.2190/924l-4002-j5p4-1077en_US
dc.identifier.urihttp://hdl.handle.net/11244/25541
dc.language.isoen_USen_US
dc.publisherJournal of Educational Computing Research
dc.rights.requestablefalseen_US
dc.titleTechnology-Rich Ethnography for Examining the Transition to Authentic Problem-Solving in a High School Computer Programming Classen_US
dc.typeResearch Articleen_US

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