Annotated Bibliography of Papers and Articles about Educational Coding and Accessibility

Basman, Antranig. "Building Software is Not Yet a Craft." Proceedings of the Psychology of Programming Interest Group (2016). http://www.ppig.org/sites/default/files/2016-PPIG-27th-Basman2.pdf

Carmien S., Kollar I., Fischer G., Fischer F. (2007) The Interplay of Internal and External Scripts. In: Fischer F., Kollar I., Mandl H., Haake J.M. (eds) Scripting Computer-Supported Collaborative Learning. Computer-Supported Collaborative Learning, vol 6. Springer, Boston, MA https://doi.org/10.1007/978-0-387-36949-5_17

Stefan Parry Carmien and Gerhard Fischer. 2008. Design, adoption, and assessment of a socio-technical environment supporting independence for persons with cognitive disabilities. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (CHI '08). ACM, New York, NY, USA, 597-606. DOI: https://doi.org/10.1145/1357054.1357151

Jill Cao, Scott D. Fleming, Margaret Burnett, Christopher Scaffidi; Idea Garden: Situated Support for Problem Solving by End-User Programmers, Interacting with Computers, Volume 27, Issue 6, 1 November 2015, Pages 640–660, https://doi.org/10.1093/iwc/iwu022

Andy Ko. 2017. On toys that teach coding. https://medium.com/bits-and-behavior/on-toys-that-teach-coding-5a6de92e6ad3

Varsha Koushik and Clayton Lewis. 2016. Work in Progress: A Nonvisual Interface for a Blocks Language. PPIG 2016. http://www.ppig.org/sites/ppig.org/files/2016-PPIG-27th-Koushik.pdf

Libby Kumin, Jonathan Lazar, and Jinjuan Heidi Feng. 2012. Expanding job options: potential computer-related employment for adults with Down syndrome. SIGACCESS Access. Comput. 103 (June 2012), 14-23. DOI=http://dx.doi.org/10.1145/2335867.2335869

Lewis, C. 2014. Work in Progress Report: Nonvisual Visual Programming. Psychology of Programming Interest Group. http://users.sussex.ac.uk/~bend/ppig2014/14ppig2014_submission_5.pdf

Dastyni Loksa, Andrew J. Ko, Will Jernigan, Alannah Oleson, Christopher J. Mendez, and Margaret M. Burnett. 2016. Programming, Problem Solving, and Self-Awareness: Effects of Explicit Guidance. In Proceedings of the 2016 CHI Conference on Human Factors in Computing Systems (CHI '16). ACM, New York, NY, USA, 1449-1461. DOI: https://doi.org/10.1145/2858036.2858252

• Evaluated with two 2-week web development summer camps with 48
  high school students
• Proposes 6 problem solving stages
• Reinterpret problem prompt
• Search for analogous problems
• Search for solutions
• Evaluate a potential solution
• Implement a solution
• Evaluate implemented solution
• Control group and Experimental group
• Experimental group
• Instructed on 6 problem solving stages
• Guidance was structured using these stages: “what problem you are having and which of the stages do you think you are in?”
• Provided with an Idea Garden implementation
• HTML, CSS, and React JavaScript using Cloud9

Stephanie Ludi, Jamie Simpson, and Wil Merchant. 2016. Exploration of the Use of Auditory Cues in Code Comprehension and Navigation for Individuals with Visual Impairments in a Visual Programming Environment. In Proceedings of the 18th International ACM SIGACCESS Conference on Computers and Accessibility (ASSETS '16). ACM, New York, NY, USA, 279-280. DOI: https://doi.org/10.1145/2982142.2982206

Miller, B., Doughty, T., & Krockover, G. (2015). Using science inquiry methods to promote self-determination and problem-solving skills for students with moderate intellectual disability. Education & Training in Autism & Developmental Disabilities, 50(3), 356–368.

Lauren R. Milne. 2017. Blocks4All: making block programming languages accessible for blind children. SIGACCESS Access. Comput. 117 (February 2017), 26-29. DOI: https://doi.org/10.1145/3051519.3051525

Lauren R. Milne, Catherine M. Baker, and Richard E. Ladner. 2017. Blocks4All Demonstration: a Blocks-Based Programming Environment for Blind Children. In Proceedings of the 19th International ACM SIGACCESS Conference on Computers and Accessibility (ASSETS '17). ACM, New York, NY, USA, 313-314. DOI: https://doi.org/10.1145/3132525.3134774

John F. Pane. 2002. A Programming System for Children that is Designed for Usability. PhD Thesis. http://reports-archive.adm.cs.cmu.edu/anon/2002/CMU-CS-02-127.pdf

Resnick, Mitchel. “Learn to Code, Code to Learn.” EdSurge May 2013. https://web.media.mit.edu/~mres/papers/L2CC2L-handout.pdf

“She learned how to divide complex problems into simpler parts, how to iteratively refine her designs, how to identify and fix bugs, how to share and collaborate with others, how to persevere in the face of challenges… They begin to see themselves as creators and designers, as people who can make things and express themselves with digital media, not just browse, chat, and play games. While many people can read digital media, Scratchers can write digital media–and are thus prepared to become full participants in today’s digital society.” (2).

The Royal Society “After the reboot: computing education in UK schools”. November 2017.

https://royalsociety.org/~/media/policy/projects/computing-education/computing-education-report.pdf

“Pupils with special educational needs and disabilities (SEND) can benefit greatly from computing, and more research will enable teachers to understand best practice for involving these pupils.”

“It is important that computing in schools is as inclusive as possible. Pupils with special educational needs and disabilities (SEND) are disproportionately likely to miss out on educational opportunities.

In our meetings, concerns raised by teachers included the academic nature of computing, particularly the higher order computational thinking skills and sensitivity of syntax, potentially making much of the curriculum in secondary schools inaccessible for less able pupils and those with learning difficulties.

Conventional styles of teaching or resources may not be suitable for SEND pupils as

resource developers have focused on creating resources for mainstream education.

Technology itself can be highly inaccessible and may become more so as more complex tools and interfaces are developed. For example, partially sighted pupils need screen readers to work with programming tools if they are to be able to learn to program. While traditional text-based languages work naturally with screen readers, tools such as Scratch Jr., which are popular as a primary programming language, use explicitly visual metaphors and, therefore, do not necessarily transfer.”

Matthew Taylor. 2017. Computer Programming with Early Elementary Students with and without Intellectual Disabilities. PhD Thesis. http://stars.library.ucf.edu/etd/5564/

Trucano, Michael. “Learning to Code vs. Coding to Learn.” https://medium.com/world-of-opportunity/learning-to-code-vs-coding-to-learn-f862202eced0

Amber Wagner, Ramaraju Rudraraju, Srinivasa Datla, Avishek Banerjee, Mandar Sudame, and Jeff Gray. 2012. Programming by voice: a hands-free approach for motorically challenged children. In CHI '12 Extended Abstracts on Human Factors in Computing Systems (CHI EA '12). ACM, New York, NY, USA, 2087-2092. DOI: http://doi.org/10.1145/2212776.2223757

DiSessa, Andrea A. Changing minds: Computers, learning, and literacy. MIT Press, 2001.