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

• Published in: Technology, pedagogy and education Vol. 31; no. 2; pp. 217 - 229
• Main Authors: Hicks, Timothy Alex, Cohen, Jonathan D., Calandra, Brendan
• Format: Journal Article
• Language: English
• Published: Abingdon Routledge 15.03.2022; Taylor & Francis Ltd
• Subjects: After School Education; After School Programs; after-school; broadening participation; Case studies; case study; Computer Science Education; Computer Software; Disproportionate Representation; Handheld Devices; Informal Education; information and communications technology (ICT); Mentors; Middle School Students; Minority Group Students; Peer Relationship; Programming; United States > US
• ISSN: 1475-939X; 1747-5139
• DOI: 10.1080/1475939X.2021.1956578

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.