Computational Thinking, Programming and Robotics in Basic Education: Evaluation of an in-Service Teacher’s Training B-Learning Experience

Abstract

This paper presents a training program for teachers and the procedures for its evaluation in the domain of computational thinking, programming and robotics in basic education. This training was conducted within the scope of Project KML II-Laboratory of programming and robotics technologies and learning for preschool and primary school (1st CEB) and is expected to contribute for two of the project's main outcomes: conceive a training plan to include in the higher education of educators and teachers of the 1st ECB and the creation of a MOOC for initial and continuous training of these professionals. The training, with 50 hours of total workload, was developed in a blended learning format, including face-to-face and online sessions (25 hours each). The online sessions were organized into synchronous and asynchronous activities, including autonomous working moments, to perform individual activities. The theoretical references that support this work have their origins in the studies on distance education (EaD), namely in the developments provided by the designated 3rd generation of EaD in which computer-mediated communication has allowed the emergence of new pedagogical scenarios giving rise to new training modalities either fully online or in blended learning format. The training evaluation questionnaire aims to explore the key points that determined the organization of the course and aims to evaluate the level of satisfaction and the opinion of the trainees about the different components of the training, as well as gather information that may contribute to the design of new course in a MOOC format. The questionnaire was designed considering the following dimensions: characterization of respondents and previous experience, satisfaction with training, perception of the learning and involvement in training, perception of the practical application of training, criticism and suggestions for improvement. The questionnaire, in the context of this research, will be an essential source of information for the team's decision-making on the appropriate format for the MOOC to be developed in the future and which constitutes one of the project's final objectives with a view to broadening the access of teachers in Portugal to knowledge on the subject under study.

Coding as Literacy in Preschool: A Case Study

“…This work forms the basis for the development of a framework for undergraduate and in-service teacher education and training and a competency profile for educators. Referring to this experience, as well as to the results of the training needs analysis which is currently in its final stages, and to our earlier evaluation of the implemented teacher education program [51,58], a reflection will be carried out with the participants on the principles and competences needed to integrate approaches to computation with the curriculum.…”

“…Prior to their participation in the study, participants completed a 50 h in-service training course delivered in B-Learning. This training focused on three approaches to computation, namely: computational thinking (plugged and unplugged), coding, and robotics [13,50,51]. Computational thinking and unplugged computational thinking refer to activities that aim to have students develop and demonstrate the skills considered under this concept [16], which involve either no technologies or ICT from the user's perspective (without programming).…”

“…However, further reflection is needed in terms of fundamental principles and competencies. We expect to conduct this reflection based on a transversal analysis of the results regarding training needs evaluation which is currently in its final stages, our earlier evaluation of the implemented teacher training program [51,58], the analysis of data collected in videos of activities, and the remote observation conducted in the second school year of fieldwork [50]. We further expect to validate this analysis with participants by organizing a series of focus groups.…”

Play, Algorithmic Thinking and Early Childhood Education: Challenges in the Portuguese Context

“…Portugal should be highlighted as it is focused on the introduction of computational thinking, coding, and robotics activities in both preschool and primary school with a crosscurricular approach [16], [17].…”

Algorithmic Thinking in Early Childhood Education: Opportunities and Supports in the Portuguese Context

“…Finally, the "KML II -Programming technologies and learning laboratory for pre-school and elementary school in Portugal" should be highlighted as it is focused on the introduction of computational thinking, coding and robotics activities in both preschool and primary school with a cross-curricular approach [50], [51]. The project assumes technology teaching in initial years within a "globalizing dimension of education", in which technology constitutes an instrumental component in the support of learning goals across the curriculum, in line with Portuguese legislation.…”