scholarly journals Computational thinking in compulsory education: Towards an agenda for research and practice

2015 ◽  
Vol 20 (4) ◽  
pp. 715-728 ◽  
Author(s):  
Joke Voogt ◽  
Petra Fisser ◽  
Jon Good ◽  
Punya Mishra ◽  
Aman Yadav
Keyword(s):  
Computational Thinking ◽  
Compulsory Education ◽  
Research And Practice

scholarly journals Drawn to Story

2020 ◽  
Vol 10 (3) ◽  
pp. 71
Author(s):  
Daniel Gregson
Keyword(s):  
Academic Writing ◽  
Compulsory Education ◽  
Educational Practice ◽  
Research Programme ◽  
Practitioner Research ◽  
Educational Improvement ◽  
Research And Practice ◽  
Language Research ◽  
Starting Point

Rising to the demands of academic writing, scholarship and research is challenging for many practitioners in post compulsory education. Only a small number manage to see their research through to completion and write-up. Therefore, their work is under-represented in peer-reviewed, published literature in the field of educational research. This article foregrounds the role of stories, storytelling and image in the development of different kinds of language, including scholarship and academic writing. Narrative accounts of experiences of practitioner-researchers beginning to engage in research through intensive residential research development workshops, delivered as part of a national Practitioner Research Programme (PRP), are used to illustrate the power of oracy, imagery and story in extending our ability to develop language; research and represent experience; and portray different forms of understanding in a range of educational contexts. The results indicate that being able to listen, read and ‘see’ the research stories of more experienced researchers, as well as telling stories of their own experiences of research, enables participants to become more comfortable in using experiences of educational practice as a starting point for research and to regard research and practice not as a dichotomy or as separate activities, but as dynamic and integral aspects of educational improvement.

Multiple Case Studies About Robotics in Compulsory Education

2022 ◽  
pp. 100-129
Author(s):  
Maria José Loureiro ◽  
Cecília Vieira Guerra ◽  
Isabel Cabrita ◽  
Filipe T. Moreira
Keyword(s):  
Content Analysis ◽  
Case Studies ◽  
21St Century ◽  
Computational Thinking ◽  
Compulsory Education ◽  
Economic Conditions ◽  
Qualitative Case Studies ◽  
Tangible Programming ◽  
Multiple Case ◽  
Multiple Case Studies

Programming is fundamental to the development of computational thinking, one of the essential skills for the 21st century. Tangible programming can be a powerful ally of this process from an early age, especially if it supports STEM tasks areas and inclusion. These are the pillars of the TangIn project, under which four qualitative case studies were developed with the aim of to evaluate the lesson plans designed within the scope of the project and the potential of its implementation for the development of the mentioned dimensions. The statistical and content analysis which the questionnaires applied to 43 teachers from Portugal, Spain, Bulgaria, and Latvia were submitted to conclude that students were always very committed and motivated during activities and developed specific and transversal skills related to STEM, including the ability to program and value colleagues, what contributed to its inclusion, regardless of sex and socio-economic conditions.

scholarly journals Integración de Pensamiento Computacional en Educación Básica. Dos Experiencias Pedagógicas de Aprendizaje Colaborativo online

2020 ◽  
Vol 20 (63) ◽  
Author(s):  
Xabier Basogain Olabe ◽  
María Elena Olmedo Parco
Keyword(s):  
Latin American ◽  
Collaborative Work ◽  
Computational Thinking ◽  
Compulsory Education ◽  
Educational Technologies ◽  
Educational Institutions ◽  
Traditional Classrooms ◽  
Programming Environments ◽  
Entornos Virtuales De Aprendizaje ◽  
Working World

Los países del mundo han incluido en sus agendas educativas la incorporación del Pensamiento Computacional (PC) en la Educación Básica. A pesar de los esfuerzos de las autoridades escolares, los sistemas escolares tienen dificultades en desarrollar esta propuesta en las aulas tradicionales. En este artículo presentamos dos experiencias basadas en el uso de tecnologías y metodologías educativas que han ayudado a superar estas dificultades, logrando llevar el PC al aula de forma eficaz para los estudiantes, profesorado y centros escolares. Las experiencias se han desarrollado en colaboración con instituciones educativas y ministerios de educación de dos países de Latinoamérica. Las tecnologías educativas utilizadas son los entornos virtuales de aprendizaje (EVA), los sistemas de colaboración síncronos, y los entornos de programación online Scratch/Snap. Las metodologías educativas desarrolladas se basan en el trabajo colaborativo profesorado-tutores, profesorado-estudiantes, y estudiantes-estudiantes. Ambas, tecnologías y metodologías educativas, se han utilizado de forma conjunta para desarrollar a través del PC la capacidad de nuestros estudiantes para resolver problemas relacionados con la vida diaria y con el mundo laboral. Countries in the world have included in their educational agendas the incorporation of Computational Thinking (CT) in Compulsory Education. Despite the efforts of the school authorities, the school systems have difficulties in developing this proposal in the traditional classrooms. In this article we present two experiences based on the use of educational technologies and methodologies that have helped overcome these difficulties by bringing the PC to the Classroom effectively for students, teachers and schools. Experiences have been developed in collaboration with educational institutions and ministries of education in two Latin American countries. The educational technologies used are virtual learning environments (VLE), synchronous collaboration systems, and Scratch / Snap online programming environments. The educational methodologies developed are based on collaborative work teachers-tutors, teachers-students, and students-students. Both educational technologies and methodologies have been used together to develop, through the PC, the ability of our students to solve problems related to daily life and the working world.

Assessing K-9 Teachers' Computational Thinking Skills

2022 ◽  
pp. 467-487
Author(s):  
LeChen Zhang ◽  
Jalal Nouri
Keyword(s):  
Computational Thinking ◽  
Compulsory Education ◽  
Principal Component ◽  
Thinking Skills ◽  
Expert Review ◽  
Competence Training ◽  
Expert Review Panel ◽  
Ct Test ◽  
Teacher Ability ◽  
The Relationship

Many national curricula have incorporated computational thinking (CT) into compulsory education. Teacher ability to deliver the revised curriculum determines whether these new skills can be successfully integrated into teaching. Therefore, it is crucial to examine teacher readiness. This study measured Swedish K-9 teacher CT skills through a CT test validated by an expert review panel and a principal component analysis. Additionally, we engaged statistical analyses to examine the relationship between the teachers' background and their CT test scores, as well as their self-reported ability to teach CT. The result demonstrated the teachers' proficiency in different types of CT skills. Another finding revealed that the type of programming language mastered by teachers was associated with both their CT test score and self-reported ability to teach CT. This CT test can support teachers to identify specific areas for professional development and may facilitate the school management to plan teachers' competence training strategically.

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