Pub Date : 2026-03-02DOI: 10.1109/RITA.2026.3666812
Z. Pineda-Rico;U. Pineda-Rico;J. L. Argüelles Ojeda
This work presents a cost-effective approach to implementing programmable logic controllers (PLCs) for educational use, using commercial microcontrollers (Arduino UNO, ESP8266 NodeMCU) and a Raspberry Pi configured with open-source software. The objective is to provide accessible training resources for automation and control in settings with limited resources, where conventional PLCs are often unaffordable. The proposed architecture integrates with Supervisory Control and Data Acquisition (SCADA) and Industrial Internet of Things (IIoT) platforms, enabling students to gain practical experience in PLC programming, human–machine interface (HMI) development, and cloud-based monitoring. A case study of an automatic water tank filling system demonstrates the system’s ability to perform real-time control, communication via Modbus, and data storage through Node-RED and InfluxDB Cloud. Educational validation was carried out with a small group of engineering students (n = 6), who highlighted the system’s usefulness, accessibility, and realism for learning industrial automation. While preliminary, the findings support the platform’s potential as a hands-on teaching tool. The results indicate that low-cost, open-source PLC configurations can effectively bridge the gap between theory and practice, fostering inclusive training opportunities in automation and IIoT.
{"title":"Cost-Effective Implementation of PLC Systems for Training","authors":"Z. Pineda-Rico;U. Pineda-Rico;J. L. Argüelles Ojeda","doi":"10.1109/RITA.2026.3666812","DOIUrl":"https://doi.org/10.1109/RITA.2026.3666812","url":null,"abstract":"This work presents a cost-effective approach to implementing programmable logic controllers (PLCs) for educational use, using commercial microcontrollers (Arduino UNO, ESP8266 NodeMCU) and a Raspberry Pi configured with open-source software. The objective is to provide accessible training resources for automation and control in settings with limited resources, where conventional PLCs are often unaffordable. The proposed architecture integrates with Supervisory Control and Data Acquisition (SCADA) and Industrial Internet of Things (IIoT) platforms, enabling students to gain practical experience in PLC programming, human–machine interface (HMI) development, and cloud-based monitoring. A case study of an automatic water tank filling system demonstrates the system’s ability to perform real-time control, communication via Modbus, and data storage through Node-RED and InfluxDB Cloud. Educational validation was carried out with a small group of engineering students (n = 6), who highlighted the system’s usefulness, accessibility, and realism for learning industrial automation. While preliminary, the findings support the platform’s potential as a hands-on teaching tool. The results indicate that low-cost, open-source PLC configurations can effectively bridge the gap between theory and practice, fostering inclusive training opportunities in automation and IIoT.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"21 ","pages":"131-138"},"PeriodicalIF":1.0,"publicationDate":"2026-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147440555","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-03-02DOI: 10.1109/RITA.2026.3669297
Jalberth F. Araújo;Edivaldo G. dos Santos Júnior;Tarso V. Ferreira;Henrique D. Silva
Traditional engineering education, centered on the instructor and lecture-based classes, ensures a solid scientific foundation but does not fully develop the cognitive skills required to meet contemporary challenges and labor market demands. To address the needs of the 21st century, it is essential to rethink teaching methodologies by incorporating digital, social, and cognitive skills, especially in the context of the Fifth Industrial Revolution. This work proposes an active methodology based on Project-Based Learning and Design Thinking, applied to electrical engineering education. The methodology aims to make students the protagonists of their learning process, fostering the development of both technical and interpersonal skills through the resolution of real-world problems. The methodology was implemented in two core courses in the Electrical Engineering curriculum, where student teams developed practical solutions to everyday problems by integrating course content with knowledge from other areas. The results show an average increase of 7.57% in the pass rate for the courses in which the methodology was applied. Moreover, 63.6% of students reported significant changes in their learning approach, contributing to improved academic performance. There was also an average increase of 60.3% in competencies and skills demanded by the current job market. The methodology proved effective and shows potential for application in other programs, promoting student agencies, meaningful learning, and better preparation for the demands of the modern professional world.
