Computational Thinking in Teacher Education

Yadav, Aman; Gretter, Sarah; Good, Jon; McLean, T.C.

doi:10.1007/978-3-319-52691-1_13

Cited by 172 publications

(144 citation statements)

References 25 publications

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“…The number of schools that introduce, either the ordinary curriculum or through extracurricular subjects, activities related to robotics and computational thinking (Bustillo & Garaizar, 2014;Valverde, Fernández, & Garrido, 2015) has been increasing. This trend is also getting into the university classrooms (Adell, Esteve, Llopis, & Valdeolivas, 2017;Yadav, Gretter, Good, & McLean, 2017) where, in the training of student teachers, they begin to introduce useful activities both to update their training in digital competence as to familiarize them with specific pedagogical resources of computational thinking that allow them to transfer these skills to their practices in the classroom.…”

Section: Introductionmentioning

confidence: 99%

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The Development of Computational Thinking in Student Teachers through an Intervention with Educational Robotics

et al. 2019

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Aim/Purpose: This research aims to describe and demonstrate the results of an intervention through educational robotics to improve the computational thinking of student teachers. Background: Educational robotics has been increasing in school classrooms for the development of computational thinking and digital competence. However, there is a lack of research on how to prepare future teachers of Kindergarten and Elementary School in the didactic use of computational thinking, as part of their necessary digital teaching competence. Methodology: Following the Design-Based Research methodology, we designed an intervention with educational robots that includes unplugged, playing, making and remixing activities. Participating in this study were 114 Spanish university students of education. Contribution: This research helps to improve the initial training of student teachers, especially in the field of educational robotics. Findings: The student teachers consider themselves digital competent, especially in the dimensions related to social and multimedia aspects, and to a lesser extent in the technological dimension. The results obtained also confirm the effectiveness of the intervention through educational robotics in the development of computational thinking of these students, especially among male students. Recommendations for Practitioners: Teacher trainers could introduce robotics following these steps: (1) initiation and unplugged activities, (2) gamified activities of initiation to the programming and test of the robots, (3) initiation activities to Scratch, and (4) design and resolution of a challenge. Recommendation for Researchers: Researchers could examine how interventions with educational robots helps to improve the computational thinking of student teachers, and thoroughly analyze gender-differences. Impact on Society: Computational thinking and robotics are one of the emerging educational trends. Despite the rise of this issue, there are still few investigations that systematize and collect evidence in this regard. This study allows to visualize an educational intervention that favors the development of the computational thinking of student teachers. Future Research: Researchers could evaluate not only the computational thinking of student teachers, but also their didactics, their ability to teach or create didactic activities to develop computational thinking in their future students.

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Section: Introductionmentioning

confidence: 99%

“…Despite the relevance and topicality of this subject, there is a lack of research on how to prepare student teachers of Kindergarten and Elementary School in the didactic use of computational thinking, as part of their necessary digital teaching competence (Adell et al, 2017;Yadav et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

The Development of Computational Thinking in Student Teachers through an Intervention with Educational Robotics

et al. 2019

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“…At this point, students may begin to be introduced and informed to the benefits of utilizing computational technology in helping their cognitive, psychomotor, and affective development. As a result, it may equip them well to enter higher education and later on the 21 st -century job market with highly required skills such as analytical, spatial and conceptual thinking aided by computational skills for solving complex problems in the real world (Barr et al, 2011;Yadav et al, 2017).…”

Section: Resultsmentioning

confidence: 99%

Chemistry Teachers’ Awareness, Understanding, and Confidence toward Computational Tools for Molecular Visualization

Saudale

Lerrick

Parikesit

et al. 2019

JPII

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Recent advances in cheminformatics and bioinformatics research have generated software and computational tools for molecular modeling and visualization that can be incorporated to improve chemistry teaching and learning in high school. Nevertheless, there have never been any study simultaneously reporting chemistry teachers' awareness, understanding, and confidence toward contemporary computer-aided molecular modeling and visualization tools. This study examined 32 high school chemistry teachers' knowledge, understanding and confidence toward nine new computational programs on molecular modeling and visualization namely ChemDraw, HyperChem, UCSF Chimera, Marvin Sketch, PsiPred, MBC (PS2), Rampage, Vienna RNA Package and Mode RNA following two days of professional workshop-based training. After completing the training and assessments, the teachers showed an enhancement in awareness, understanding, and confidence toward those nine computational programs. Intensive activities consisting of theoretical lectures, hands-on practices, assignments, and case study presentations seem to provide valuable resources to the increase in teachers' knowledge, understanding, and skill that incorporates computational technology. Hence, the impact of this research pointed toward the value of teachers' professional development that creates a platform to reduce the barriers of access, resources, knowledge, and skills. This study is expected to help improving teachers' awareness, understanding, and confidence necessarily required for further implementation of available technology for instructional purposes.

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“…Como refieren Good y Yadav [20], muchas veces a los docentes no le son familiares con los conceptos de PC. Incluir el pensamiento computacional en la enseñanza primaria y media requiere preparar a los docentes para apoyar la comprensión de los estudiantes de conceptos de pensamiento computacional y su aplicación a cada área temática [21]. Como señala Denning [22], la adopción del PC ocurrirá al hacer ofertas educativas que ayuden a las personas a aprender a ser más efectivas en sus propios dominios a través de la computación.…”

Section: Pensamiento Computacionalunclassified

MOOC: Pensamiento Computacional (aplicado) para docentes

Kereki¹

2018

Proceedings of the 16th LACCEI International Multi-Conference for Engineering, Education, and Technology: “Innovation in Educat

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Computational thinking (CT) is a fundamental skill and has taken a growing and prominent role in the school curriculum. We present a MOOC (Massive Open Online Course) on CT for K-12 teachers. It is a joint initiative of Universidad ORT Uruguay and Plan CEIBAL. In the 1st edition (October 2017) participated more than 850 teachers, and the completion rate was 17.84%. In an anonymous survey, more than 94% expressed that the course meet/exceed expectations.

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Computational Thinking in Teacher Education

Cited by 172 publications

References 25 publications

The Development of Computational Thinking in Student Teachers through an Intervention with Educational Robotics

The Development of Computational Thinking in Student Teachers through an Intervention with Educational Robotics

Chemistry Teachers’ Awareness, Understanding, and Confidence toward Computational Tools for Molecular Visualization

MOOC: Pensamiento Computacional (aplicado) para docentes

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