Agile projects in high school computing education: emphasizing a learners' perspective

Software projects are seen as a methodology for secondary computing education which is highly appropriate and meets the demands and goals of Computer Science (CS). Yet the majority of models and examples for project-based lessons rely on a traditional software development approach: the waterfall model. In this paper such models are analyzed for their strength, problems, and deficiencies. Based on the results of the analysis a new approach to projects in secondary computing education is presented which uses the concept of didactic transposition to adapt agile software development methods for project organization, management, and implementation in class. The resulting model applies valuable practices of Extreme Programming and Scrum and provides a set of tools that allow high school software projects to benefit from modern software development methods. By emphasizing dynamic processes and a clear course of action an attractive perspective on CS is promoted.