Effective pedagogy is at the heart of good teaching and learning; successful computing teachers combine their knowledge of the subject with evidence-based teaching practices. As computing is a relatively new discipline, evidence of effective teaching approaches continues to emerge and evolve.
How we teach computing
- Research Bytes newsletter
- Pedagogy Quick Reads
- Teach Computing podcast
- Computing classroom action research
We're constantly working to improve these projects. Please take a moment to share your thoughts.
Research Bytes Newsletter
Our half-termly newsletter Research Bytes delivers news, updates, and articles directly to all NCCE-registered teachers, as well as being available online. Each issue provides a bite-sized summary of computing education research, insights from classroom teachers, as well as suggested reading.
Pedagogy Quick Reads
Keeping up with the latest research can be time-consuming and challenging for busy teachers. To support computing teachers, we have accessed, read, and compared articles to produce monthly Quick Reads. These short documents present a summary of a topic, the key points and considerations, as well as links to the original sources. You can visit the teach computing site to find all of our pedagogy Quick Reads.
Teach Computing Podcast
Each month we examine a different question, challenge, or practice relating to computing education in our Teach Computing podcast. Through conversations with classroom teachers and other experts, we hope to highlight new ideas, examples of effective practice, and how both can be adopted.
Improving Computing classroom practice through Action Research
An important skill for educators building their pedagogical content knowledge is to be able to evaluate the impact of new ideas and practices. Our new online course aims to support classroom educators to apply and test new approaches in their context using an action research process. The course will prepare educators with the action research skills they'll need to trial and evaluate changes to their teaching practice.