Community Insights: Teacher Inquiry in Computing Education
← Back to community | Back to library
Community Totals
| Collections | 3 |
|---|---|
| Items | 42 |
| Total item views | 296 |
| Total item downloads | 81 |
| Last harvest | 2026-09-07 02:00:42 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
| Mar 2026 | Apr 2026 | May 2026 | Jun 2026 | Jul 2026 | Aug 2026 | Sep 2026 | |
|---|---|---|---|---|---|---|---|
| Community page visits | 0 | 0 | 18 | 70 | 17 | 49 | 12 |
| Item views | 0 | 0 | 0 | 146 | 51 | 64 | 35 |
| Item downloads | 0 | 0 | 0 | 12 | 14 | 39 | 16 |
Views: Top Countries
| United Kingdom | Ireland | United States | Belgium | Thailand | Germany | Kazakhstan | Bulgaria | Turkey | Ukraine | 13 others |
|---|---|---|---|---|---|---|---|---|---|---|
| 158 | 39 | 29 | 26 | 14 | 4 | 3 | 2 | 2 | 2 | 17 |
See full list
| Country | Views |
|---|---|
| United Kingdom | 158 |
| Ireland | 39 |
| United States | 29 |
| Belgium | 26 |
| Thailand | 14 |
| Germany | 4 |
| Kazakhstan | 3 |
| Bulgaria | 2 |
| Turkey | 2 |
| Ukraine | 2 |
| Japan | 2 |
| Australia | 2 |
| Philippines | 2 |
| Singapore | 2 |
| Greece | 1 |
| Hungary | 1 |
| Indonesia | 1 |
| Spain | 1 |
| Vietnam | 1 |
| Lebanon | 1 |
| Sweden | 1 |
| Jordan | 1 |
| Iran | 1 |
Views: Country Map
Downloads: Top Downloaded Items (all time)
| Title | Handle | Total Downloads | Total Views |
|---|---|---|---|
| Using machine learning to improve AI/ML education: identifying and addressing learner misconceptions with GenAI Teachable Machine | 20.500.14069/1382 | 17 | 46 |
| The impact of using artificial intelligence on staff workload | 20.500.14069/1381 | 17 | 24 |
| FLARE - Deepening understanding of abstraction in block-based languages: A framework for learning about relational elements | 20.500.14069/1360 | 7 | 8 |
| Igniting curiosity and challenge: Investigating effective programming pedagogies for Year 10 Girls | 20.500.14069/1373 | 5 | 26 |
| Teaching computational thinking skills in Year 8 | 20.500.14069/1362 | 4 | 0 |
| Integration of Computing across subjects | 20.500.14069/1366 | 3 | 3 |
| Which PRIMM activities lend themselves to assessment in two Year 4 classes over the 6-week Spring Term in a Primary programming unit | 20.500.14069/1361 | 3 | 17 |
| It's useful, but it's not interesting': Why do Key Stage 3 girls opt out of Computer Science GCSE? | 20.500.14069/1365 | 3 | 1 |
| Programming or data science? Exploring how curriculum focus influences Year 9 girls' engagement and future choices in Computer Science | 20.500.14069/1369 | 3 | 7 |
| Using AFL at KS3 to prepare students for GCSE coursework | 20.500.14069/1394 | 2 | 13 |
Downloads: Top Downloaded Items (last 6 months)
| Title | Handle | 6-Month Downloads | 6-Month Views | Total Downloads | Total Views |
|---|---|---|---|---|---|
| Using machine learning to improve AI/ML education: identifying and addressing learner misconceptions with GenAI Teachable Machine | 20.500.14069/1382 | 17 | 46 | 17 | 46 |
| The impact of using artificial intelligence on staff workload | 20.500.14069/1381 | 17 | 24 | 17 | 24 |
| FLARE - Deepening understanding of abstraction in block-based languages: A framework for learning about relational elements | 20.500.14069/1360 | 7 | 8 | 7 | 8 |
| Igniting curiosity and challenge: Investigating effective programming pedagogies for Year 10 Girls | 20.500.14069/1373 | 5 | 26 | 5 | 26 |
| Teaching computational thinking skills in Year 8 | 20.500.14069/1362 | 4 | 0 | 4 | 0 |
| Integration of Computing across subjects | 20.500.14069/1366 | 3 | 3 | 3 | 3 |
| Which PRIMM activities lend themselves to assessment in two Year 4 classes over the 6-week Spring Term in a Primary programming unit | 20.500.14069/1361 | 3 | 17 | 3 | 17 |
| It's useful, but it's not interesting': Why do Key Stage 3 girls opt out of Computer Science GCSE? | 20.500.14069/1365 | 3 | 1 | 3 | 1 |
| Programming or data science? Exploring how curriculum focus influences Year 9 girls' engagement and future choices in Computer Science | 20.500.14069/1369 | 3 | 7 | 3 | 7 |
| Using AFL at KS3 to prepare students for GCSE coursework | 20.500.14069/1394 | 2 | 13 | 2 | 13 |
Downloads: Top Downloaded Items (August 2026)
| Title | Handle | Monthly Downloads | Monthly Views | Total Downloads | Total Views |
|---|---|---|---|---|---|
| Using machine learning to improve AI/ML education: identifying and addressing learner misconceptions with GenAI Teachable Machine | 20.500.14069/1382 | 11 | 12 | 17 | 46 |
| The impact of using artificial intelligence on staff workload | 20.500.14069/1381 | 10 | 13 | 17 | 24 |
| FLARE - Deepening understanding of abstraction in block-based languages: A framework for learning about relational elements | 20.500.14069/1360 | 5 | 2 | 7 | 8 |
| Teaching computational thinking skills in Year 8 | 20.500.14069/1362 | 3 | 0 | 4 | 0 |
| Programming or data science? Exploring how curriculum focus influences Year 9 girls' engagement and future choices in Computer Science | 20.500.14069/1369 | 3 | 1 | 3 | 7 |
| It's useful, but it's not interesting': Why do Key Stage 3 girls opt out of Computer Science GCSE? | 20.500.14069/1365 | 2 | 0 | 3 | 1 |
| Igniting curiosity and challenge: Investigating effective programming pedagogies for Year 10 Girls | 20.500.14069/1373 | 1 | 8 | 5 | 26 |
| If you can't see it, you can't be it: Can targeted interventions help Year 5 pupils identify as 'computing people' and explore diverse career paths? | 20.500.14069/1368 | 1 | 0 | 1 | 4 |
| Girls in code: Using competitions to bridge the gender gap in computing | 20.500.14069/1376 | 1 | 0 | 2 | 5 |
| Are girls-only targeted initiatives effective in increasing girls' interest and participation in the subject? | 20.500.14069/1372 | 1 | 10 | 1 | 13 |