PC-01: Introduction to computational thinking: Educational technology in primary and secondary education

Professional Development of Code and Robotics Teachers Through Small Private Online Course (SPOC): Teacher Centrality and Pedagogical Strategies for Developing Computational Thinking of Students

“…Sage-on-the-stage is a teacher with the highest degree of centrality in the classroom who provides “right” answers and explicit “do” and “do not” instructions (Yondler et al., 2018). It is not surprising that this teaching style was found in the present study and previous research as the least appropriate for constructionist learning in technology-enhanced settings such as ECR (Blau et al., 2019; Basogain et al., 2016; H. Chen et al., 2020). In contrast, the teacher as a learning partner is a teacher with the lowest degree of centrality in the classroom, who not only provides opportunities for students to construct knowledge on their own while actively experimenting in the digital space, but also feels comfortable to learn with students and even from them (Yondler et al., 2018).…”

“…In contrast, the teacher as a learning partner is a teacher with the lowest degree of centrality in the classroom, who not only provides opportunities for students to construct knowledge on their own while actively experimenting in the digital space, but also feels comfortable to learn with students and even from them (Yondler et al., 2018). Similarly, other studies in ECR teaching suggest involving students as co-design partners in the learning process (Basogain et al., 2016; H. Chen et al., 2020). Our findings reinforce the literature regarding teachers who, by embracing the partner role in technology-enhanced learning environments, support cognitive and emotional aspects of students' learning (Blau et al., 2019; H. Chen et al., 2020; Hsu et al., 2018; Tozadore & Romero, 2020).…”

Integración de Pensamiento Computacional en Educación Básica. Dos Experiencias Pedagógicas de Aprendizaje Colaborativo online

“…El curso está diseñado para ser impartido en formato híbrido o mixto de educación. El maestro está presente con los estudiantes en el aula y utiliza una plataforma de aprendizaje en línea (Moodle) en la que se ha dispuesto el curso PC-01 que incluye videotutoriales, prácticas, auto-tests, tests, y tareas evaluadas por los compañeros (Basogain, Olabe, Olabe & Rico, 2018;Basogain et al, 2016).…”

Reflecting on Computational Thinking Studies for High School Education

“…Other than using the available tools, some studies attempted to create new programming-based teaching tools [25]- [30], and game-based tools [31]- [33]. [22], [14], [17], [15], [16], [34], [18], [19], [20], [35], [36], [23], [37], [21], [24] 15 Module [38], [39], [40], [41], [42], [43], [44], [45], [46], [47], [48], In addition to teaching CT in regular classrooms, researchers have introduced afterschool activities, which called 'informal program' in this study, as an alternative to disseminate CT skills. Recently, the publication trend of studies related to infusing CT through the informal program has increased.…”

“…As [12] point out, educators should not only promote coding skills and provide knowledge, but also collaboration and teamwork skills to deal with difficult problems which are too hard to be solved individually. [52], [38], [39], [41], [22], [14], [15], [42], [18], [44], [17], [45], [19], [20], [36], [46], [23], [37], [50], [47], [21], [48], [49], [51], [24] 25 b [53], [57], [58], [59], [60], [61], [64], [55], [56], [66], [67] 11 Abstraction a [71], [22], [15], [42], [18], [44], [17], [19], [34], [46], [49], [51]…”