2016
DOI: 10.21125/edulearn.2016.2136
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Exploring the Field of Computational Thinking as a 21st Century Skill

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Cited by 148 publications
(226 citation statements)
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“…First, by using the core capabilities of computer hardware to conceptualize digital uses and competencies, the GTCU insulates itself from the changing designs of hardware and software platforms, and environmental factors affecting technology use in particular contexts. Second, three of its four dimensions (technical, informational and social) represent a common core among major frameworks (Iordache, Mariën, & Baelden, 2017), and its computational dimension addresses competencies that are achieving prominence in the educational literature (Bocconi, Chioccariello, Dettori, Ferrari, Engelhardt, et al, 2016;Jun, Han, Kim, & Lee, 2014). Third, the GTCU's online data-collection application-the DCP-has been used repeatedly to profile the technology uses of both students and professors in higher education (Barber, DiGiuseppe, vanOostveen, Blayone, & Koroluk, 2016;Desjardins & vanOostveen, 2015;Desjardins, vanOostveen, Bullock, DiGiuseppe, & Robertson, 2010).…”
Section: A Digital Readiness Framework and Profilermentioning
confidence: 99%
See 1 more Smart Citation
“…First, by using the core capabilities of computer hardware to conceptualize digital uses and competencies, the GTCU insulates itself from the changing designs of hardware and software platforms, and environmental factors affecting technology use in particular contexts. Second, three of its four dimensions (technical, informational and social) represent a common core among major frameworks (Iordache, Mariën, & Baelden, 2017), and its computational dimension addresses competencies that are achieving prominence in the educational literature (Bocconi, Chioccariello, Dettori, Ferrari, Engelhardt, et al, 2016;Jun, Han, Kim, & Lee, 2014). Third, the GTCU's online data-collection application-the DCP-has been used repeatedly to profile the technology uses of both students and professors in higher education (Barber, DiGiuseppe, vanOostveen, Blayone, & Koroluk, 2016;Desjardins & vanOostveen, 2015;Desjardins, vanOostveen, Bullock, DiGiuseppe, & Robertson, 2010).…”
Section: A Digital Readiness Framework and Profilermentioning
confidence: 99%
“…This includes interacting with online calendar systems (E20); data-visualization tools, such as concept-mapping, diagramming and graphing applications (E21, 22 and 24); numerical and statistical-analysis packages (E23 and 25); and scripting/programming environments (E26). Indeed, it is difficult to imagine conducting research today without significant experience in some of these competencies, particularly in an age of "big data" (Bocconi et al, 2016).…”
Section: Digital Readiness For Computational Actionsmentioning
confidence: 99%
“…De hecho, esta relación del PC con la robótica especialmente es intensa fuera del ámbito educativo formal. Con todo, la relación entre el PC y la robótica no es biunívoca, en el sentido de que la robótica no necesariamente garantiza el desarrollo del PC, ni el PC puede adquirirse únicamente por medio de la robótica (Bocconi, Chioccariello, Dettori, Ferrari, Engelhardt, et al, 2016a;Voogt, Fisser, Good, Mishra, & Yadav, 2015;Yadav et al, 2017). Y, de igual modo ocurre con la competencia digital, que puede ir íntimamente ligada al desarrollo del PC, especialmente si focalizamos en los elementos que añaden Barr y Stephenson (2011) y Zapata-Ros (2015), pero que no necesariamente tiene por qué incidir en el PC (del mismo modo que se puede adquirir el PC sin que la competencia digital se vea beneficiada).…”
Section: El Pensamiento Computacional En Educaciónunclassified
“…En definitiva, aunque los lenguajes de programación puramente computacionales y las tecnologías puedan ayudarnos en la adquisición del PC, esta no es automática ni tiene por qué darse implícitamente, sino que requiere de acciones específicas. Además, y como consecuencia de esto, si bien es común pensar que el PC puede constituir una materia específica en el currículum (y, de hecho, así ha sido en muchos contextos educativos nacionales que hemos mencionado antes) (Brennan & Resnick, 2012), también hay quienes abogan por su mayor efectividad cuando se integra en el resto del currículum, como una estrategia de aprendizaje y no como una materia finalista (Bocconi, Chioccariello, Dettori, Ferrari, Engelhardt, et al, 2016b;Morreale, Jimenez, Goski, & Stewart-Gardiner, 2012).…”
Section: El Pensamiento Computacional En Educaciónunclassified
“…CT has been incorporated into curricula across the world (Bocconi, Chioccariello, Dettori, Ferrari, & Engelhardt, ). In the United States, where this study took place, CT is included in the science standards, the Next Generation Science Standards (NGSS), which have been adopted by 19 states and the District of Columbia, adapted and used by 20 states (NGSS Lead States, ).…”
Section: Introductionmentioning
confidence: 99%