Analysis of Scratch Software in Scientific Production for 20 Years: Programming in Education to Develop Computational Thinking and STEAM Disciplines

Dúo-Terrón, Pablo

doi:10.3390/educsci13040404

Cited by 10 publications

(6 citation statements)

References 112 publications

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“…Ya que no se logra una conciliación ni unificación de los diversos conceptos relacionados (Cedeño et al, 2023). La asociación indiscriminada de STEM con STEAM se observa en innumerables repositorios, publicaciones y proyectos que nada tienen que ver con las Artes (Silva-Díaz, 2022;Dúo-Terrón, 2023;Romero-Tena et al, 2020). Que en realidad no se potencien las artes de ninguna manera o de forma anecdótica, demuestra la dificultad que entraña incorporar la vertiente artística, especialmente cuando los equipos carecen de especialistas en Educación Artística.…”

Section: Discussionunclassified

Buscando el Arte en la A de proyectos STEAM: una revisión crítica desde la Educación Artística

CAEIRO RODRÍGUEZ,

FUENTES CID,

ALONSO-SANZ

2024

Revista Interuniversitaria de Formación del Profesorado (RIFOP)

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En el contexto educativo actual encontramos propuestas en las que convergen lo artístico y lo interdisciplinar, como el enfoque STEAM (Science, Technology, Engineering, Art and Mathematics). El objeto de este trabajo es presentar una revisión crítica desde la perspectiva de la Educación Artística de los proyectos STEAM desarrollados en España desde 2008 hasta 2023 en el ámbito de la educación reglada. Para ello, se lleva a cabo una revisión sistemática en las principales bases de datos (WOS, SCOPUS, Dialnet, Eric), repositorios y webs de referencia en la materia. Durante el análisis de los datos recopilados, se han contrastado las experiencias y posibilidades que ofrece la Educación Artística cuando se articula con otras áreas y disciplinas. Los resultados de esta revisión nos han permitido clasificar los proyectos STEAM en función del grado de presencia y relevancia que la “A” (Arte) adquiere en tres niveles: alto, medio y bajo; así como identificar y enunciar sus características principales. La discusión que se presenta aborda cuestiones relativas al uso de la denominación STEAM, las posibilidades y estrategias de integración del Arte con otras disciplinas, las tendencias metodológicas, algunas inercias en estas prácticas y otros aspectos pertinentes. Como conclusión, se propone un marco de relaciones conectado con las necesidades educativas actuales para proyectos STEAM, destacando la importancia del componente artístico en este modelo.

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Section: Discussionunclassified

Buscando el Arte en la A de proyectos STEAM: una revisión crítica desde la Educación Artística

CAEIRO RODRÍGUEZ,

FUENTES CID,

ALONSO-SANZ

2024

Revista Interuniversitaria de Formación del Profesorado (RIFOP)

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“…This first positive impact is decisive to arrive with a good attitude towards an educational process. It is a good start to promote STEM activities in the classrooms [28].…”

Section: Conclusion From the Operate Stagementioning

confidence: 99%

Development and Impact of a Mobile Application that Allows Users to Track Their Location on an Educational Institution Campus

Tavera Romero,

Segovia de Maya,

Díaz Velásquez

et al. 2024

Int. J. Interact. Mob. Technol.

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This research study aims to solve user location issues within the campus at an educational institution. As this campus comprises a large number of places and departments, users often get confused about how to reach a specific location. To address this problem, the “Ubícate” (“locate by yourself” in Spanish) application was developed following the CDIO methodology, which encompasses four creative process steps: conceive, design, implement, and operate. The “Ubícate” app provides users with information on places of interest such as schools, departments, halls, auditoriums, and sports venues, offering a visual reference of available locations through 360-degree images. The application also uses Google Maps to track user location within the campus, thus marking a reference route between university gates and the different locations available, in addition to providing information on university-sponsored events. In this paper, Section 2 describes the methodology and each of the stages that were addressed in the following sections. Section 3 presents the development itself and the data used for the purposes thereof. Next, Section 4 reveals the results from this study. Later, Section 5 assesses these results and the findings from the study. In Section 6, our conclusions are discussed. Finally, Section 7 lists topics for future research. The application did indeed contribute to improving the attendance of the academic community at events. Where the application was used, the first-hand perception of visitors and their own was very positive and enhanced the institutional image and sense of belonging. The contribution of this study consists of presenting a mobile application as a solution from three approaches: the technical aspects for application development, the business vision to satisfy the user’s needs, and the end user’s perception. All three approaches provide a technical reader, an entrepreneur, or an end user an overview of a scalable solution to different types of implementations in different types of businesses that require indoor location through the use of technologies in mobile applications. The mobile application performs the location indoors using the Google Maps platform, allowing a more agile development in implementing the APP.

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“…For example, a teacher who uses robotic coding applications in his/her lessons contributes to his/her students' programming and creativity skills by designing (López-Belmonte, Segura-Robles, Moreno-Guerrero & Parra-González, 2021). For example, the use of robotic coding programs, such as Scratch, is a factor that improves students' thinking skills (Dúo-Terrón, 2023). On the other hand, teachers can design technology-supported educational games to enable students to learn while having fun.…”

Section: Integration Of Technology Into Educationmentioning

confidence: 99%

The Relationship between Teachers' Technology Proficiencies and their Levels of Integrating Technology into their Lessons

ESKİCİ,

ÇAYAK

2023

Journal of Educational Technology and Online Learning

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This study aims to examine the relationship between teachers' technology proficiencies and their level of integrating technology into their lessons. In this research, which was designed in a relational survey model, as data collection tools, the “Technology Proficiency Self-Assessment Scale for 21st Century Learning” developed by Christensen and Knezek and adapted to Turkish conditions by Fidan, Debbağ and Çukurbaşı (2020); and “Teachers' Technology Integration Indicators Scale” developed by Çakıroğlu, Gökoğlu and Çebi (2015) were used. The research sample consisted of 398 teachers working in public schools in the Pendik and Tuzla districts of Istanbul. The findings showed that teachers' technology proficiencies and technology integration levels were high. In addition, teachers' technology proficiencies and their ability to integrate technology into their lessons did not show statistically significant differences according to teachers' gender, professional seniority and education level. However, both the technology proficiency of the teachers and the level of integrating technology into their lessons showed statistically significant differences according to their educational status. These differences in both variables were significantly higher for teachers with graduate education than those with undergraduate education. According to another finding obtained from this research, there was a positive, high level and significant relationship between teachers' technology proficiency and their ability to integrate technology into their lessons. As a result of the regression analysis, it was seen that technological proficiency was a significant predictor of technology integration. Technological proficiency explains 53.9% of technology integration.

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Analysis of Scratch Software in Scientific Production for 20 Years: Programming in Education to Develop Computational Thinking and STEAM Disciplines

Cited by 10 publications

References 112 publications

Buscando el Arte en la A de proyectos STEAM: una revisión crítica desde la Educación Artística

Buscando el Arte en la A de proyectos STEAM: una revisión crítica desde la Educación Artística

Development and Impact of a Mobile Application that Allows Users to Track Their Location on an Educational Institution Campus

The Relationship between Teachers' Technology Proficiencies and their Levels of Integrating Technology into their Lessons

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