Please use this identifier to cite or link to this item:
Full metadata record
DC FieldValueLanguage
dc.contributor.authorDodero, J. M.-
dc.contributor.authorMota, J. M-
dc.contributor.authorRuiz-Rube, I.-
dc.identifier.citationDodero Beardo, J. M., Mota, J. M., & Ruiz-Rube, I. (2017). Bringing computational thinking to teachers' training: a workshop review. In J. M. Dodero, M. S. Ibarra Sáiz, & I. Ruiz Rube (Eds.), Fifth International Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM’17) (Cádiz, Spain, October 18-20, 2017) (pp. Article 4). New York, NY, USA: ACM. doi:10.1145/3144826.3145352en
dc.description.abstractIn recent years, several visual programming languages and tools are emerging, which allow young students to easily program applications. Particularly, the block-based language used by Scratch has been the standard in most school initiatives to introduce Computational thinking (CT) in courses unrelated to computing. However, CT competences are not speci􀀀ically included in the curricula of many Higher Education degrees that future teachers of Primary and Secondary Education have to complete. This paper describes a workshop for teachers’ training on CT. It is based on the block-based common language of Scratch, but focused on enhancing teachers’ skills to develop mobile applications with a tool based on the MIT’s AppInventor. This workshop provided some insights on the capabilities of future teachers in the use of programming toolsen
dc.subjectComputational thinkingen
dc.subjectvisual programming languagesen
dc.subjectmobile programmingen
dc.titleBringing computational thinking to teachers' training: a workshop reviewen
Appears in Collections:Publications

Files in This Item:
File Description SizeFormat 
a4-dodero-preprint.pdfArticle1,01 MBAdobe PDFView/Open

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.