{"title":"Project-Based Learning and Design Thinking Applied to the Improvement of Teaching and Learning in Electrical Engineering","authors":"Jalberth F. Araújo;Edivaldo G. dos Santos Júnior;Tarso V. Ferreira;Henrique D. Silva","doi":"10.1109/RITA.2026.3669297","DOIUrl":"https://doi.org/10.1109/RITA.2026.3669297","url":null,"abstract":"Traditional engineering education, centered on the instructor and lecture-based classes, ensures a solid scientific foundation but does not fully develop the cognitive skills required to meet contemporary challenges and labor market demands. To address the needs of the 21st century, it is essential to rethink teaching methodologies by incorporating digital, social, and cognitive skills, especially in the context of the Fifth Industrial Revolution. This work proposes an active methodology based on Project-Based Learning and Design Thinking, applied to electrical engineering education. The methodology aims to make students the protagonists of their learning process, fostering the development of both technical and interpersonal skills through the resolution of real-world problems. The methodology was implemented in two core courses in the Electrical Engineering curriculum, where student teams developed practical solutions to everyday problems by integrating course content with knowledge from other areas. The results show an average increase of 7.57% in the pass rate for the courses in which the methodology was applied. Moreover, 63.6% of students reported significant changes in their learning approach, contributing to improved academic performance. There was also an average increase of 60.3% in competencies and skills demanded by the current job market. The methodology proved effective and shows potential for application in other programs, promoting student agencies, meaningful learning, and better preparation for the demands of the modern professional world.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"21 ","pages":"108-118"},"PeriodicalIF":1.0,"publicationDate":"2026-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147440585","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-02-27DOI: 10.1109/RITA.2026.3668995
Elkin Martínez-Caro;Miguel Garcés-Prettel
Most research on computational thinking has been conducted in urban or technologically advantaged settings, leaving its applicability in rural environments largely unexplored. This study addresses that gap by evaluating the effectiveness of a computational thinking-based pedagogical strategy on problem-solving skills among tenth-grade students in a rural Colombian school. Using a quasi-experimental design with control group and pre/post-test measurements, three dimensions were assessed: computational concepts, required tasks, and evaluative capacities. The intervention, consisting of six constructivist-oriented sessions mediated through the MakeCode environment, led to significant improvements in the experimental group. A repeated measures analysis of variance confirmed substantial effects across all dimensions, with no significant influence from sociodemographic or academic variables. These findings indicate that complex problem-solving skills can be developed through accessible pedagogical strategies within rural school contexts characterized by limited technological infrastructure. The study provides empirical evidence supporting the integration of computational thinking in rural education through replicable and context-sensitive approaches.
