Abstract:

Recent studies related to programming languages have shown that it is important to start developing these skills at an early age. In this paper we present a study based on a survey of the Gulf Cooperation Council (GCC) countries and show that although primary schools in the GCC teach programming languages, this practice is scarce and geographically limited. Studies have shown that teachers tend to have a mental barrier with regards to teaching it and students tend to perceive it as being very difficult. Programming languages like Python do not require any specialist training. Basic skills in computational and logical thinking can even be introduced by any teacher. Continuing Professional Development (CPD) is a contribution to professional and personal development for staff to improve in teaching and learning. Our study identified that there has been a lack of quality CPD related to pedagogical approaches to teaching programming languages in primary schools. Our survey data and analysis also presented a hurdle related to a school’s learning management system (LMS), or lack thereof. Python is better learnt in hands on approach with almost zero requirement of having any specialist equipment. There are online platforms that are available where students can write small amounts of code and do some exercises and experimentation and even do small projects like creating the game rock paper scissors. To be able to assess students, we saw that it is good to have integration of this with the school’s LMS.

Keywords:

Innovation, programming languages, Python, learning management systems, continuing professional development, primary school, Gulf Cooperation Council.