Camtree Community Insights
Teacher Inquiry in Computing Education
Community Insights provides an overview of the community's content, usage, and trends. Rather than focusing on individual collections or items, this page presents aggregated statistics for the entire community, including total item views, downloads, and content distribution by educational level and country of origin.
Community Totals
| Collections | 3 |
|---|---|
| Items | 42 |
| Total item views | 448 |
| Total item downloads | 271 |
| Last harvest | 2026-11-02 07:37:45 UTC |
Community Content: Educational Levels
| ISCED Level | Count | % |
|---|---|---|
| Primary | 11 | 26.8 |
| Lower Secondary | 18 | 43.9 |
| Upper Secondary | 11 | 26.8 |
| Bachelor's or equivalent | 1 | 2.4 |
Community Content: Setting by Country
| United Kingdom | India | Guernsey |
|---|---|---|
| 39 | 2 | 1 |
See full list
| Country | Count |
|---|---|
| United Kingdom | 39 |
| India | 2 |
| Guernsey | 1 |
Community Content: Setting by Country Map
Views and Downloads
Views and Downloads: Recent Activity
| May 2026 | Jun 2026 | Jul 2026 | Aug 2026 | Sep 2026 | Oct 2026 | Nov 2026 | |
|---|---|---|---|---|---|---|---|
| Community page visits | 18 | 70 | 17 | 49 | 53 | 38 | 0 |
| Item views | 0 | 146 | 51 | 64 | 145 | 41 | 1 |
| Item downloads | 0 | 12 | 14 | 39 | 79 | 126 | 1 |
Views: Top Countries
| United Kingdom | United States | Ireland | Belgium | Thailand | Vietnam | Brunei | Germany | Taiwan | Turkey | 25 others |
|---|---|---|---|---|---|---|---|---|---|---|
| 228 | 49 | 48 | 26 | 20 | 12 | 7 | 6 | 6 | 4 | 42 |
See full list
| Country | Views |
|---|---|
| United Kingdom | 228 |
| United States | 49 |
| Ireland | 48 |
| Belgium | 26 |
| Thailand | 20 |
| Vietnam | 12 |
| Brunei | 7 |
| Germany | 6 |
| Taiwan | 6 |
| Turkey | 4 |
| Kenya | 4 |
| Kazakhstan | 3 |
| Philippines | 3 |
| Bulgaria | 2 |
| Denmark | 2 |
| Indonesia | 2 |
| Canada | 2 |
| Ukraine | 2 |
| India | 2 |
| Japan | 2 |
| Australia | 2 |
| Singapore | 2 |
| Slovakia | 2 |
| Malaysia | 1 |
| China | 1 |
| Greece | 1 |
| Hungary | 1 |
| Spain | 1 |
| Italy | 1 |
| Lebanon | 1 |
| Brazil | 1 |
| Sweden | 1 |
| Jordan | 1 |
| South Africa | 1 |
| Iran | 1 |
Views: Country Map
Downloads: Top Downloaded Items (all time)
| Title | Total Downloads | Total Views |
|---|---|---|
|
The impact of using artificial intelligence on staff workload 20.500.14069/1381 |
36 | 45 |
|
Using machine learning to improve AI/ML education: identifying and addressing learner misconceptions with GenAI Teachable Machine 20.500.14069/1382 |
31 | 56 |
|
Igniting curiosity and challenge: Investigating effective programming pedagogies for Year 10 Girls 20.500.14069/1373 |
19 | 35 |
|
FLARE - Deepening understanding of abstraction in block-based languages: A framework for learning about relational elements 20.500.14069/1360 |
11 | 8 |
|
It's useful, but it's not interesting': Why do Key Stage 3 girls opt out of Computer Science GCSE? 20.500.14069/1365 |
9 | 10 |
|
Programming or data science? Exploring how curriculum focus influences Year 9 girls' engagement and future choices in Computer Science 20.500.14069/1369 |
9 | 12 |
|
Behind enemy lines: Investigating the challenges of distractions and the impact on productivity of T-Level students learning programming 20.500.14069/1367 |
9 | 24 |
|
Game on: Scratch vs Kodu in Key Stage 3 20.500.14069/1363 |
8 | 3 |
|
Teaching computational thinking skills in Year 8 20.500.14069/1362 |
8 | 0 |
|
How can a project-based learning approach be enacted as part of a Computing unit? 20.500.14069/1375 |
7 | 3 |
Downloads: Top Downloaded Items (last 6 months)
| Title | 6-Month Downloads | 6-Month Views | Total Downloads | Total Views |
|---|---|---|---|---|
|
The impact of using artificial intelligence on staff workload 20.500.14069/1381 |
36 | 45 | 36 | 45 |
|
Using machine learning to improve AI/ML education: identifying and addressing learner misconceptions with GenAI Teachable Machine 20.500.14069/1382 |
31 | 56 | 31 | 56 |
|
Igniting curiosity and challenge: Investigating effective programming pedagogies for Year 10 Girls 20.500.14069/1373 |
19 | 35 | 19 | 35 |
|
FLARE - Deepening understanding of abstraction in block-based languages: A framework for learning about relational elements 20.500.14069/1360 |
11 | 8 | 11 | 8 |
|
It's useful, but it's not interesting': Why do Key Stage 3 girls opt out of Computer Science GCSE? 20.500.14069/1365 |
9 | 10 | 9 | 10 |
|
Programming or data science? Exploring how curriculum focus influences Year 9 girls' engagement and future choices in Computer Science 20.500.14069/1369 |
9 | 12 | 9 | 12 |
|
Behind enemy lines: Investigating the challenges of distractions and the impact on productivity of T-Level students learning programming 20.500.14069/1367 |
9 | 24 | 9 | 24 |
|
Game on: Scratch vs Kodu in Key Stage 3 20.500.14069/1363 |
8 | 3 | 8 | 3 |
|
Teaching computational thinking skills in Year 8 20.500.14069/1362 |
8 | 0 | 8 | 0 |
|
How can a project-based learning approach be enacted as part of a Computing unit? 20.500.14069/1375 |
7 | 3 | 7 | 3 |
Downloads: Top Downloaded Items (October 2026)
| Title | Monthly Downloads | Monthly Views | Total Downloads | Total Views |
|---|---|---|---|---|
|
The impact of using artificial intelligence on staff workload 20.500.14069/1381 |
12 | 10 | 36 | 45 |
|
Igniting curiosity and challenge: Investigating effective programming pedagogies for Year 10 Girls 20.500.14069/1373 |
10 | 5 | 19 | 35 |
|
It's useful, but it's not interesting': Why do Key Stage 3 girls opt out of Computer Science GCSE? 20.500.14069/1365 |
4 | 2 | 9 | 10 |
|
Using machine learning to improve AI/ML education: identifying and addressing learner misconceptions with GenAI Teachable Machine 20.500.14069/1382 |
4 | 2 | 31 | 56 |
|
Girls in code: Using competitions to bridge the gender gap in computing 20.500.14069/1376 |
4 | 1 | 7 | 8 |
|
Moving from block to text coding 20.500.14069/1371 |
4 | 4 | 5 | 9 |
|
The S1 Computing curriculum in a Scottish secondary school - a case study 20.500.14069/1374 |
4 | 0 | 6 | 6 |
|
Perceived confidence and prior knowledge: are they linked? 20.500.14069/1378 |
4 | 2 | 7 | 18 |
|
Does the use of computational thinking impact progress of SEN learners in writing? 20.500.14069/1387 |
3 | 2 | 3 | 6 |
|
Can computational thinking improve achievement in reading? 20.500.14069/1396 |
3 | 2 | 5 | 27 |