Content uploaded by Cristina Martins
Author content
All content in this area was uploaded by Cristina Martins on Jul 03, 2020
Content may be subject to copyright.
A preview of the PDF is not available
PRÁTICAS PEDAGÓGICAS REMIXADAS: POSSIBILIDADES DE ESTRATÉGIAS DOCENTES ALINHADAS A TENDÊNCIAS EMERGENTES DA CULTURA DIGITAL
Abstract
This qualitative-descriptive research investigates aspects of teacher education related to emergencies of digital culture. This culture is established in a digital world, where technologies change relationships, conceptions and behaviors of society as a whole and the need for a digital education to understand and act in this new context is pressing. In this scenario, the question that arises (and it is not new) is related to teacher education, specifically with regards to the challenges and possibilities for creating pedagogical practices that address the expectations and training needs of students. Considering this problem, this thesis proposes that teachers should adopt a remixed pedagogical practice, understood as a practice that uses two or more pedagogical strategies based on emerging trends in digital culture. In order to illustrate the operationalization of this proposal, we opted for three strategies: computational thinking, maker culture and gamification, which were called the Contemporary Educational Triad. The theoretical framework of this work is mainly based on reflections by Piaget, Papert and Vygotsky. The idea of remix proposes to combine / mix / transform existing resources and practices to think about the new. In this sense, the main goal of this work is to investigate the contributions to the school ecosystem, when adopting remixed pedagogical strategies, through a case study based on the Contemporary Educational Triad. The research was conducted in two private schools linked to a private education network, located in Porto Alegre / RS. Research subjects were managers of those schools and from the network, teachers and professionals of Educational Technology who work in the places investigated. Data collection instruments consisted of interviews (unstructured and semi-structured) and observations (non-participant with structured). Discursive Textual Analysis was the technique used to support data analysis. At the end of this thesis, the main contributions are to understand the complexity inherent in the establishment of a digital education, whose context is permeated by ubiquity, nonlinearity and the intense change in the way of conducting teaching. It is also highlighted the importance for the teacher to recognize the possibilities offered by the adoption of remixed pedagogical practices aligned with the digital culture, in order to develop a pedagogical project that contemplates the possibility to create / use innovative pedagogical practices, not only from the options available in the school environment, but also from the importance of investment in continuing teacher education. Although the work described does not end with the end of this research, this reflection concludes with the certainty that difference and innovation in teaching and learning situations can be helped by the use of digital technologies, but the decisive element in this process is the teacher who is involved with the necessary background and training to create pedagogical solutions in emerging and challenging contexts that digital world establishes.
O presente artigo é uma sugestão de prática gamificada, oriunda de artigos anteriores os quais foram exploradas as dificuldades dos alunos com o conteúdo de Índices Físicos, a história dos jogos, a gamificação como uma alternativa metodológica e a elaboração de um roteiro para a criação de jogos. Assim, com o referencial bibliográfico já previamente explorado, culminou-se em uma metodologia para a aplicação do conteúdo por meio de uma prática gamificada. Desta maneira, a metodologia utilizada foi a utilização de um roteiro para a criação de jogos, seguido pela criação de um roteiro para a aplicação das práticas gamificadas no qual se utilizaram de uma pesquisa qualitativa por meio da utilização de formulários e interpretação das falas dos jogadores, para se chegar às discussões de tal prática gamificada. Devido à pandemia, houve uma adaptação do jogo para a utilização em parte online. Nos resultados e discussões são discutidos os processos criativos que balizaram a criação do jogo (necessidade pedagógica, tipo de jogo, gênero, níveis, meta, dinâmica, mecânica, elementos, escore e recompensas) e o relato de sua aplicação dentro do processo de ensino e aprendizagem com as alternativas criadas para o modelo à distância e a sua aplicação, em parte, presencialmente. Após a aplicação são coletadas as respostas dos jogadores e feita uma discussão dos resultados. Ao fim, as conclusões mostraram a potencialidade da prática gamificada, como complemento às aulas tradicionais, motivando e engajado os alunos de forma alternativa e lúdica, motivando os alunos a quererem aprender.
A formação docente continuada ocorre de formas distintas, conforme a proposta pedagógica de cada instituição. No entanto, se essa formação for entendida como um espaço de experimentação, como proposto neste livro, criamos possibilidades de implementação de propostas metodológicas piloto, compartilhamento de experiências e organização de estruturas físicas ou virtuais de referência para formação docente continuada no contexto da cibercultura.
