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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 Modelo de sistema de recomendación basado en el contexto a partir del análisis de código estático para el desarrollo del Pensamiento Computacional: Caso de Programación Web(Ediciones Universidad de Salamanca, 2018-06-30) Vera, J.; Villalba-Condori, K.; Castro Cuba-Sayco, S.Este trabajo propone un modelo de recomendación de contenidos educativos basado en el contexto de un usuario, el cual usa un modelo de contexto que incorpora el rol, las tareas, ejercicios de programación y su aplicación al problema de recomendación. Las recomendaciones se hacen sobre la base de la estimación de la diferencia que existe entre el nivel de conocimiento de un usuario frente a las habilidades que este requiere en el contexto en el que se encuentra. Los experimentos desarrollados en el contexto del estudiante muestran que, cuando se utiliza un modelo de razonamiento probabilístico, este modelo ayuda a obtener mejores recomendaciones de contenidos educativos, acorde con las competencias que le hacen falta a un estudiante respecto a un tema que necesita aprender. En consecuencia, se busca una estandarización para sistemas de recomendación.Item Engaging Primary School Children in Computational Thinking: Designing and Developing Videogames(Ediciones Universidad de Salamanca, 2018-06-30) Chiazzese, G.; Fulantelli, G.; Pipitone, V.; Taibi, D.This paper presents the results of a project on Computational Thinking education for primary school pupils. During the project – called Computational Thinking for children education – 81 students from a primary school in Italy have been guided to the design and development of computer games through the Microsoft Kodu game development platform. Different activities have been proposed to the pupils with the aim of promoting Computational Thinking abilities and skills. A narrative approach has been adopted throughout the project. Preliminary results of the educational experience highlight as the adoption of narrative learning and physical reproduction of manipulative programming objects provide an affordance for the development of Computational Thinking abilities. Furthermore, constancy during the learning process affects the acquisition of game development skills; finally, the design and implementation of computer games using Kodu have had a significant positive influence on the perception of computer programming.Item ¿Robots o programación? El concepto de Pensamiento Computacional y los futuros maestros(Ediciones Universidad de Salamanca, 2018-06-30) González Martínez, J.; Estebanell Minguell, M.; Peracaula Bosch, M.El Pensamiento Computacional, por medio de la robótica o de la programación, está siendo incluido en el currículum en todo el mundo. No en vano, se considera una de las competencias necesarias para el siglo XXI. Sin embargo, los docentes a menudo no han sido formados para enseñar Pensamiento Computacional y ni siquiera saben exactamente qué es. Por ello, intentamos conocer cuál es el concepto de Pensamiento Computacional por parte de los maestros en formación por medio de una metodología mixta, que nos permite detectar importantes faltas de conocimiento y errores en relación con el concepto. Sin embargo, por otro lado, se diagnostican buenas actitudes iniciales hacia el Pensamiento Computacional, que pueden permitir que la formación específica recibida en este ámbito sea transferible a contextos futuros de práctica docente.Item Computational Thinking(IEEE, 2018-02-28) García-Peñalvo, F. J.Information technologies are the base of the world infrastructure. In this social context, education, like any productive or service sector, is affected by technology. Faced with this reality, educational systems must prepare our young people to live in the digital world, for which they must be proficient in a new language without which they will become digital illiterates. Therefore, in school we should not only train in linguistic and numerical literacy, but also in digital literacy. So far, the effort has been oriented mainly to convert our young people into users of computer tools. This has gone from being necessary to being insufficient, because the use of software applications means to manage a digital language that is obsolete in a time that is not proportional, in effort, to the time that has been invested in acquiring these skills. Therefore, the challenge is to prepare our young people to face the world in which they live, giving them the necessary cognitive tools to succeed in the digital world. That is, instead of teaching students only the syntax of a changing language, they should be instructed in the rules that allow them to know how the digital language is constructed. Thus, computational thinking emerges as a paradigm of work, and the programming is stablished as the tool to solve problems.Item Propuesta de Metodología Basada en Metáforas para la Enseñanza de la Programación a Niños(Sociedad de Educación del IEEE (Capítulo Español), 2018-03-21) Pérez-Marín, D.; Hijón-Neira, R.; Martín-Lope, M.Interest in studying Computer Science has been extended worldwide to children. However, it is unclear which educational method should be used. Teachers need some guides to approaching this task. Therefore, this paper proposes using metaphors such as recipe/program (and sequence), pantry/ memory, and boxes /variables. It also illustrates the possibility of applying these metaphors to any resource available to the teacher. Four step-by-step scripts of how to use the metaphors in class are provided, with the opinions of 