This Research Full Paper explore inclusion in programming in primary school. Education plays a crucial role in engaging a diverse group of students with different social backgrounds and interests. Therefore, this study aims to shed light upon inclusion in programming in primary school, focusing on gender to increase the knowledge regarding inclusion in programming didactics. The following research questions have guided the study: How are programming activities designed in primary school? How do pupils approach the programming tasks given? Can any gender differences be observed, and what are the consequences for the teaching practice? The theoretical framework used to analyse the empirical material is at the intersection between multimodal social semiotics [1] and a design-oriented perspective [2]. The empirical material consists of classroom video observations. Programming lessons in grades 4-8 have been observed and videos was recorded during 2019-2020. The pupils have worked on eight different programming tasks during the lessons. Analysis of these programming activities (tasks, instructions and resources used) focusing on gender has been made. Findings show two aspects 1) interest and position and 2) representations of knowledge. Regarding interest and position, the study of programming activities shows both similarities and differences between girls’ and boys’ approach to the task. Similarities are shown regarding the learning activities. No differences in coding strategies or creativity are observed if the task has an open design. The differences are shown in the guided tasks, where boys tend to engage in the tasks from their interests rather than following instructions and girls tend to follow the instructions given by the teacher. From a gender perspective, the boys might find programming more creative and fun, and the girls might feel less engaged as their interest falls into the background. Secondly, knowledge representations might affect who is seen as an expert within the CS field. For example, in grades 4 and 5, a male voice was represented in the video clips and a guest teacher used when presenting programming activities. The resources used in the lessons can be seen as representations of knowledge. In this case, they are always connected to a social and cultural domain [3], an environment foremost represented by males in this case.

Programming has been part of Swedish elementary school curriculum for six years and the aim of this full paper is to find out how teachers can design programming activities so that students engage and learn. A mix-methods research project with a social semiotic, multimodal theoretical framework – Designs for learning – is used to investigate teaching and learning in a class during three years. The results in this small-scale study indicate that collaboration is a successful didactic design for programming lessons in school. Computational thinking is prevalent and both digital skills (such as coding) and digital competencies (such as understanding the impact of technology in society) are practiced and met in programming lessons merging Science, Technology, Engineering, Arts, and Mathematics.

As a result of the increased digitalisation, many countries have introduced programming in their primary education curricula. One main objective is to give all children equal opportunities to develop the skills needed to be an active participant and producer in a digitalized society. This also addresses another important objective, that of increased diversity and broadened participation. Despite technology being a natural part in our everyday lives, stereotypical views of programming as a primarily male activity still exist. In this paper, we explore girls’ and boys’ experiences of programming at school and in their spare time. The study is situated in primary school classrooms in Sweden, where programming was introduced in a cross-curricular manner as part of digital competence in 2018. While most students reported having some programming experience, it was quite limited. The results show that, compared to the girls, boys in grades 4-9 are somewhat more positive towards programming and get more programming experience both at school and in their spare time. Similarly, boys rated their self-perceived programming skills higher than the girls. In grades 1-3, no gender disparity was found in students’ attitudes, experiences or skills. However, the gender differences in grades 4-9 were not reflected to an equally high extent in the students’ programming skills, as girls and boys did equally well on many skills related tasks. The analysis highlights the importance of well planned, motivating and relevant tasks in order to provide positive experiences of programming in the classroom.