Experience with Using BBC Micro:Bit and Perceived Professional Efficacy of Informatics Teachers
Abstract
1. Introduction
2. Related Works
2.1. Computer Science Teacher Competencies
2.2. Computer Science Teacher Efficacy
3. Project ENTER
3.1. Grant Call
3.2. Hardware
3.3. ENTER Conference
- How to turn your interest into a profitable business;
- The process of developing content, as well as post-production techniques. How to make fashion accessories while also learning to program;
- The employment landscape of the future and the opportunities it presents for young people;
- Professionals in the business world regarding possibilities;
- There Is No Future—a steam engine that transports you into virtual reality;
- Education accessible through the Internet;
- The psychology of children and the use of the Internet in education;
- The future of education through the Internet, digital education, and hybrid schools;
- In what directions can we take education in terms of technological advancement?
3.4. Mini ENTER Grant Call
3.5. Online Webinars
- The first portion of the course consisted of two webinars in which we discussed the essentials, such as how to connect a micro:bit, download a program, and operate with buttons an accelerometer and other built-in sensors (magnetometer and light and temperature sensors).
- The second section consisted of three separate webinars, during which we discussed micro:bit radiocommunication, how micro:bit interacts with music, and how to work with circuits and pins.
- The work performed with LEDs and neopixel LED strip was shown in both of the webinars that were held during the third block of the event.
- The “Učíme s Hardvérom” starter kit provides you with the necessary components to construct all three blocks.
3.6. Online Courses
- Familiarizing oneself with the BBC micro:bit, including its display and buttons,
- Including a button array and a motion sensor,
- Wireless communication,
- Music,
- Electrical circuits.
- LEDs,
- Neopixel LED strips,
- Built-in sensors,
- Analog input,
- TinkerCad and input via digital devices.
3.7. Cooperation with Teachers and Organizations
- Becoming inspired by the intelligent micro:bit town of Ždaňa,
- TinkerCad and BBC micro:bit environment for schools,
- Smart greenhouse with BBC micro:bit.
3.8. Enter.study Webpage
4. Methodology
- Q1: Is there a difference in the perceived efficacy of using teaching strategies based on experience with the micro:bit?
- Q2: Is there a relationship between the perceived efficacy of using teaching strategies and experience using the micro:bit?
4.1. Characteristics of the Research Set
4.2. Characteristics of the Research Methodology
4.3. Interpretation
5. Discussion
6. Conclusions
Author Contributions
Funding
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
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Kaiser–Meyer–Olkin Measure of Sampling Adequacy. | 0.931 | |
---|---|---|
Bartlett’s Test of Sphericity | Approx. Chi-Square | 3082.924 |
Df | 91 | |
Sig. | 0.000 |
Items Saturating Factors | Factors | ||
---|---|---|---|
α | I. | II. | |
Efficacy for instructional strategies | 0.871 | ||
How well can you implement alternative strategies in your classroom? | 0.817 | 0.212 | |
How well can you provide appropriate challenges for very capable students? | 0.811 | 0.176 | |
To what extent can you provide an alternative explanation or example when students are confused? | 0.732 | 0.326 | |
How much can you gauge student comprehension of what you have taught? | 0.724 | 0.374 | |
How much can you do to adjust your lessons to the proper level for individual students? | 0.684 | 0.392 | |
How much can you do to motivate students who show low interest in schoolwork? | 0.677 | 0.358 | |
How much can you do to help your students think critically? | 0.618 | 0.276 | |
How much can you assist families in helping their children do well in school? | 0.420 | 0.362 | |
