The discussion on computational thinking in education
DOI:
https://doi.org/10.5944/ried.22.1.22303Keywords:
curriculum, information and communication technologies, content of education.Abstract
In recent years, a growing number of countries have introduced computational thinking into the curriculum of compulsory education. In this text, firstly, we briefly analyze some of the problems generated by the absence of a consensus definition of computational thinking and a conceptual framework that guides its integration in the curriculum of the various stages, the relationship with other disciplines and with the digital competence, its evaluation, teacher training, etc. Secondly, some elements of the process followed in Spain to promote its inclusion in the curriculum are described, an example of "fast policy" similar to that of other countries, characterized by temporary compression and the indiscernible fusion of public and private interests. Finally, it is suggested that the discourse on computational thinking in education avoids the debate about how it contributes to the ends of compulsory education and about its previous assumptions and its political and economic implications.
Downloads
References
Adell, J., Esteve, F., Llopis, M. Á. y Valdeolivas, M. G. (2017). El pensamiento computacional en la formación inicial del profesorado de infantil y primaria. En V. Abella García, V. Ausín Villaverde, & V. Delgado Benito (Eds.), Actas de las XXV Jornadas Universitarias de Tecnología Educativa JUTE 2017. Aulas y Tecnología Educativa en evolución (pp. 151-158). Burgos, 21, 22 y 23 de junio de 2017. Recuperado de http://www3.ubu.es/jute2017/wp-content/uploads/2018/03/JUTE2017-LIBRO_DE_ACTAS.pdf
Aho, A. V. (2012). Computation and Computational Thinking. The Computer Journal, 55(7), 832-835. https://doi.org/10.1093/comjnl/bxs074
Angeli, C., Voogt, J., Fluck, A., Webb, M., Cox, M., Malyn-Smith, J. y Zagani, J. (2016). A K-6 Computational Thinking Curriculum Framework: Implication for Teacher Knowledge. Educational Technology & Society, 19(3), 47-57. Recuperado de https://www.jstor.org/stable/jeductechsoci.19.3.47
Ball, S. J., Junemann, C. y Santori, D. (2017). Edu.net: globalisation and education policy mobility. London ; New York, NY: Routledge.
Barr, V. y Stephenson, C. (2011). Bringing computational thinking to K-12: What is involved and what is the role of the computer science education community? ACM Inroads, 2(1), 48-54. https://doi.org/10.1145/1929887.1929905
Bocconi, S., Chioccariello, A., Dettori, G., Ferrari, A. y Engelhardt, K. (2016). Developing computational thinking in compulsory education implications for policy and practice.Sevilla: Joint Research Centre. Recuperado de http://doi.org/10.2791/792158
Brennan, K. y Resnick, M. (2012). New frameworks for studying and assessing the development of computational thinking. Proceedings of the 2012 Annual Meeting of the American Educational Research Association, 1-25.Recuperado de https://web.media.mit.edu/~kbrennan/files/Brennan_Resnick_AERA2012_CT.pdf
Carretero, S., Vuorikari, R. y Punie, Y. (2017). DigComp 2.1: The Digital Competence Framework for Citizens with eight proficiency levels and examples of use (No. EUR 28558 EN). Recuperado de http://doi.org/10.2760/38842
Committee for the Workshops on Computational Thinking. National Research Council (2010). Report of a Workshop on The Scope and Nature of Computational Thinking. Washington, D.C.: The National Academies Press. https://doi.org/10.17226/12840
Committee for the Workshops on Computational Thinking. National Research Council (2011). Report of a Workshop on the Pedagogical Aspects of Computational Thinking. Washington, D.C.: The National Academies Press. Recuperado de https://www.nap.edu/catalog/13170/report-of-a-workshop-on-the-pedagogical-aspects-of-computational-thinking
Conrads, J., Rasmussen, M., Winters, N., Geniet, A. y Langer, L. (2017). Digital education policies in Europe and beyond key design principles for more effective policies. (C. Redecker, P. Kampylis, M. Bacigalupo, & Y. Punie, Eds.). Luxembourg: Publications Office of the European Union. Recuperado de http://doi.org/10.2760/462941
Corradini, I., Lodi, M. y Nardelli, E. (2017). Conceptions and misconceptions about computational thinking among Italian primary school teachers. En Proceedings of the 2017 ACM Conference on International Computing Education Research (pp. 136–144). ACM.
Csizmadia, A., Curzon, P., Dorling, M., Humphreys, S., Ng, T., Selby, C. y Woollard, J. (2015). Computational Thinking. A guide for Teachers. Computing At School. Recuperado de http://community. computingatschool.org.uk/files/6695/original.pdf
Denning, P. J. (2017). Remaining trouble spots with computational thinking. Communications of the ACM, 60(6), 33-39. https://doi.org/10.1145/2998438
Easterbrook, S. (2014). From Computational Thinking to Systems Thinking: A conceptual toolkit for sustainability computing. Proceedings of the 2nd International Conference on Information and Communication Technologies for Sustainability (ICT4S’2014), Stockholm, Sweden, 24-27 August, 2014.Recuperado de http://www.cs.toronto.edu/~sme/papers/2014/Easterbrook-ICT4S-2014.pdf
González, J., Estebanell, M. y Peracaula, M. (2018). ¿Robots o programación? El concepto de Pensamiento Computacional y los futuros maestros = Robotics or Coding? The Concept of Computational Thinking in Pre-service Teachers. EKS, 19(2), 29-45.