{"title":"Computational Thinking in Rural Education: Evidence of Gains in Problem-Solving Abilities","authors":"Elkin Martínez-Caro;Miguel Garcés-Prettel","doi":"10.1109/RITA.2026.3668995","DOIUrl":"https://doi.org/10.1109/RITA.2026.3668995","url":null,"abstract":"Most research on computational thinking has been conducted in urban or technologically advantaged settings, leaving its applicability in rural environments largely unexplored. This study addresses that gap by evaluating the effectiveness of a computational thinking-based pedagogical strategy on problem-solving skills among tenth-grade students in a rural Colombian school. Using a quasi-experimental design with control group and pre/post-test measurements, three dimensions were assessed: computational concepts, required tasks, and evaluative capacities. The intervention, consisting of six constructivist-oriented sessions mediated through the MakeCode environment, led to significant improvements in the experimental group. A repeated measures analysis of variance confirmed substantial effects across all dimensions, with no significant influence from sociodemographic or academic variables. These findings indicate that complex problem-solving skills can be developed through accessible pedagogical strategies within rural school contexts characterized by limited technological infrastructure. The study provides empirical evidence supporting the integration of computational thinking in rural education through replicable and context-sensitive approaches.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"21 ","pages":"150-161"},"PeriodicalIF":1.0,"publicationDate":"2026-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147440626","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Massive Open Online Courses (MOOCs) broaden access to learning, but inclusivity remains uneven when accessibility and personalization are treated as peripheral rather than foundational design requirements. This PRISMA 2020-aligned systematic review (2018–2025) examines how accessibility by design and Adaptive and Personalized Technologies for Learning (APTeL) are implemented in MOOCs and how they relate to learner outcomes (access, engagement, persistence, achievement). Fifty-six empirical studies met the inclusion criteria by addressing WCAG- or ARIA-based accessibility and/or APTeL mechanisms such as learner modeling, recommender systems, adaptive sequencing, and adaptive feedback. Across this corpus, media-level accessibility was most common, with captions and transcripts reported in 68% of studies, alternative formats (for example, alt text and audio description) in 46%, and assistive technology checks in 34%, while explicit WCAG or ARIA citation (29%) and explicit UDL alignment (21%) were comparatively limited. Personalization efforts centered on learner modeling (54%), recommender systems (41%), adaptive sequencing (36%), and adaptive feedback (30%). Outcome reporting favored engagement proxies (75%) over achievement (38%) and persistence or retention (32%), and only 11% of studies disaggregated outcomes by disability. The clearest benefits appeared when accessible and operable interaction pathways were co-designed with APTeL adaptations explicitly mapped to learning objectives, UDL checkpoints, and assessment strategies. However, heterogeneous conformance reporting, limited assistive technology validation, sparse UDL mapping, and weak outcome validity reduce interpretability and restrict causal claims about impact on learning and persistence. The review specifies design and practice implications for accessibility-aligned APTeL in MOOCs, identifies methodological and ethical gaps that constrain generalizability and equity inferences, and proposes priorities for platform policy and rigorous, disability-aware evaluation frameworks.
{"title":"Enhancing Inclusivity in MOOCs Through Adaptive Personalized Technologies for Learning: A Systematic Review","authors":"Salwa Mrayhi;Mohamed Koutheair Khribi;Mohamed Jemni","doi":"10.1109/RITA.2026.3668415","DOIUrl":"https://doi.org/10.1109/RITA.2026.3668415","url":null,"abstract":"Massive Open Online Courses (MOOCs) broaden access to learning, but inclusivity remains uneven when accessibility and personalization are treated as peripheral rather than foundational design requirements. This PRISMA 2020-aligned systematic review (2018–2025) examines how accessibility by design and Adaptive and Personalized Technologies for Learning (APTeL) are implemented in MOOCs and how they relate to learner outcomes (access, engagement, persistence, achievement). Fifty-six empirical studies met the inclusion criteria by addressing WCAG- or ARIA-based accessibility and/or APTeL mechanisms such as learner modeling, recommender systems, adaptive sequencing, and adaptive feedback. Across this corpus, media-level accessibility was most common, with captions and transcripts reported in 68% of studies, alternative formats (for example, alt text and audio description) in 46%, and assistive technology checks in 34%, while explicit WCAG or ARIA citation (29%) and explicit UDL alignment (21%) were comparatively limited. Personalization efforts centered on learner modeling (54%), recommender systems (41%), adaptive sequencing (36%), and adaptive feedback (30%). Outcome reporting favored engagement proxies (75%) over achievement (38%) and persistence or retention (32%), and only 11% of studies disaggregated outcomes by disability. The clearest benefits appeared when accessible and operable interaction pathways were co-designed with APTeL adaptations explicitly mapped to learning objectives, UDL checkpoints, and assessment strategies. However, heterogeneous conformance reporting, limited assistive technology validation, sparse UDL mapping, and weak outcome validity reduce interpretability and restrict causal claims about impact on learning and persistence. The review specifies design and practice implications for accessibility-aligned APTeL in MOOCs, identifies methodological and ethical gaps that constrain generalizability and equity inferences, and proposes priorities for platform policy and rigorous, disability-aware evaluation frameworks.