Support of Teacher's Work in the Field of Development of Computational Thinking Through E-Learning Resources

Dragon, Tomáš

doi:10.1145/3345120.3352738

Cited by 5 publications

(1 citation statement)

References 7 publications

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“…In recent years, a number of works [35,36], and other authors have appeared, which consider the algorithm educational potential in relation to the learning process. The need to use algorithms in the educational process is justified in the works of foreign researchers [37,38], etc.…”

Section: Algorithmization Of Educational Activities As a Preliminary mentioning

confidence: 99%

Key Aspects of Algorithmization of Collaborative Educational and Cognitive Activity of Students at a Technical University in the Conditions of Digitalization of Education

Odynokaya¹,

Popova²,

Almazova³

et al. 2020

Preprint

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This article presents a quantitative assessment of pedagogical support aimed at improving collaborative education at a modern technical university. The article analyzes the structural composition of the universal communicative competence in a foreign language to identify the advantages of the proposed content detailization. An algorithm for constructing educational and speech actions of students with the use of collaborative digital technology, regarding the monitoring and control of tools, is developed and theoretically justified. Microsoft Teams is offered as a platform for implementing digital collaborative learning technology. The didactic possibilities and methodological functions of Microsoft Teams in foreign language teaching are revealed. The digital technology of the collaborative learning algorithm is relevant for building collaborative actions is relevant, since it contributes to the development of the ability to solve common professional tasks. The algorithm of the dialogic communication, including problem, contradiction, conflict, intellectual difficulty, having general professional context as a stimulus to enhance the interaction in pair work is proposed as pedagogical support. The analysis and quantitative assessment of students' oral responses showed that the dialogue in a foreign language, based on the algorithmic component, is more structured and stimulates students' communication on relevant professional-oriented topics.

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Section: Algorithmization Of Educational Activities As a Preliminary mentioning

confidence: 99%

Key Aspects of Algorithmization of Collaborative Educational and Cognitive Activity of Students at a Technical University in the Conditions of Digitalization of Education

Odynokaya¹,

Popova²,

Almazova³

et al. 2020

Preprint

View full text Add to dashboard Cite

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Formation of Translation Competence in the Process of Engineering Education

Rubtsova

Odinokaya

Barinova

et al. 2021

Technology, Innovation and Creativity in Digital Society

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Professional Development in Computational Thinking: A Systematic Literature Review

Espinal,

Vieira,

Magana

2024

ACM Trans. Comput. Educ.

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This paper presents a systematic literature review of professional development programs in Computational Thinking. Computational thinking (CT) has emerged as an essential set of skills that everyone should develop to participate in a global society. However, there were no pre-service or in-service teacher programs to integrate CT into the K-12 classrooms until very recently. Thus, it is important to identify how educators and researchers address the challenges to prepare the next generation of students and what gaps persist in the current literature. We review existing work in this field from two perspectives: First, we analyze the learning outcomes, assessment methods, pedagogical approaches, and pedagogical tools used in the Professional Development programs in CT. Second, we examine how these programs assess the teachers’ knowledge and skills as outcomes. We used the technological pedagogical and content knowledge (TPACK) framework to characterize existing literature and identify possible gaps in the preparation of pre-service and in-service teachers in CT. Our results suggest that: (1) existing evidence is limited to developed countries; (2) many studies are only focusing on teachers understanding the concepts but do not explore how the participants evaluate or create learning activities; (3) no studies look into classroom observations as part of the program, which limits our understanding to how these programs work; and (4) most programs use block-based programming languages as the tool to develop student computational thinking. While block-based programming languages are used for introductory training programs, students are often expected to transfer their learning to more professional programming languages.

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Support of Teacher's Work in the Field of Development of Computational Thinking Through E-Learning Resources

Cited by 5 publications

References 7 publications

Key Aspects of Algorithmization of Collaborative Educational and Cognitive Activity of Students at a Technical University in the Conditions of Digitalization of Education

Key Aspects of Algorithmization of Collaborative Educational and Cognitive Activity of Students at a Technical University in the Conditions of Digitalization of Education

Formation of Translation Competence in the Process of Engineering Education

Professional Development in Computational Thinking: A Systematic Literature Review

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