62 children (enrolled in 4th, 5th and 6th Primary courses, 9 to 11 years in age) and their teacher’s opinion.Item Promoting computational thinking and creativeness in primary school children(ACM, 2017-10-18) Chiazzese, G.; Fulantelli, G.; Pipitone, V.; Taibi, D.This paper presents the preliminary results of the project “Computational Thinking for children education“, aimed at promoting computational thinking, creativity and learning amongst primary school children. The didactic activities of the project focus on computer programming and, in particular, the development of video games. The paper introduces also a teaching model based on narrative learning where the screenplay of the game has a key role. A preliminary analysis of the project results highlights how children’s perception of computer programming is influenced by practical coding sessions; furthermore, these results suggest that some individual features (e.g. gender; math and language competencies), and the socio-economics familiar context can significantly impact on development of computational thinking skills.Item How to Improve Computational Thinking: a Case Study(Ediciones Universidad de Salamanca, 2017-12-31) Quitério Figueiredo, J. A.One of the best skills for everyone, for now, and for the future, is problem-solving. Computational thinking is the way to help us to develop that skill. Computational Thinking can be defined as a set of skills for problemsolving based on computer techniques. Computational thinking is needed everywhere and is going to be a key to success in almost all careers, not only for a scientist but for many professionals, like doctors, lawyers, teachers or farmers. For many problems it is a good idea to make a plan for its resolution using some of the techniques of computer science, such as: breaking down a complex problem into smaller parts that are more manageable and easier to understand, or solve—decomposition; looking for similarities among and within problems and others experiences—pattern recognition; focusing on the important information only, and pulling out specific differences to make one solution work for multiple problems: abstraction; developing a step-by-step solution to the problem: algorithms. This plan can be used by everyone, regardless of their area of knowledge, task or age. It is essential that these techniques are practiced and developed very early. In recent years we have to see the proliferation of numerous projects with the specific objective of encouraging the study of Computational thinking. The projects of massification of computational thinking and coding are now starting to be implemented in our education system in Portugal. Most students of the first year of the Computer Engineering course, from the IPG, mostly did not have the opportunity to develop computational thinking throughout their student life. In this paper, we present the results of a case study using follow and give instructions to improve their capacities in Computational Thinking.Item Promoting Computational Thinking in K-12 students by applying unplugged methods and robotics(ACM, 2017-10-18) Conde-González, M. Á.; Ferández-Llamas, C.; Rodríguez-Sedano, F. J.; Guerrero-Higueras, Á. M.; Matellán-Olivera, V.; García-Peñalvo, Francisco J.Nowadays students live in the digital age and they do not only should learn to speak, write or develop speciic skills. Students needs to be successful in their context and a possible way to achieve this is by developing the computational thinking. In the last few years there are several initiatives to promote computational thinking and to deine approaches and methods to support it. One of this is the unplugged methods, in which students develop computational thinking skills without using the technology. This paper presents an experiment to promote computational thinking by using unplugged methods and employing robots as teachers as an engagement factor for the students. During the experiment, they have been distributed in two groups. One has carried out unplugged activities to develop computational thinking while the other did not. From the experiment, it is possible to see that results are better for those students that have completed unplugged activities and there are differences depending on age.Item A first proposal of Pedagogic Conversational Agents to develop Computational Thinking in children(ACM, 2017-10-18) Morales Urrutia, E. K.; Ocaña, J. M.; Pérez-Marín, D.; Tamayo-Moreno, S.Pedagogic Conversational Agents are interactive systems that teach by talking to the students. They have been used in several domains to develop competences such as storytelling or negotiation from University to Pre-Primary Education. However, in the literature, no cases of using agents for teaching programming to develop computational thinking in children have been found. In the last decades, there is a growing interest in developing computational thinking in children. According to some authors, if children develop computational thinking, they will be able to solve not only computer problems but their daily life problems in a better way. It is under research which educational technologies and methodologies can be more adequate depending on the context to achieve this goal. In this paper, it is proposed, for the first time, the use of Pedagogic Conversational Agents to develop computational thinking in children. Given the complexity of designing this new type of agent, and as it has been done in previous occasions when trying to design a new agent, the MEDIE methodology will be followed to eventually integrate the agent into the classrooms.