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"21 ","pages":"119-130"},"PeriodicalIF":1.0,"publicationDate":"2026-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147440556","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-02-24DOI: 10.1109/RITA.2026.3667447
Abigail J. Bergman;Claire Mikulski;Annick Manseau;Sofia Migon;Julia Wilder;Kristin Searle;Avneet Hira
The Coding as Another Language (CAL) curriculum offers a means for young children to develop digital coding skills, which is a form of literacy development. The work presented in this paper extends this idea to the domain of physical computing, positing that it leverage the same powerful ideas of computational thinking. Furthermore, this hands-on, often screen-free domain provides an additional venue that invites young children to develop operational, cultural, and critical literacies in developmentally appropriate ways. To illustrate these ideas, this paper describes three prototypes of early childhood physical computing technologies and relevant curricular activities based on CAL. These cases highlight young children’s growing technological fluency as they transferred and deepened their new knowledge through engagement with various physical materials. The materials used to craft tangible artifacts serve as a medium for developing technical skills, expressing ideas, fostering shared values, and questioning established processes. To this end, authors noted how the CAL curriculum can place physical computing in conversation with other technical, experiential, and deeply humanistic pursuits.
{"title":"Coding Beyond the Screen: Integrating the Coding as Another Language Curriculum With Physical Computing","authors":"Abigail J. Bergman;Claire Mikulski;Annick Manseau;Sofia Migon;Julia Wilder;Kristin Searle;Avneet Hira","doi":"10.1109/RITA.2026.3667447","DOIUrl":"https://doi.org/10.1109/RITA.2026.3667447","url":null,"abstract":"The Coding as Another Language (CAL) curriculum offers a means for young children to develop digital coding skills, which is a form of literacy development. The work presented in this paper extends this idea to the domain of physical computing, positing that it leverage the same powerful ideas of computational thinking. Furthermore, this hands-on, often screen-free domain provides an additional venue that invites young children to develop operational, cultural, and critical literacies in developmentally appropriate ways. To illustrate these ideas, this paper describes three prototypes of early childhood physical computing technologies and relevant curricular activities based on CAL. These cases highlight young children’s growing technological fluency as they transferred and deepened their new knowledge through engagement with various physical materials. The materials used to craft tangible artifacts serve as a medium for developing technical skills, expressing ideas, fostering shared values, and questioning established processes. To this end, authors noted how the CAL curriculum can place physical computing in conversation with other technical, experiential, and deeply humanistic pursuits.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"21 ","pages":"91-96"},"PeriodicalIF":1.0,"publicationDate":"2026-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147362512","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-02-23DOI: 10.1109/RITA.2026.3667038
Jéssica Fabiana Mariano dos Santos;Luiz Antônio de Oliveira Nunes
This article presents a STEM-based approach to teaching free fall by integrating Arduino, PLX-DAQ, and Excel. PLX-DAQ, originally an Excel add-in for serial communication with Arduino, was modified in this work, and these changes were important to enable full bidirectional communication. Through a custom-developed graphical interface in Excel, parameters can be sent to the Arduino, allowing experiment configurations to be adjusted in real time while also enabling efficient data acquisition and analysis. A photogate system was connected to an Arduino Uno, enabling precise measurement of the fall times of an acrylic bar of alternating stripes of different masses. The results show that the system enables highly accurate calculations of gravitational acceleration, with deviations of less than 2% from the expected values. This experimental setup offers educators a low-cost and effective tool to address common student misconceptions about free fall, while fostering a deeper understanding of the fundamental principles governing motion and reinforcing the role of the scientific method in physics education.
