scholarly journals Computational Thinking Lesson in Improving Digital Literacy for Rural Area Children via CS Unplugged

2021 ◽  
Vol 1720 ◽  
pp. 012009
Author(s):  
Irma Yuliana ◽  
Hardika Dwi Hermawan ◽  
Harun Joko Prayitno ◽  
Koesomo Ratih ◽  
Muhammad Syahriandi Adhantoro ◽  
...  
Keyword(s):  
Rural Area ◽  
Digital Literacy ◽  
Computational Thinking

scholarly journals Pensamiento computacional en el aula: el desafío en los sistemas educativos de Latinoamérica

2019 ◽  
Author(s):  
Enrique Arturo Vázquez Uscanga ◽  
Johanna Bottamedi ◽  
María Luz Brizuela
Keyword(s):  
Latin American ◽  
Digital Literacy ◽  
Computational Thinking ◽  
Quality Standards ◽  
Educational Systems ◽  
Education Policies ◽  
Digital Devices ◽  
Digital Environments ◽  
Latin American Countries ◽  
Alfabetización Digital

En la actualidad, diferentes países del mundo han dirigido sus esfuerzos a elevar los estándares de calidad de sus sistemas educativos nacionales. Entre las prioridades aparece como una de la más relevantes las relacionadas con la alfabetización digital, entendida como las competencias que todo ciudadano y ciudadana debe desarrollar para considerarse alfabetizado en el siglo XXI. Dichas competencias refieren a la capacidad de utilizar las fuentes digitales de forma eficaz. Se trata de un tipo especial de mentalidad o pensamiento (Zapata-Ros, 2015). Con ello intentamos explicitar la concepción y el enfoque que sostenemos respecto de este tipo de alfabetización propia de las sociedades contemporáneas, es decir, informatizada o conocidas como sociedades del conocimiento y la información: un tipo de alfabetización que enfatiza aspectos cognitivos del trabajo en entornos digitales en comparación a otras definiciones que la conceptualizan focalizando en las habilidades técnicas involucradas en la utilización de dispositivos digitales. En este sentido, el presente artículo considera que la ausencia previa del desarrollo de tales competencias dificulta practicar otras habilidades propias del pensamiento computacional (en adelante PC) que implican la resolución de problemas mediante la utilización de ordenadores computacionales o en ausencia de estos. De lo anterior la preocupación y el objeto de reflexión de este trabajo se direcciona hacia conocer si los países latinoamericanos seleccionados, a saber, Argentina, Uruguay, Chile y México, han incorporado en el marco de sus políticas públicas de enseñanza las competencias y habilidades propias del PC y cuáles han sido las estrategias implementadas para concretarlo. Por último, el texto cuestiona la concepción acerca del PC que se deduce de las políticas y estrategias implementadas proveyendo una conclusión que destaca los enfoques respecto de cómo se conciben el aprendizaje de las competencias involucradas. Nowadays, different countries of the world have focused their efforts on raising the quality standards of their national educational systems. Among the priorities appears as one of the most relevant those related to digital literacy, understood as the skills that every citizen must develop to be considered literate in the 21st century. These competencies refer to the ability to use digital sources effectively. It is a special type of mentality or thought (Zapata-Ros, 2015). With this we try to explain the conception and the approach that we have regarding this type of literacy typical of contemporary societies, that is, computerized or known as societies of knowledge and information: a type of literacy that emphasizes cognitive aspects of work in digital environments compared to other definitions that conceptualize it focusing on the technical skills involved in the use of digital devices. In this sense, the present monograph considers that the previous absence of the development of such competencies makes it difficult to practice other abilities of computational thinking (PC) that involve the resolution of problems through the use of computer computers or in their absence. From the above, the concern and the object of reflection of this work is directed towards knowing if the selected Latin American countries, namely Argentina, Uruguay, Chile and Mexico, have incorporated their own skills and abilities within their public education policies of the PC and what have been the strategies implemented to specify it. Finally, the text questions the conception about the PC that is deduced from the policies and strategies implemented, providing a conclusion that highlights the approaches to how the learning of the competences involved is conceived.

scholarly journals El pensamiento computacional en contextos educativos: una aproximación desde la Tecnología Educativa

2019 ◽  
pp. 24
Author(s):  
María del Mar Sánchez Vera
Keyword(s):  
Educational Technology ◽  
Digital Literacy ◽  
Teaching Strategy ◽  
Computational Thinking ◽  
Educational Community ◽  
It Application ◽  
Tecnología Educativa

