2014
Bustillo, J.; Garaizar, Pablo
Scratching the surface of digital literacy… but we need to go deeper Conference
Frontiers in Education Conference (FIE), 2014 IEEE, IEEE, 2014, ISBN: 978-1-4799-3922-0.
Abstract | Links | BibTeX | Tags: Computational Thinking, digital literacy, Education, Programming, Scratch
@conference{Bustillo2014,
title = {Scratching the surface of digital literacy… but we need to go deeper},
author = {J. Bustillo and Pablo Garaizar},
url = {https://ieeexplore.ieee.org/document/7044224/},
doi = {10.1109/FIE.2014.7044224},
isbn = {978-1-4799-3922-0},
year = {2014},
date = {2014-10-25},
booktitle = {Frontiers in Education Conference (FIE), 2014 IEEE},
publisher = {IEEE},
abstract = {The popularization of digital educational devices with low barriers to entry has encouraged the development of many training activities oriented towards the incorporation of technology in schools. In some cases, the introduction of technology has led to the development of new educational practices that support the development of computational thinking. However, the supposed benefits of these approaches have not been properly assessed. Moreover, having taught over 30 workshops with the Scratch programming tool to teachers at different educational levels (primary, secondary, university), we found no evidence of subsequent methodological changes in schools. This study tries to understand the dissonance between the alleged success of initiatives around digital literacy and the lack of continuity in the use of user-friendly programming environments like Scratch. For this purpose, we analyzed the evolution of the grades of Scratch programming achieved by the students of the School of Education of Vitoria-Gasteiz and their engagement with Scratch. We also interviewed teachers from different schools who have participated in Scratch workshops with us. After this study, we identified some of the circumstances that facilitate and hinder the development of computational thinking. Since we consider Scratch as a resource that allows the development of new methodological approaches in the classroom as well as the acquisition of skills related to computational thinking, we propose a framework that will help to overcome the current status.
},
keywords = {Computational Thinking, digital literacy, Education, Programming, Scratch},
pubstate = {published},
tppubtype = {conference}
}
The popularization of digital educational devices with low barriers to entry has encouraged the development of many training activities oriented towards the incorporation of technology in schools. In some cases, the introduction of technology has led to the development of new educational practices that support the development of computational thinking. However, the supposed benefits of these approaches have not been properly assessed. Moreover, having taught over 30 workshops with the Scratch programming tool to teachers at different educational levels (primary, secondary, university), we found no evidence of subsequent methodological changes in schools. This study tries to understand the dissonance between the alleged success of initiatives around digital literacy and the lack of continuity in the use of user-friendly programming environments like Scratch. For this purpose, we analyzed the evolution of the grades of Scratch programming achieved by the students of the School of Education of Vitoria-Gasteiz and their engagement with Scratch. We also interviewed teachers from different schools who have participated in Scratch workshops with us. After this study, we identified some of the circumstances that facilitate and hinder the development of computational thinking. Since we consider Scratch as a resource that allows the development of new methodological approaches in the classroom as well as the acquisition of skills related to computational thinking, we propose a framework that will help to overcome the current status.