{"title":"Integrating Microcontrollers and Data Analysis in Mechanics Education: A STEM Approach to Free Fall","authors":"Jéssica Fabiana Mariano dos Santos;Luiz Antônio de Oliveira Nunes","doi":"10.1109/RITA.2026.3667038","DOIUrl":"https://doi.org/10.1109/RITA.2026.3667038","url":null,"abstract":"This article presents a STEM-based approach to teaching free fall by integrating Arduino, PLX-DAQ, and Excel. PLX-DAQ, originally an Excel add-in for serial communication with Arduino, was modified in this work, and these changes were important to enable full bidirectional communication. Through a custom-developed graphical interface in Excel, parameters can be sent to the Arduino, allowing experiment configurations to be adjusted in real time while also enabling efficient data acquisition and analysis. A photogate system was connected to an Arduino Uno, enabling precise measurement of the fall times of an acrylic bar of alternating stripes of different masses. The results show that the system enables highly accurate calculations of gravitational acceleration, with deviations of less than 2% from the expected values. This experimental setup offers educators a low-cost and effective tool to address common student misconceptions about free fall, while fostering a deeper understanding of the fundamental principles governing motion and reinforcing the role of the scientific method in physics education.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"21 ","pages":"101-107"},"PeriodicalIF":1.0,"publicationDate":"2026-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147362513","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-02-20DOI: 10.1109/RITA.2026.3666566
Zvi Bekerman
The Palette of Virtues project boldly reimagines STEM education by rejecting its value-neutral facade, rooted in Cartesian dualism and positivist traditions that foster alienating, competitive pedagogies. The project is enacted in early childhood educational settings through collaborative programming, storytelling, and artistic activities, in which children, teachers, and facilitators jointly engage with computational tools as part of shared, value-laden practice. Drawing on insights from anthropology, dialogical philosophy, and arts education, we propose that effective STEM reform requires a fundamental shift: moving education from transmission to co-construction, from individual mastery to collaborative and relational meaning-making, and from abstract neutrality to culturally grounded inquiry.
{"title":"STEM, Values, and the Re-Enchantment of Education: Reflections on the Palette of Virtues Project","authors":"Zvi Bekerman","doi":"10.1109/RITA.2026.3666566","DOIUrl":"https://doi.org/10.1109/RITA.2026.3666566","url":null,"abstract":"The Palette of Virtues project boldly reimagines STEM education by rejecting its value-neutral facade, rooted in Cartesian dualism and positivist traditions that foster alienating, competitive pedagogies. The project is enacted in early childhood educational settings through collaborative programming, storytelling, and artistic activities, in which children, teachers, and facilitators jointly engage with computational tools as part of shared, value-laden practice. Drawing on insights from anthropology, dialogical philosophy, and arts education, we propose that effective STEM reform requires a fundamental shift: moving education from transmission to co-construction, from individual mastery to collaborative and relational meaning-making, and from abstract neutrality to culturally grounded inquiry.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"21 ","pages":"97-100"},"PeriodicalIF":1.0,"publicationDate":"2026-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147362510","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-02-20DOI: 10.1109/RITA.2026.3666770
Stamatios Papadakis
Computational thinking (CT) and coding are increasingly recognized as foundational literacies that shape how children think, communicate, and participate in digital society. Yet in early childhood education, they are still too often taught as isolated technical skills rather than as expressive tools for creativity, ethical reflection, and civic engagement. This paper presents a university seminar for preservice kindergarten teachers built around the Coding as Another Language (CAL) framework and the ScratchJr environment. Grounded in constructionism, socio-emotional learning (SEL), and the Positive Technological Development (PTD) framework, CAL reframes coding as a language through which children can tell stories, explore values such as empathy and justice, and critically engage with technology. The seminar integrates unplugged and plugged activities, design-based learning principles, reflective practice, and culturally contextualized materials to help future educators design and facilitate values-oriented coding experiences. Analysis of student reflections, project work, and instructor observations shows how preservice teachers’ conceptions of coding evolve from procedural skills to a broader humanistic literacy. Their reflections reveal a marked shift in how they understand coding’s expressive, ethical, and pedagogical potential before and after the course. Situated within current research on CT, curriculum design, and multidimensional assessment, the paper argues for sustainable teacher preparation models that treat coding as both a cognitive tool and a medium for fostering human values, critical thinking, and inclusive participation from the earliest years.