Efficacy for classroom management | 0.877 | ||
How well can you respond to defiant students? | 0.172 | 0.790 | |
How much can you do to calm a student who is disruptive or noisy? | 0.366 | 0.785 | |
How well can you keep a few problem students from ruining an entire lesson? | 0.287 | 0.770 | |
How much can you do to get children to follow classroom rules? | 0.268 | 0.721 | |
How well can you establish routines to keep activities running smoothly? | 0.362 | 0.676 | |
How much can you do to control disruptive behavior in the classroom? | 0.340 | 0.623 | |
Own number (eigenvalue) | 7.183 | 1.262 | |
% variance | 51.309 | 9.011 |
Efficacy for Instructional Strategies |
How well can you implement alternative strategies in your classroom? |
How well can you provide appropriate challenges for very capable students? |
To what extent can you provide an alternative explanation or example when students are confused? |
How much can you gauge student comprehension of what you have taught? |
How much can you do to adjust your lessons to the proper level for individual students? |
How much can you do to motivate students who show low interest in schoolwork? |
How much can you do to help your students think critically? |
How much can you assist families in helping their children do well in school? |
Efficacy for Classroom Management |
How well can you respond to defiant students? |
How much can you do to calm a student who is disruptive or noisy? |
How well can you keep a few problem students from ruining an entire lesson? |
How much can you do to get children to follow classroom rules? |
How well can you establish routines to keep activities running smoothly? |
How much can you do to control disruptive behavior in the classroom? |
Perceived Efficacy | Efficacy for Instructional Strategies | Efficacy for Classroom Management | |
---|---|---|---|
Experience with the BBC Micro:Bit | |||
I have never heard of micro:bits | N | 42 | 42 |
AM | 7.79 | 7.77 | |
Me | 7.81 | 8.00 | |
SD | 0.659 | 0.779 | |
Min | 6 | 6 | |
Max | 9 | 9 | |
I have heard of micro:bits | N | 205 | 205 |
AM | 7.92 | 7.75 | |
Me | 8.00 | 7.83 | |
SD | 0.811 | 0.920 | |
Min | 4 | 4 | |
Max | 9 | 9 | |
I have completed micro:bit training | N | 80 | 80 |
AM | 8.00 | 7.73 | |
Me | 8.25 | 8.00 | |
SD | 0.862 | 1.068 | |
Min | 5 | 4 | |
Max | 9 | 9 | |
I have used micro:bits in my class | N | 60 | 60 |
AM | 8.11 | 7.75 | |
Me | 8.38 | 7.83 | |
SD | 0.679 | 0.817 | |
Min | 6 | 5 | |
Max | 9 | 9 | |
Kruskal–Wallis test | 10.642 | 0.463 | |
p-value | 0.014 ** | 0.927 |
Perceived Efficacy | Efficacy for Instructional Strategies | Efficacy for Classroom Management | |
---|---|---|---|
Experience with the BBC Micro:Bit | |||
Experience with the BBC micro:bit | Correlation Coefficient | 0.125 * | 0.008 |
Sig. (2-tailed) | 0.014 | 0.873 | |
N | 387 | 387 |
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Kvaššayová, N.; Cápay, M.; Petrík, Š.; Bellayová, M.; Klimeková, E. Experience with Using BBC Micro:Bit and Perceived Professional Efficacy of Informatics Teachers. Electronics 2022, 11, 3963. https://doi.org/10.3390/electronics11233963
Kvaššayová N, Cápay M, Petrík Š, Bellayová M, Klimeková E. Experience with Using BBC Micro:Bit and Perceived Professional Efficacy of Informatics Teachers. Electronics. 2022; 11(23):3963. https://doi.org/10.3390/electronics11233963
Chicago/Turabian StyleKvaššayová, Nika, Martin Cápay, Štefan Petrík, Magdaléna Bellayová, and Eva Klimeková. 2022. "Experience with Using BBC Micro:Bit and Perceived Professional Efficacy of Informatics Teachers" Electronics 11, no. 23: 3963. https://doi.org/10.3390/electronics11233963
APA StyleKvaššayová, N., Cápay, M., Petrík, Š., Bellayová, M., & Klimeková, E. (2022). Experience with Using BBC Micro:Bit and Perceived Professional Efficacy of Informatics Teachers. Electronics, 11(23), 3963. https://doi.org/10.3390/electronics11233963