Recently, computational thinking has experienced a resurgence, due to the scientific and educational community has placed its focus of interest on it. However, there is a lack of consensus about what it is and how to work it. That has caused that the approach to computational thinking is addressed in different directions in educational fields. From technical approaches, the potential to be integrated in teachers´teaching strategy could be not considered; from transversal approaches, the possibilities in the field of didactics are included, but they incorporate different visions that makes it application difficult. In addition, new perspectives are incorporated, such as ”unplugged” computational thinking. Given this panorama, it is evident the need to address from the pedagogy, and specifically from the Educational Technology field, the topic of computational thinking, starting from the possibilities it has related to digital literacy and as a means to express ideas with technology; to the possibilities to be included in educational contexts around the use of learn with robotics.

scholarly journals Comparative study on current recommendations on technologies for the Teaching of Mathematics in Brazil and Portugal

2020 ◽  
Vol 22 (6) ◽  
Author(s):  
Marcelo De Oliveira Dias ◽  
Leonor Santos
Keyword(s):  
Literature Review ◽  
Digital Literacy ◽  
Computational Thinking ◽  
Documentary Analysis ◽  
Data Collection And Analysis ◽  
Curriculum Guidelines ◽  
Reform Processes ◽  
Teaching Of Mathematics ◽  
Definition Of ◽  
Control And Management

Background: The general guidelines of the prescribed Mathematics curricula in force in Brazil and Portugal emphasise the use of digital technologies for Mathematics Education to meet the demands of the globalised world. Objectives: To analyse perspectives expressed in the documents and speeches that circulated in the reform processes of the curricular guidelines. Design: Comparative research for the analysis of recent reforms concerning the recommendations on the use of technologies. Setting and participants: Literature review and documentary analysis of the curriculum guidelines in Brazil for the final years of elementary school in Brazil and for the last year of the 2nd cycle and the entire 3rd cycle in Portugal. Data collection and analysis: Qualitative documentary analysis, the categories of analysis emerged from the literature review and trends that are under discussion and will compose the reference framework of the Mathematics Project 2030. Results: In the Digital Literacy category, we observed an emphasis on digital applications aiming at changing the framework, representation and unclear communication of the real objectives; and in the Computational Thinking category, we observed a focus on building algorithms in a limited and very specific way and using language, aiming at the development of mathematical logical thinking in structuring digital applications, in formulating and solving problems. Conclusions: The study raised the need to discuss issues related to the clear definition of objectives, the emphasis on the adoption of software primarily for illustration, limits on the connection between computational thinking and algebraic language, and the focus on rigour in the development of skills for control and management.

Enhancing Preservice Teachers' Confidence and Efficacy in Computer Science

2020 ◽  
pp. 145-163
Author(s):  
Yune Tran
Keyword(s):  
Preservice Teachers ◽  
Computer Science ◽  
Digital Literacy ◽  
Self Efficacy ◽  
Computational Thinking ◽  
Mixed Method Research ◽  
Multiple Exposures ◽  
Post Test ◽  
Group Interviews ◽  
Content Support

The growing demand for digital literacy, computer science (CS), and computational thinking (CT) has taken traction in U.S. schools. The emphasis on teaching these skills in the classroom demands teachers who are prepared to teach such content and skills. However, there has been limited research on preservice teacher self-efficacy for teaching CS to elementary-aged students even though a body of research related to teacher efficacy has supported positive changes in student learning. The purpose of the mixed-method research was to examine over 30 preservice teachers' self-efficacy in teaching CS lessons to elementary-aged students. Findings included improved efficacy, confidence, and positive perceptions about teaching CS from pre-to post-test surveys, focus-group interviews, and written reflections. Three prominent topics emerged from qualitative data and consisted of: (1) lack of familiarity of concepts caused nervousness; (2) peer and content support to ease implementation; (3) developing enthusiasm of the content through multiple exposures.

Interweaving Digital Literacy with Computational Thinking

2021 ◽  
Author(s):  
Carlos Enrique George-Reyes ◽  
Francisco Javier Rocha Estrada ◽  
Leonardo David Glasserman-Morales
Keyword(s):  
Digital Literacy ◽  
Computational Thinking

scholarly journals A Scientometric Study of Digital Literacy, ICT Literacy, Information Literacy, and Media Literacy

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Hyejin Park ◽  
Han Sung Kim ◽  
Han Woo Park
Keyword(s):  
Media Literacy ◽  
Information Literacy ◽  
Digital Literacy ◽  
Social Impact ◽  
Computational Thinking ◽  
Language Education ◽  
Research Trends ◽  
Ict Literacy ◽  
Academic Communities ◽  
Scientometric Study