{"title":"Preparing Future Kindergarten Teachers for Humanistic and Values-Based Coding Education: A CAL ScratchJr Approach in Teacher Preparation","authors":"Stamatios Papadakis","doi":"10.1109/RITA.2026.3666770","DOIUrl":"https://doi.org/10.1109/RITA.2026.3666770","url":null,"abstract":"Computational thinking (CT) and coding are increasingly recognized as foundational literacies that shape how children think, communicate, and participate in digital society. Yet in early childhood education, they are still too often taught as isolated technical skills rather than as expressive tools for creativity, ethical reflection, and civic engagement. This paper presents a university seminar for preservice kindergarten teachers built around the Coding as Another Language (CAL) framework and the ScratchJr environment. Grounded in constructionism, socio-emotional learning (SEL), and the Positive Technological Development (PTD) framework, CAL reframes coding as a language through which children can tell stories, explore values such as empathy and justice, and critically engage with technology. The seminar integrates unplugged and plugged activities, design-based learning principles, reflective practice, and culturally contextualized materials to help future educators design and facilitate values-oriented coding experiences. Analysis of student reflections, project work, and instructor observations shows how preservice teachers’ conceptions of coding evolve from procedural skills to a broader humanistic literacy. Their reflections reveal a marked shift in how they understand coding’s expressive, ethical, and pedagogical potential before and after the course. Situated within current research on CT, curriculum design, and multidimensional assessment, the paper argues for sustainable teacher preparation models that treat coding as both a cognitive tool and a medium for fostering human values, critical thinking, and inclusive participation from the earliest years.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"21 ","pages":"139-149"},"PeriodicalIF":1.0,"publicationDate":"2026-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147440694","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-02-19DOI: 10.1109/RITA.2026.3666426
René Fabián Zúñiga Muñoz;Angela María Muñoz Muñoz;Marcos Román-González;Gregorio Robles
This paper presents the evolution of the Computational Thinking Measuring Model (CTMM) within university contexts, integrating generative artificial intelligence tools as methodological support. It describes the gradual and reflective process of refining performance indicators, contextualizing them within engineering courses, and analyzing two new components: verification understood as the critical validation of responses provided by AI and ethics conceived as the reflection on the responsible use of these technologies in academic settings. The results demonstrate that the CTMM maintains its theoretical coherence and practical applicability, consolidating itself as a comprehensive instrument for evaluating computational thinking in higher education. The paper outlines the process of evolution and validation of the CTMM within university contexts, integrating generative artificial intelligence as a methodological tool to strengthen the assessment of computational thinking. The findings confirm the model’s relevance to engineering education and its capacity to promote reflective, ethical, and sustainable practices in the use of emerging technologies in educational environments.
