走向未来的教育:计算思维作为一种生成性学习机制

IF 1.9 Q2 EDUCATION & EDUCATIONAL RESEARCH Education in the Knowledge Society Pub Date : 2017-08-01 DOI:10.14201/EKS2017182335
Eduardo Segredo, G. Miranda, C. León
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引用次数: 15

摘要

将传统教育转变为敏感的、可管理的、适应性强的、反应迅速的和及时的(SMART)教育,涉及到所有教育过程的全面现代化。为了实现这种转变,需要智能教学法作为方法论问题,而智能学习环境则代表技术问题,两者都以培养智能学习者为最终目标。聪明的学习者需要培养21世纪的技能,这样他们才能成为这个不断变化的世界的聪明公民。技术和计算机是这种现代化的一个重要方面,不仅在智能环境的技术支持方面,而且在为智能教学法和智能技能的发展提供新方法方面。在这种背景下,计算思维似乎是一种很有前途的鼓励核心技能的机制,因为它提供了适合学习者兴趣的工具,并使他们有可能更好地理解我们基于信息通信技术的社会和环境的基础。在这项工作中,我们提出努力鼓励计算思维的发展,以此为契机,将传统的教学方法转变为更智能的方法。我们提供了关于计算思维的一般背景,并分析了当前智能教育的最新进展,强调缺乏能够支持21世纪智能技能培训的智能方法。最后,我们为那些对追求智慧教育哲学感兴趣的教育工作者提供有关致力于传播或促进计算思维的倡议的信息;支持教育工作者培养学生计算思维的现有工具或材料;以及以往计算思维在教育环境中应用的经验和结果。
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Hacia la educación del futuro: El pensamiento computacional como mecanismo de aprendizaje generativo
The transformation of traditional education into a Sensitive, Manageable, Adaptable, Responsive and Timely (SMART) education involves the comprehensive modernisation of all educational processes. For such a transformation, smart pedagogies are needed as a methodological issue while smart learning environments represent the technological issue, both having as an ultimate goal to cultivate smart learners. Smart learners need to develop 21st century skills so that they can become into smart citizens of our changing world. Technology and computers are an essential aspect for this modernisation, not only in terms of technological support for smart environments but also in terms of offering new methodologies for smart pedagogy and the development of smart skills. In this context, computational thinking appears as a promising mechanism to encourage core skills since it offers tools that fit learners’ interests and gives them the possibility to better understand the foundations of our ICT-based society and environments. In this work, we raise to make an effort to encourage the development of computational thinking as an opportunity to transform traditional pedagogies to smarter methodologies. We provide a general background about computational thinking and analyse the current state-of-the-art of smart education, emphasizing that there is a lack of smart methodologies which can support the training of 21st century smart skills. Finally, we provide —to those educators interested in pursuing the philosophy of smart education— information about initiatives devoted to the dissemination or promotion of computational thinking; existing tools or materials which support educators for the development of computational thinking among the students; and previous experiences and results about the application of computational thinking in educational environments.
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来源期刊
Education in the Knowledge Society
Education in the Knowledge Society EDUCATION & EDUCATIONAL RESEARCH-
自引率
10.30%
发文量
27
审稿时长
4 weeks
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