COMPUTATIONAL THINKING: THE TEACHER'S GUIDE WITH GOOGLE CLASSROOM
DOI:
https://doi.org/10.56219/dialctica.v1i31.6268Keywords:
Computational Thinking, Didactic Strategy, Google Classroom, Abstraction, DecompositionAbstract
This article presents the results of a research project conducted with teachers at the Julio Mejía Vélez Agricultural Educational Institution in the municipality of Alto Baudó, Chocó. The study initially identified a gap in teachers' technical and pedagogical skills for developing Computational Thinking (CT) in their students. The main objective was to strengthen these competencies in primary school teachers through a didactic strategy integrated into Google Classroom, where the procedure for developing the educational proposal was structured step by step. After a diagnostic phase that revealed critical weaknesses in critical thinking, algorithms, and basic concepts, the intervention was implemented with a sample of 10 teachers. The post-test results indicate that, after the training, the teachers developed a positive attitude and a better understanding of key concepts such as abstraction and decomposition. It is concluded that strengthening teachers' technical knowledge and their proficiency with digital tools are determining factors that facilitate student learning and motivation in the classroom.
Downloads
References
Ausubel, D. (1983). Psicología Educativa: Un punto de vista cognoscitivo. Trillas. Psicología educativa: un punto de vista cognoscitivo
Brennan, K., & Resnick, M. (2012). New frameworks for studying and assessing the development of computational thinking. Proceedings of the 2012 Annual Meeting of the American Educational Research Association.
Camargo, A., & Munar, J. (2021). Habilidades del pensamiento computacional en docentes en formación de la universidad La Gran Colombia. Revista Científica UISRAEL, 8(2), 135–149.
Díaz, J., Carbonel, G., & Picho, D. (2021). Los sistemas de gestión de aprendizaje (LMS) en la educación virtual. Revista CIEG, (50), 87-95.
Enríquez, C., Raluy, M., & Vega, L. (2015). Desarrollo del pensamiento computacional en niñas y niños usando actividades desconectadas y conectadas de computadora. ResearchGate.
Gómez, J. (2019). Buena práctica docente para el diseño de aula virtual en Google Classroom. Revista Andina de Educación, 2(1), 30-36.
INTEF. (s.f.). El marco de Brennan-Resnick: I. Conceptos. Code INTEF.
Pérez, H., & Roig, R. (2015). Entornos de programación no mediados simbólicamente para el desarrollo del pensamiento computacional. RED. Revista de Educación a Distancia, (46), 1-23.
Piaget, J. (1972). La teoría de Piaget. Infancia y Aprendizaje, 4(sup 2), 13-54.
Roberts, A., Means, H., & Garrison, M. (2016). Netflixing human capital development: Personalized learning technology and the corporatization of K-12 education. Journal of Education Policy, 31(4), 405–420.
Siemens, G. (2004). Conectivismo: Una teoría de aprendizaje para la era digital.
Wing, J. (2006). Computational thinking (Vol. 49).
Yadav, A., Gretter, S., Good, J. & McLean, T. (2017). Computational thinking in teacher education. En Emerging research, practice, and policy on computational thinking (pp.205–220). Springer.
Downloads
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
La revista Dialéctica conserva los derechos patrimoniales (copyright) de las obras publicadas, que favorece y permite la reutilización de los mismos bajo la licencia Creative Commons Atribución-NoComercial-CompartirIgual 4.0 , por lo cual se pueden copiar, usar, difundir, transmitir y exponer públicamente, siempre que se cite la autoría y fuente original de su publicación (revista, editorial, URL y DOI de la obra), no se usen para fines comerciales u onerosos y se mencione la existencia y especificaciones de esta licencia de uso. Si remezcla, transforma o crea a partir del material, debe distribuir su contribución bajo la misma licencia del original.
+584121131459
