App development in an urban after-school computing programme: a case study with design implications

ABSTRACT

This mixed methods case study presents the experience of a group of middle school students in a year-long, after-school computing programme in a large, inner-city school district in the southeastern United States. The purpose of this research is to explore informal educational strategies that are conducive at giving underrepresented minority youth access to information and communication technology tools and content. Results indicate that hands-on support from mentors, peer collaboration, and options for customising work and creating unique projects contributed positively to the student experience in the programme. This study suggests giving students more creative freedom, adequate scaffolding and the option for peer collaboration when working in informal learning environments. Results are specific to the context of the one school in which this pilot study was conducted, though the findings confirm the research of others in this area. Data sources included a perceptions survey, participant interviews and researcher observations.

KEYWORDS:

• Computer science education
• broadening participation
• after-school
• case study
• information and communications technology (ICT)

Disclosure statement

Any opinions, findings, and conclusions or recommendations expressed in this article are those of the authors and do not necessarily reflect the views of the National Science Foundation.

Additional information

Funding

This article is based upon work supported by the National Science Foundation [grant no. DRL-1433280], National Science Foundation [1433280].

Notes on contributors

Timothy Alex Hicks

Timothy Alex Hicks (Lithonia, GA, USA) completed his PhD in Instructional Technology in the Department of Learning Sciences in the College of Education and Human Development at Georgia State University. He currently works as a content developer for one of the national credit reporting agencies, and he will be a part-time faculty member in the Department of Information Technology at Middle Georgia State University in the fall of 2021. His research focuses on student engagement and self-efficacy in self-directed environments.

Jonathan D. Cohen

Jonathan D. Cohen (Atlanta, GA, USA) is an Associate Professor in the Department of Learning Sciences at Georgia State University. His work explores teaching and learning in technology-supported constructionist learning environments. His research focuses both on the design, development and implementation of constructionist curricula in formal and informal learning environments as well as on the infrastructure necessary to support the development and implementation of such curricula.

Brendan Calandra

Brendan Calandra (Atlanta, GA, USA) is Professor and Chair of the Department of Learning Sciences in the College of Education & Human Development at Georgia State University. His research and teaching focus on digital media, learning and professional development. Some of his projects include using rich and immersive technologies to help novice teachers learn from practice teaching; designing technology-enhanced safety awareness training; and providing authentic, technology-rich learning experiences for underserved and marginalised youth. His work has been funded by private, non-profit, state and federal organisations.