{"title":"Evolution of the CTMM Model in the University Context Supported by AI","authors":"René Fabián Zúñiga Muñoz;Angela María Muñoz Muñoz;Marcos Román-González;Gregorio Robles","doi":"10.1109/RITA.2026.3666426","DOIUrl":"https://doi.org/10.1109/RITA.2026.3666426","url":null,"abstract":"This paper presents the evolution of the Computational Thinking Measuring Model (CTMM) within university contexts, integrating generative artificial intelligence tools as methodological support. It describes the gradual and reflective process of refining performance indicators, contextualizing them within engineering courses, and analyzing two new components: verification understood as the critical validation of responses provided by AI and ethics conceived as the reflection on the responsible use of these technologies in academic settings. The results demonstrate that the CTMM maintains its theoretical coherence and practical applicability, consolidating itself as a comprehensive instrument for evaluating computational thinking in higher education. The paper outlines the process of evolution and validation of the CTMM within university contexts, integrating generative artificial intelligence as a methodological tool to strengthen the assessment of computational thinking. The findings confirm the model’s relevance to engineering education and its capacity to promote reflective, ethical, and sustainable practices in the use of emerging technologies in educational environments.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"21 ","pages":"82-90"},"PeriodicalIF":1.0,"publicationDate":"2026-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147362511","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-02-19DOI: 10.1109/RITA.2026.3664005
Maribel dos Santos Miranda-Pinto
This article presents the ScratchJr–Coding as Another Language (CAL) curriculum, translated into Portuguese by researchers from the Arcacomum Association as part of a project funded by the Scratch Education Collaborative (2022–2024), part of the MIT Media Lab. The translation process was supported and validated by the DevTech Research Group (https://sites.bc.edu/codingasanotherlanguage/scratchjrcurricula-portuguese) Between February and May 2025, a pilot study was conducted in a preschool educational setting aimed at exploring the implementation of the curriculum’s lessons. The article describes the main features of the CAL curricula, highlighting their potential for cross-curricular integration across various areas of learning, from Kindergarten to the $2^{mathrm {nd}}$ Grade of primary education. The results show benefits in terms of creativity, collaboration, communication, responsibility, and sense of community. The study concluded that the CAL curriculum is relevant within the Portuguese educational context, and its expansion and teacher training are recommended to enhance its implementation.
本文介绍了ScratchJr-Coding as Another Language （CAL）课程，由Arcacomum协会的研究人员翻译成葡萄牙语，该项目是由麻省理工学院媒体实验室的一部分Scratch教育协作（2022-2024）资助的项目的一部分。翻译过程得到了DevTech研究小组（https://sites.bc.edu/codingasanotherlanguage/scratchjrcurricula-portuguese）的支持和验证。在2025年2月至5月期间，在学前教育环境中进行了一项试点研究，旨在探索课程课程的实施情况。本文描述了CAL课程的主要特点，强调了它们在从幼儿园到小学2^{数学{和}}$年级的各个学习领域的跨学科整合潜力。结果显示，在创造力、协作、沟通、责任和社区意识方面，这些都是有益的。研究的结论是，本地语文课程适合葡萄牙的教育背景，并建议扩充和培训教师，以加强其实施。
{"title":"The Coding as Another Language (CAL) Curriculum in Portuguese: Translation, Implementation, and Pilot Evaluation","authors":"Maribel dos Santos Miranda-Pinto","doi":"10.1109/RITA.2026.3664005","DOIUrl":"https://doi.org/10.1109/RITA.2026.3664005","url":null,"abstract":"This article presents the <italic>ScratchJr–Coding as Another Language</i> (CAL) curriculum, translated into Portuguese by researchers from the Arcacomum Association as part of a project funded by the Scratch Education Collaborative (2022–2024), part of the MIT Media Lab. The translation process was supported and validated by the DevTech Research Group (<uri>https://sites.bc.edu/codingasanotherlanguage/scratchjrcurricula-portuguese</uri>) Between February and May 2025, a pilot study was conducted in a preschool educational setting aimed at exploring the implementation of the curriculum’s lessons. The article describes the main features of the CAL curricula, highlighting their potential for cross-curricular integration across various areas of learning, from Kindergarten to the <inline-formula> <tex-math>$2^{mathrm {nd}}$ </tex-math></inline-formula> Grade of primary education. The results show benefits in terms of creativity, collaboration, communication, responsibility, and sense of community. The study concluded that the CAL curriculum is relevant within the Portuguese educational context, and its expansion and teacher training are recommended to enhance its implementation.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"21 ","pages":"73-81"},"PeriodicalIF":1.0,"publicationDate":"2026-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=11400548","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147362514","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：