Imbricación del pensamiento computacional y la alfabetización digital en la educación. Modelación a partir de una revisión sistemática de la literatura

Reyes, Carlos Enrique George

doi:10.3989/redc.2023.1.1922

Cited by 8 publications

(6 citation statements)

References 34 publications

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“…[117,118] Digital literacy gaps What are the most significant gaps in digital literacy between demographic groups and how can they be addressed? [119,120] Challenges and opportunities of Industry 4.0…”

Section: Emergence Of New Technologies and Educationmentioning

confidence: 99%

Navigating Digital Transformation: Current Trends in Digital Competencies for Open Innovation in Organizations

Espina-Romero,

Ríos Parra,

Noroño-Sánchez

et al. 2024

Sustainability

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This study explored both the evolution and the integration of digital competencies within the context of open innovation, emphasizing the impact of technological advances across various sectors. The goal was to analyze documents indexed in Scopus from 2017 to 2023 using a quantitative and bibliometric approach. The methodology employed RStudio version 4.3.2 and Microsoft Excel 365 for data analysis, focusing on variables such as documents per year, h-index, total citations, and academic sources. The findings indicated a significant increase in research, highlighting a diversity of approaches, a trend towards international collaboration, and an evolution from basic concepts to complex applications, particularly the integration of digitization with sustainability and innovation. This research underscores the transformation of the business sector through digital competencies in open innovation and suggests further exploration into the effects of the pandemic on digital competencies, the role of artificial intelligence, the digital competencies–sustainable development relationship, and their application across different sectors.

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Section: Emergence Of New Technologies and Educationmentioning

confidence: 99%

Navigating Digital Transformation: Current Trends in Digital Competencies for Open Innovation in Organizations

Espina-Romero,

Ríos Parra,

Noroño-Sánchez

et al. 2024

Sustainability

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“…It is necessary that the teacher be able to put students in contact with an environment of objects and actions, which stimulate an appropriate approach to digital technologies (Saritepeci, 2020;Molina, 2023, Sotelo et al, 2007. This will contribute from an early age to its proper use and understanding (George-Reyes, 2023;Noh & Lee, 2020). The computational strategies of the universalization of computational thinking for the decomposition of problems, the recognition of patterns, the design of algorithms and the development of abstraction processes, all of this, constitute useful elements for the resolution of complex problems (López et al, 2023).…”

Section: Programming and Applied Robotics As A Learning Toolmentioning

confidence: 99%

Impact of teacher training in computational thinking on educational innovation and use of Artificial Intelligence

Vidal,

García,

González

2024

Preprint

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The increase in virtual educational spaces has meant that teachers develop digital skills required in the 21st century. However, few studies explore teacher training in virtual environments linked to the concept of universalization of computational thinking to improve their performance in virtual teaching environments. The objective of this work is to analyze the impact of teacher training in universalization of computational thinking to enhance educational innovation in virtual teaching environments and the use of artificial intelligence (AI). Supported by the Google Scholar, Scopus and Springerlink databases, a systematic review of 75 scientific publications was carried out, using quantitative and qualitative scientific methods, as well as the Prism Model, which allowed organizing quality and selection criteria. The results show that the definition of computational thinking changes as its understanding materializes and develops in new generations of teachers based on a contemporary vision of the concept applied to all citizens. The curricular integration of programming and robotics in teacher training improves their digital literacy. At the same time, the educational practices resulting from the dual dialectic: experiment-conceptualize and act-reflect, supported by Kold's model, could favor educational innovation and the use of AI in educational environments within an ethical and social framework. The TRACK model is pointed out as a strategy to implement computational thinking in teacher training, considering three types of knowledge (namely: technological, pedagogical and the contents of the discipline) necessary for STEAM education, as well as improving teacher performance. in virtual teaching environments.

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“…Educational experiences through robotics, virtual reality, augmented reality and Chat GPT applications, focused on fostering complex thinking, have generated innovative dynamics that enhance problem-solving skills in a dynamic educational environment. The adoption of emerging technologies has contributed to the development of complex thinking competencies, as well as to the use of educational innovation such as robotics, the metaverse and Chat GPT (George-Reyes, 2023;Gonz alez-P erez et al, 2023;Ramı ´rez-Montoya et al, 2023;Lopez-Caudana et al, 2020). Despite progress, additional research is crucial to effectively integrate these competencies into educational programs, providing the necessary tools to address future challenges.…”

Section: Complex Thinking In Higher Educationmentioning

confidence: 99%

Expanding horizons for the future with an open educational model for complex thinking: external and internal validation

Ramírez-Montoya,

Portuguez-Castro

2024

OTH

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Purpose The challenges facing 21st-century society are becoming increasingly complex, requiring the development of new citizen competencies. This study aims to validate an educational model focused on developing complex thinking in higher education students. Current educational models lack future-ready competencies, necessitating the emergence of new models to guide future generations toward the common good. Design/methodology/approach This was an adaptation of the causal-layered analysis (CLA) applied to 415 participants from higher education institutions in Mexico, Panama and Spain. Sessions were designed to present the proposed educational model and explore participants’ perceptions of its significance and contributions to future education. Findings Key findings include the following: participants perceived complexity as difficult and challenging; causes of problems were linked to outdated educational models requiring replacement by those that develop students’ competencies; participants envisioned changes that would develop individuals capable of understanding and transforming society; and participants recognized the model’s transformative potential, offering a novel proposal for 21st-century education. Originality/value This research sought to gather opinions from different stakeholders using the CLA methodology, providing a deep understanding of participants’ perspectives on the proposed solution.

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Imbricación del pensamiento computacional y la alfabetización digital en la educación. Modelación a partir de una revisión sistemática de la literatura

Cited by 8 publications

References 34 publications

Navigating Digital Transformation: Current Trends in Digital Competencies for Open Innovation in Organizations

Navigating Digital Transformation: Current Trends in Digital Competencies for Open Innovation in Organizations

Impact of teacher training in computational thinking on educational innovation and use of Artificial Intelligence

Expanding horizons for the future with an open educational model for complex thinking: external and internal validation

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