Grover, S. y Pea, R. (2013). Computational Thinking in K-12: A Review of the State of the Field. Educational Researcher, 42(1), 38-43. https://doi.org/10.3102/0013189X12463051
Haseski, H. I., Ilic, U. y Tugtekin, U. (2018). Defining a New 21st Century Skill-Computational Thinking: Concepts and Trends. International Education Studies, 11(4), 29. https://doi.org/10.5539/ies.v11n4p29
Hemmendinger, D. (2010). A plea for modesty. ACM Inroads, 1(2), 4-7. https://doi.org/ 10.1145/1805724.1805725
International Society for Technology in Education (ISTE) y Computer Science Teachers Association (CSTA). (2011). Operational Definition of Computational Thinking for K–12 Education. Recuperado de http://www.iste.org/docs/ct-documents/computational-thinking-operational-definition-flyer.pdf?sfvrsn=2
Ioannou, A. y Makridou, E. (2018). Exploring the potentials of educational robotics in the development of computational thinking: A summary of current research and practical proposal for future work. Education and Information Technologies. https://doi.org/10.1007/s10639-018-9729-z
ISTE. (2016). ISTE Standards for Students. Washington DC: International Society for Technology in Education.Recuperado de https://www.iste.org/standards/for-students
Lee, I., Martin, F., Denner, J., Coulter, B., Allan, W., Erickson, J., … Werner, L. (2011). Computational thinking for youth in practice. ACM Inroads, 2(1), 32-37. https://doi.org/ 10.1145/1929887.1929902
Lu, J. J. y Fletcher, G. H. L. (2009). Thinking about computational thinking. SIGCSE Bulletin Inroads, 41(1), 260-264. https://doi.org/10.1145/1539024.1508959
Morozov, E. (2013). To save everything, click here: The folly of technological solutionism. Public Affairs.
Peck, J. y Theodore, N. (2015). Fast policy: experimental statecraft at the thresholds of neoliberalism. Minneapolis: University of Minnesota Press.
Rich, P. J. y Langton, M. B. (2016). Computational Thinking: Toward a Unifying Definition. En J. M. Spector, D. Ifenthaler, D. G. Sampson, & P. Isaias (Eds.), Competencies in Teaching, Learning and Educational Leadership in the Digital Age (pp. 229-242). Cham: Springer International Publishing. https://doi.org/10.1007/978-3-319-30295-9_14
Selby, C. y Woollard, J. (2013). Computational thinking: the developing definition. Presentado en SIGCSE 2014, 5-8 March, Atlanta GA. Recuperado de https://eprints.soton.ac.uk/356481/1/Selby_Woollard_bg_soton_eprints.pdf
Sengupta, P., Kinnebrew, J. S., Basu, S., Biswas, G. y Clark, D. (2013). Integrating computational thinking with K-12 science education using agent-based computation: A theoretical framework. Education and Information Technologies, 18(2), 351-380. https://doi.org/10.1007/s10639-012-9240-x
Tarnof, B. (2017, 21 de septiembre). Tech's push to teach coding isn't about kids' success – it's about cutting wages. The Guardian. Recuperado de https://www.theguardian.com/technology/2017/sep/21/coding-education-teaching-silicon-valley-wageshttps://www.theguardian.com/technology/2017/sep/21/coding-education-teaching-silicon-valley-wages
The Royal Society. (2012). Shutdown or restart? The way forward for computing in UK schools.
Voogt, J., Fisser, P., Good, J., Mishra, P. y Yadav, A. (2015). Computational thinking in compulsory education: Towards an agenda for research and practice. Education and Information Technologies, 20(4), 715-728. https://doi.org/10.1007/s10639-015-9412-6
Williamson, B. (2015). Political computational thinking: policy networks, digital governance and ‘learning to code’. Critical Policy Studies, 1-20. https://doi.org/10.1080/19460171.2015.1052003
Williamson, B., Bergviken Rensfeldt, A., Player-Koro, C. y Selwyn, N. (2018). Education recoded: policy mobilities in the international ‘learning to code’ agenda. Journal of Education Policy. https://doi.org/10.1080/02680939.2018.1476735
Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3), 33-35. htttps://doi.org/ 10.1145/1118178.1118215
Wing, J. M. (2011). Computational thinking. En 2011 IEEE Symposium on Visual Languages and Human-Centric Computing (VL/HCC 2011) (pp. 3-3). IEEE. https://doi.org/10.1109/VLHCC.2011.6070404
Yadav, A., Mayfield, C., Zhou, N., Hambrusch, S. y Korb, J. T. (2014). Computational Thinking in Elementary and Secondary Teacher Education. TOCE, 14(1), 1-16. https://doi.org/10.1145/2576872
Yadav, A., Stephenson, C. y Hong, H. (2017). Computational thinking for teacher education. Communications of the ACM, 60(4), 55-62. https://doi.org/10.1145/2994591
Zapata-Ros, M. (2015). Pensamiento computacional: Una nueva alfabetización digital. RED. Revista de Educación a Distancia, (46). Recuperado de http://www.um.es/ead/red/46
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2018 RIED. Revista Iberoamericana de Educación a Distancia
This work is licensed under a Creative Commons Attribution 4.0 International License.
The articles that are published in this journal are subject to the following terms:
1. The authors grant the exploitation rights of the work accepted for publication to RIED, guarantee to the journal the right to be the first publication of research understaken and permit the journal to distribute the work published under the license indicated in point 2.
2. The articles are published in the electronic edition of the journal under a Creative Commons Attribution 4.0 International (CC BY 4.0) license. You can copy and redistribute the material in any medium or format, adapt, remix, transform, and build upon the material for any purpose, even commercially. You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
3. Conditions for self-archiving. Authors are encouraged to disseminate electronically the OnlineFirst version (assessed version and accepted for publication) of its articles before publication, always with reference to its publication by RIED, favoring its circulation and dissemination earlier and with this a possible increase in its citation and reach among the academic community.