AbstractPurposeDigital literacy and related fields have received interests from scholars and practitioners for more than 20 years; nonetheless, academic communities need to systematically review how the fields have developed. This study aims to investigate the research trends of digital literacy and related concepts since the year of 2000, especially in education.Design/methodology/approachThe current study analyzes keywords, co-authorship, and cited publications in digital literacy through the scientometric method. The journal articles have been retrieved from the WoS (Web of Science) using four keywords: “Digital literacy,” “ICT literacy,” “information literacy,” and “media literacy.” Further, keywords, publications, and co-authorship are examined and further classified into clusters for more in-depth investigation.FindingsDigital literacy is a multidisciplinary field that widely embraces literacy, ICT, the Internet, computer skill proficiency, science, nursing, health, and language education. The participants, or study subjects, in digital literacy research range from primary students to professionals, and the co-authorship clusters are distinctive by countries in America and Europe.Research limitationsThis paper analyzes one fixed chunk of a dataset obtained by searching for all four keywords at once. Further studies will retrieve the data from diverse disciplines and will trace the change of the leading research themes by time spans.Practical implicationsTo shed light on the findings, using customized digital literacy curriculums and technology is critical for learners at different ages to nurture digital literacy according to their learning aims. They need to cultivate their understanding of the social impact of exploiting technology and computational thinking. To increase the originality of digital literacy-related studies, researchers from different countries and cultures may collaborate to investigate a broader range of digital literacy environments.Originality/valueThe present study reviews research trends in digital literacy and related areas by performing a scientometric study to analyze multidimensional aspects in the fields, including keywords, journal titles, co-authorship, and cited publications.

Independent assessment of the several digital skills of secondary school students: Approaches and results

2021 ◽  
pp. 31-39
Author(s):  
I. P. Polovina ◽  
A. P. Shestakov ◽  
V. A. Zakharova ◽  
К. B. Egorov
Keyword(s):  
Big Data ◽  
General Education ◽  
Digital Literacy ◽  
Computational Thinking ◽  
Management Decisions ◽  
School Students ◽  
Digital Skills ◽  
Task Assessment ◽  
The City ◽  
Independent Assessment

The article presents and comprehends the results of an independent assessment of several digital skills of students of general education organizations. The problem of assessing digital skills is relevant the PISA international research on the quality of education, which includes the study of this competence various aspects. Digital literacy is a strategic education system direction of the Russian Federation, the Perm Region, and the city of Perm.The study provides an assessment of the digital skills of eighth graders in terms of the computational thinking and safe behaviorin a digital environment (sample of schoolchildren in the city of Perm).The research is based on a competence-based approach, consideration of digital skills in the context of assessing functional literacy, the use of big data for making management decisions in education, approaches to implementing an independent assessment in education.The most scarce trainees’ skills in the aspects of digital security and computational thinking are highlighted: critical attitude to information on the Internet; selection of Internet sources for a practical task; assessment of the capabilities of digital tools for solving practical problems. The study shows the need to improve the training of students in the use of digital technologies for solving practical problems. The authors formulate recommendations for the training of teachers of general education organizations teaching various subjects, as well as students studying in pedagogical areas of training. The revealed deficient skills of students show the need to improve the methods of teaching informatics.The authors emphasize the need to comprehend the problem of independent assessment of digital skills as an interdisciplinary problem affecting general pedagogy, teaching methods of informatics, pedagogy of vocational education, meta-pedagogy and metamethodology, big data analysis for making management decisions in education.

Digital Inclusion and Computational Thinking

2016 ◽  
pp. 124-137
Author(s):  
Walter Teixeira Lima Jr. ◽  
Rafael Vergili
Keyword(s):  
Information And Communication Technologies ◽  
Digital Literacy ◽  
Computational Thinking ◽  
Communication Technologies ◽  
Network Access ◽  
Digital Inclusion ◽  
Constant Change ◽  
Information And Communication ◽  
The Media ◽  
Media Professional

The Information and Communication Technologies (ICTs) brought new players to an environment that subverts industrial logic of communication, visibility and representation. The issue of digital inclusion is still latent, especially in developing countries, such as Brazil. However, with initiatives that facilitate access to technological innovations and ever cheaper devices, possession, remixing and distribution of information are no longer exclusive to large companies or mass media vehicles. Anyone with network access and knowledge about certain topics can generate content for various parts of the world. In this context of constant change, the media professional is faced with new challenges and, in order to gain competitive advantage in the labor market or in the academic environment needs to more adequately understand the technological environment in which he/she is inserted, topics that are discussed under the prism of computational thinking and digital literacy concepts, possible foundations for new paths of his/her activities.

Sign in / Sign up

Export Citation Format

Share Document