The present and future of computational thinking

AstrachanOwen,; HambruschSusanne,; PeckhamJoan,; SettleAmber,

doi:10.1145/1539024.1509053

Cited by 50 publications

(12 citation statements)

References 5 publications

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“…Digital fabrication and 'making' could be a new and major chapter in this process of bringing powerful ideas, literacies, and expressive tools to children. Today, the range of accepted disciplinary knowledge has expanded to include not only programming, but also engineering and design (Astrachan, Hambrusch, Peckham, & Settle, 2009;Yasar & Landau, 2003). In addition, there are calls everywhere for educational approaches that foster creativity and inventiveness.…”

mentioning

confidence: 99%

Digital Fabrication and ‘Making’ in Education

Blikstein

2013

FabLab

378

218

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mentioning

confidence: 99%

Digital Fabrication and ‘Making’ in Education

Blikstein

2013

FabLab

378

218

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“…The encouraging integration of engineering design into elementary classrooms was also confirmed by various researches (Burghardt & Hacker, 2008;Burghardt & Krowles, 2006;Akins & Burghardt, 2006) that found that young students can become more mathematically proficient and more positively disposed towards the discipline. Furthermore, the combination of digital fabrication with engineering planning integrated other scientific disciplines into the laboratorial context, including programming and design (Astrachan, Hambrusch, Peckham, & Settle, 2009), simultaneously encouraging students to Science, Technology, Engineering, and Mathematics (STEM)-related careers.…”

Section: Virtual Manipulation In Digital Fabrication and Fablab At Scmentioning

confidence: 99%

Digital manipulation versus real one: learning and motivation in a case study on Storytelling

Tavernise

Bertacchini

Pantano

et al. 2019

Research on Education and Media

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In this work, a Storytelling FabLab has been designed for the realization of virtual performances on a Shakesperian play in an elementary school. In this FabLab, many elements have been digitally manipulated: text, audio files, virtual actors on a 3D stage, and 3D Greek masks. Learning of contents and motivation have been assessed and compared to those of a traditional class working on the construction of real masks as artefacts. Regarding learning effectiveness, data show that there is no great difference between the score gained by the experimental group and the control one; however, results emphasize a high intrinsic motivation for both experimental and control groups. Moreover, qualitative results of both groups highlight the positive feeling of doing things reflecting user’s own interest: pupils want to invent their own stories and realize them (physically or digitally).

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“…In order for computational thinking to become part of K-12 curriculum, there is a critical need to prepare teachers who are well trained to integrate computational thinking in their everyday pedagogical activities . Thus, computational thinking can be considered a problem-solving toolset that goes beyond information technology (IT) fluency to apply computing principles such as abstraction, decomposition, generalization, pattern recognition, and algorithmic and parallel thinking (Astrachan, Hambrusch, Peckham, & Settle, 2009;Selby, 2015). We present results from a study that surveyed 134 preservice teachers about their views of computational thinking and their role in teaching computational thinking in K-12 classrooms.…”

Section: Introductionmentioning

confidence: 99%