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Item Introducing Coding and Computational Thinking in the Schools: The TACCLE 3 – Coding Project Experience(Springer, 2018-08-19) García-Peñalvo, F. J.; Reimann, D.; Maday, C.Several countries have usually adopted several priorities for developing ICT competences from kindergarten to secondary education. Most of them are focused on the development of key competences and/or coding skills. Although coding may be very attractive for young students and a very good practice or experience, it could be more interesting to develop students’ logical thinking skills and problem-solving skills throughout programming approaches or computational thinking. This is a very exciting challenge with lots of possibilities regarding coding, robots, mobiles devices, Arduino-based application, game-based learning and so on. Taccle3 - Coding is a European Union Erasmus+ KA2 Programme project that supports primary school staff and others who are teaching computing to 4-14 year olds. Specifically, TACCLE 3 project has three main objectives: 1) To equip fellow classroom teachers, whatever their level of confidence, with the knowledge and the materials they need to teach coding effectively; 2) To develop a website of easy-to-follow and innovative ideas and resources to aid teachers in teaching coding. They will also find a review of the current academic research and an overview of the resources currently available for teaching coding; and 3) To provide national and international in-service training courses and other staff development events to help support and develop confidence and competences in teaching coding. This chapter explains the work done in TACCLE 3 and the firsts experiences we have to near the computational thinking to the primary school teachers, with a special attention to the using of smart textile objects.Item Enseñanza y aprendizaje del modelado computacional en procesos creativos y contextos estéticos(Ediciones Universidad de Salamanca, 2017-09-30) Reimann, D.; Maday, C.Hoy en día, no solo las diversas disciplinas relacionadas con el diseño requieren tratar activamente con la digitalización de la información y su potencial y efectos laterales con los procesos educativos. En Alemania, la didáctica de la tecnología se desarrolló en la formación profesional y en la enseñanza de la informática en un ámbito educativo general, ambas separadas de la educación multimedia como un programa extraescolar. La educación multimedia no es una asignatura en las escuelas alemanas todavía. Sin embargo, en el artículo se defiende un enfoque interdisciplinario para aprender sobre el modelado computacional en procesos creativos y contextos estéticos, que cruce las fronteras de la tecnología, de la programación, de las artes y de los procesos de diseño en contextos significativos. Los escenarios educativos que utilizan entornos textiles inteligentes se introducen y sItem An overview of the most relevant literature on coding and computational thinking with emphasis on the relevant issues for teachers(2016) García-Peñalvo, Francisco J.; Reimann, D.; Tuul, M.; Rees, A.; Jormanainen, I.Item Evaluation of existing resources (study/analysis)(2016) García-Peñalvo, Francisco J.; Hughes, J.; Rees, A.; Jormananinen, I.; Toivonen, T.; Reimann, D.; Tuul, M.; Virnes, M.Within TACCLE 3 – Coding European Union Erasmus+ KA2 Programme project, a review and evaluation of a set of resources that can contribute to teaching programming to younger children has made. This document represents the TACCLE 3 O4 deliverable entitled “Evaluation of existing resources (study/analysis)”.