Papers by Nataliia Borysenko
Contemporary Educational Psychology, 2020
This is a PDF file of an article that has undergone enhancements after acceptance, such as the ad... more This is a PDF file of an article that has undergone enhancements after acceptance, such as the addition of a cover page and metadata, and formatting for readability, but it is not yet the definitive version of record. This version will undergo additional copyediting, typesetting and review before it is published in its final form, but we are providing this version to give early visibility of the article. Please note that, during the production process, errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal pertain.
Computers & Education, 2021
Abstract Several gaps exist in the literature on coding. First, little exploration has focused on... more Abstract Several gaps exist in the literature on coding. First, little exploration has focused on early elementary school students. In addition, close description of the overall context of coding tasks at this level is rare. Further, there is a need for both teacher and student voices around coding experiences to be heard. Moreover, a task engagement framework has not been used to evaluate the process or outcomes of early elementary coding tasks. Therefore, an exploratory holistic case study design was used to investigate student and teacher processes and outcomes of coding lessons in order to fill gaps in the literature. In this study, forty-six 2nd grade students, two teachers, and four researchers completed two one-week units on basic coding. Multiple descriptive and numeric data sources were employed to describe the process and outcomes of learning coding. Conclusions include: (1) teachers should start learning about coding first with short awareness sessions and then move to their own classrooms with knowledge brokers and other forms of assistance; (2) a focus on content and process, including problem-solving, is effective for coding with young children; (3) there can be a high level of engagement for teachers and students with the use of robots and welldesigned, age-appropriate coding tasks, and; (4) multiple data sources and the inclusion of both teacher and student data are essential in exploring coding in classrooms.
Recent Developments in Technology-Enhanced and Computer-Assisted Language Learning
The body of research on CALL tasks and topics grows daily; however, a number of areas remain unde... more The body of research on CALL tasks and topics grows daily; however, a number of areas remain underrepresented in the literature. While there are many gaps in the CALL research to address, this chapter updates an earlier focus on 8 gaps, chosen because of their perceived importance in language teaching and learning. In presenting the gaps, each section in this chapter: 1) provides a rationale for exploring the topic, 2) briefly reviews studies that typify the extant research in the focal area, and 3) provides recommendations for future research. This chapter encourages all stakeholders in CALL to join in the rigorous and multi-perspective exploration of these and other under-addressed areas and strengthen the use of CALL for language learning and teaching.
Uploads
Papers by Nataliia Borysenko