O artigo emerge da pesquisa Gamificação em Espaços de Convivência Híbridos e Multimodais: uma Experiência no Ensino Superior1e objetiva compreender e discutir a relação design-cognição na docência, num contexto de configuração de Espaços de Convivência Híbridos e Multimodais, na perspectiva da Gamificação. A pesquisa, de natureza exploratória e abordagem qualitativa, usa como metodologia Design Research e cartogra-fia, e como instrumentos: observação, registros fotográficos digitais, registros em filmadoras digitais, registros em áudio digital e registros escritos. Para a análise dos dados utiliza a análise textual discursiva. Os principais resultados evidenciam que a relação design-cognição na docência ocorre na medida em que o docente está sujeito construtor ativo do design da experiência, sendo fundamental para que atribua sentidos a uma prática inovadora, por “estar na situação” e, portanto, poder falar “de dentro”, a partir do seu processo de aprendi-zagem. Assim, como conclusão é possível dizer que a relação design-cognição na docência, principalmente vinculada à configuração de Espaços de Convivência Híbridos e Multimodais na perspectiva da Gamificação, ocorre na medida em que o docente configura, juntamente com os discentes, esses espaços de convivência, em que o outro é reconhecido como legítimo na interação e, portanto, alguém com quem se pode aprender.
Advancing computational thinking in elementary education has been rapidly gaining attention due to the prospective of developing 21st century skills. However, interventions in this domain risk failure if they do not explicitly address the particular socio-cultural traits of the deployment scenario. This is the case in most countries of Latin America, where computing has not reached a sustainable penetration in K-12 education. In order to bridge this gap, we designed a one-week workshop for advancing computational thinking targeted to 10-12 years old Chilean students with no prior experience in programming. This paper describes our intervention and presents the results of a qualitative study analyzing positive and negative aspects of the experience. Although most participants effectively acquired basic programming skills by the end of the intervention, we also identified several inaccurate views on computing and computer scientists. For instance, computing was mostly perceived as a set of informal experiences rather than a way for enabling creation, automation, and work. The word "hacking" appears to be used as a metaphor for more technical terms, such as "programming" or "algorithm". Finally, negative stereotypical views of computer scientists resulting from the intervention were not as frequent as initial perceptions. These results provide fresh evidence on how to design, adapt, and evaluate computational thinking interventions targeted to K-6 students in Latin America.
Computational Thinking has been described as an essential skill which everyone should learn and can therefore include in their skill set. Seymour Papert is credited as concretising Computational Thinking in 1980 but Jeanette Wing popularised the term in 2006 and brought it to the international community’s attention. Since then, increased focus and attention have been placed on Computational Thinking and more and more research has been conducted on Computational Thinking in education.
The first aim of this systematic literary review is to give second-level educators who are looking to include Computational Thinking into their schools and classrooms ideas and options when looking at how to achieve this. The hope is also to present reasons as to why it is important to teach Computational Thinking, along with potential issues.
Secondly, we aim to give education researchers an overview of what work has been carried out in the domain, as well as potential gaps and opportunities that still exist. Thirdly, this is the first stage in a longer-term project to develop a Computational Thinking based curriculum which is taught using Computer Science. It is hoped that the problems, opportunities and ideas that are presented here will underpin this curriculum.
Overall it was found in this review that, although there is a lot of work currently being done around the world in many different educational contexts, the work relating to Computational Thinking is still in its infancy. Along with the need to create an agreed-upon definition of Computational Thinking lots of countries are still in the process of, or have not yet started, introducing Computational Thinking into curriculum in all levels of
education. It was also found that Computer Science/Computing, which could be the most obvious place to teach Computational Thinking, has yet to become a mainstream subject in some countries, although this is becoming more common. Of encouragement to educators is the wealth of tools and resources being developed to help teach
Computational Thinking as well as more and more work relating to curriculum development. For those teachers looking to incorporate Computational Thinking into their schools or classes then there are bountiful options which include programming, hands-on exercises and more.
Computational thinking is nowadays being widely adopted and investigated. Educators and researchers are using two main approaches to teach these skills in schools: with computer programming exercises, and with unplugged activities that do not require the use of digital devices or any kind of specific hardware. While the former is the mainstream approach, the latter is especially important for schools that do not have proper technology resources, Internet connections or even electrical power. However, there is a lack of investigations that prove the effectiveness of the unplugged activities in the development of computational thinking skills, particularly for primary schools. This paper, which summarizes a quasi-experiment carried out in two primary schools in Spain and two primary schools in Brazil, tries to shed some light in this regard. The results show that students in the experimental groups, who took part in the unplugged activities, enhanced their computational thinking skills significantly more than their peers in the control groups who did not participate during the classes, proving that the unplugged approach may be effective for the development of this ability.
