Computing Motivation

In order to model teachers motivation this resource is using Expectancy Value Theory developed by Eccles, S., et al. While this theory was developed to model learners motivation, it can be used to model a teacher’s motivation to teach a subject, because there is a significant learner journey involved with teaching anything, especially when teaching an unknown subject. This theory explores motivation based on two primary factors, expectation (of success) and value (of learning). These factors effect a persons achievements, effort and persistence of a given task [2] which in this context is computing science lessons. The theory then further divides value into sub-factors, which are defined below, alongside specialised descriptions of how they fit into a teaching context.

Attainment Value (Importance): The importance of doing well in a given task. Both the level of importance that a teacher feels to do well in the delivery of the computing curriculum, and how measurable that success factor is for the teacher to understand and gauge their success. Both personal and institutional (eg their School).
Intrinsic Value: The enjoyment obtained from performing a given task The enjoyment, as measured by the teacher of both their own enjoyment when creating and delivering computing lessons, alongside their perception of the enjoyment of their students during computing lessons.
Utility Value (Usefulness): How well a task fits into future plans and goals How useful the content and skills taught though computing education, are thought to be for a teachers students, both in their current education and beyond.
Cost: How one task may limit engagement in others, how much effort is required and emotional cost

There are a number of motivational challenges identified by Expectancy Value Theory, that many teachers may face around Computing Science. This resource aims to address these challenges.

Perceived Value: The computing curriculum is a small area, with a limited scope and importance
Teachers are not aware of the skills that computing develops for their students
Teachers are not aware of the benefits of integrating computing with other subjects
Computing requires a large amount of prep time, taking away from other subjects
Students might find the content boring, and the teacher is unable to make it engaging
There is a lack of awareness of computing resources for the Scottish curriculum
Teachers feel isolated and unsupported when teaching computing
Teachers are cautious about computing
Expectation of Success: Lack of subject knowledge
Lack of support and debugging skills
Lack of awareness of materials and resources

There are a number of pain point with the current Broad General Education [BGE] Computing Science Curriculum in Scotland. These pain points relate to both the limited and repetitive experience of pupils, and the challenges that primary school teachers face when attempting to formulate lessons. These are not limited to Scottish curriculum and are faced by other curriculum frameworks [1]

Vague and Undetailed: Lack of detail in the curriculum specification, making is challenging for teachers to interpret
Restricted Time: Limited time in Computing Science makes it difficult to gain and build skills and conceptual understanding
Lack of Teacher Understanding: Teachers do not have an adequate understanding of Computing, and therefore struggle to teach it effectively
Technical Language: While the curriculum uses less subject specific language than other frameworks, it still makes use of terms that without definition, teachers may struggle to understand
Lack of Justification: While Computing Science can be used to develop and build a number of core foundational skills for use in multiple areas, this is not always known by teachers

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Framework and Explanation