Este artigo apresenta o resultado de uma investigação sobre práticas pedagógicas e gamificação, onde discutimos as possibilidades de ressignificações da prática que emergem das experiências vivenciadas por professores com um modelo de desenvolvimento de atividades gamificadas, na perspectiva da Educação Continuada em serviço. O aporte teórico utilizado considerou os princípios sociointeracionistas, a teoria do pensamento complexo, a cibercultura e as concepções relacionadas ao desenvolvimento de competências. A pesquisa de cunho qualitativo, de caráter exploratório, apoiou-se num estudo de caso cujos sujeitos eram professores de uma instituição de ensino privada, atuantes nos Anos Iniciais do Ensino Fundamental da Educação Básica. Os instrumentos de coleta de dados da pesquisa foram: questionário online autoaplicável, relato autorreflexivo e entrevista semiestruturada. Os achados da pesquisa mostraram que, apesar de os games (jogos digitais) fazerem parte do cotidiano da atualidade, os sujeitos de pesquisa compreendiam parcialmente a concepção de gamificação. Após a vivência do experimento formativo, demonstraram maior entendimento sobre o conceito e possíveis aplicações práticas e, especialmente, perceberam a potencialidade da aproximação entre os hábitos de lazer e os hábitos de estudo.
The rationale for this literature review is to take the main areas of debate surrounding the teaching of coding to primary aged children and examine the polemic and the different positions that writers and practitioners are taking on these issues. This is intended to be a literature review useful to practitioners rather than academics. In that vein, in addition to published peer referenced journal articles we have decided to make maximum use of blog posts and opinions on social media for our source material as we believe that the most informed debate on kids coding is not actually going on in academic journals!
In fact, in a meta-analysis of 27 peer-reviewed papers on the subject of teaching computational thinking to school aged children, it was found that only ‘nine peer-reviewed intervention studies were based in K-12 settings’, highlighting the gap in the research of developing computational thinking in school aged children. ‘Even with these limited studies, most were conducted as after-school activities.’ (Lye, S. Y. & Koh, J. H. L., 2014.) So even the academics know that the scope of their own work is limited.
Based on the preceding, the TACCLE 3 team members have compiled reviews of academic papers and have also trawled through blogs, news-articles and opinion pieces to find some answers to the questions teachers regularly ask us, along with a few extras that we found interesting. The information in this paper has been divided into 5 chapters. In the first chapter TACCLE 3 team members try to answer the following questions:
• Why are we teaching coding?
• Should we actually be teaching coding to young children at all?
• How should we be teaching it?
• How to best use tangible user interfaces?
• Are there gender issues to overcome?
In chapter 2 Francisco Jose García-Peñalvo provides a deeper introduction into computational thinking: what it is, what are the core concepts of it and how to introduce this approach into the classrooms. In chapter 3 Daniela Reimann introduces us ‘smart textiles’ as a creative environment for programming interactive objects. In chapter 4 Maire Tuul gives an overview of Makey Makey, a platform for improvising tangible user interfaces. In chapter 5 Ilkka Jormanainen takes a look into the world of robotics. All of the chapters have been written in a way that it is possible to understand the content of each chapter without reading the paper from cover to cover. You can just pick out the parts you find interesting. Enjoy reading!
References
Lye, S. Y. & Koh, J. H. L. (2014). Review on teaching and learning of computational thinking through programming: What is next for K-12? Computers in Human Behavior, 41, 51-61.
The role of computing in society is fundamental for the political, economic and cultural development of countries, especially in a globalized context. Computational thinking is an extremely important skill in the education of young students, since the ability of intuitively abstracting information and knowledge promotes an expansion of the learning dimension. This study aims to gather approaches used for teaching computational thinking exclusively to high school students, highlighting their performance and motivation resulting from the applications of such approaches. In order to answer our research question, a systematic mapping of the analysis of 15 studies was conducted. The use of computer programming proved to be the most used way to disseminate computational thinking. The students who participated in approaches regarding the insertion of computational thinking in the classroom showed positive impact on the development of classroom activities, as well as motivation to learn.
