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Twenty Things to Do with a Computer
Abstract
When people talk about computers in education they do not all have the same image in mind. Some think of using the computer to program the kid; others think of using the kid to program the computer. But most of them have at least this in common: the transaction between the computer and the kid will be some kind of "conversation" or "questions and answers" in words or numbers.
... The idea of introducing AI in education dates back as early as the 1970s, when teaching tools such as the Turtle robot and LOGO programming were used (Papert et al., 1971). Although current learning tools are mostly deployed at a university level , recent developments have started incorporating AI into the K-12 curriculum. ...
Artificial intelligence (AI) has permeated most facets of life in the 21st century and has rapidly transformed various aspects of modern society. From entertainment to education, these advanced technologies have achieved a high level of competency in skills that once necessitated human involvement. Given AI's potential impact, ensuring students are literate in AI will support the careful integration of these advanced technologies to achieve sustainable development goals. This review hence examines the avenues for integrating AI literacy into elementary education by analyzing current global initiatives focused on implementing AI literacy education. The purpose is to support innovations within the educational framework to develop a universally accessible AI literacy education program. In line with this purpose, this study explores worldwide AI literacy initiatives that use hands‐on activities, collaborative learning, and project‐based learning to introduce AI fundamentals to diverse learners. Limitations on the provision of AI literacy education are also discussed, including professional development, openness to AI tools, and other challenges. This review aims to inform global efforts to support universal access to AI literacy education, which can ensure equitable outcomes for all learners, emphasizing the need for collaborative efforts to support the development and delivery of quality AI literacy education.
... No entanto, as ideias do PC já estavam presentes no artigo Twenty things to do with a computer, de Seymour Papert e Cynthia Solomon, escrito em 1972 (Papert & Solomon, 1972). Em 1980, Papert, em seu livro intitulado Mindstorms: Children, Computers, And Powerful Ideas (Papert, 1980), utilizou a expressão Pensamento Computacional, entretanto os seus princípios não foram explorados em profundidade. ...
Este estudo apresenta os resultados de uma pesquisa realizada com estudantes do ensino fundamental I cujo objetivo foi avaliar o impacto que as atividades de computação desplugada exercem na construção do pensamento computacional. Os estudantes foram avaliados com pré e pós-testes e os resultados apontam um incremento de 45% das habilidades relacionadas ao pensamento computacional após as intervenções realizadas exclusivamente com atividades desplugadas. Adicionalmente, este trabalho apresenta um material criado especialmente para os anos iniciais do ensino fundamental com uma proposta lúdica e concreta para se trabalhar conceitos computacionais e de pensamento computacional sem a necessidade de equipamentos eletrônicos. A pertinência das atividades para a faixa etária permitiu a exploração de materiais concretos associados à realização de jogos motores, o que contribuiu para o engajamento dos participantes na proposta e apontou para a necessidade de se investir em ações similares que promovam as habilidades relacionadas ao pensamento computacional o mais precocemente possível. Além dos resultados positivos colhidos com o experimento, a necessidade de se estabelecer uma continuidade nas práticas se evidencia com a mais recente inserção da computação em complemento à Base Nacional Comum Curricular e com a promulgação da Política Nacional de Educação Digital.
O artigo relata a experiência de um estudo com 28 alunos do Ensino Fundamental (6 a 11 anos) que participaram de uma oficina para estimular o pensamento computacional e o processo criativo através da aprendizagem baseada em problemas. A oficina, alinhada com a Base Nacional Comum Curricular, buscou promover a colaboração e reflexão sobre a degradação ambiental. O estudo investigou como o uso da plataforma ScratchJr pode desenvolver habilidades em crianças. Os resultados indicaram que, usando o ScratchJr, os alunos desenvolveram habilidades de colaboração, criatividade, raciocínio lógico, autonomia e pensamento crítico, propondo soluções para problemas de forma dinâmica.
Digital citizenship is the citizenship of the algorithmized, datified, connected, sensorized world of metaverses, multiverses, big data. It is the expression of a new type of social architecture, constituted reticularly, by the continuous connectivity between humans and non-humans. An AtoBit, a symbiotic connection that enhances the emergence of a new ecology made up of people, data, algorithms, sensors, forests, climate, viruses, cities. This connection challenges us to a new cognitive policy in the Educational field. The article presents the concept of Digital Citizenship and discusses ways of knowing and producing knowledge related to the development of computational thinking in K-12 Education. Its objective is to understand how computational thinking is potentiated and produced in the city. As a research method, it uses the cartographic research-intervention method for data production and analysis. The experiences in the city develop from inventive, sympoietic, interventionist and gamified pedagogical practices. The results are based on elements present in reticular and connective epistemologies, in inventive cognition, and the concepts of transorganic connective act, transubstantiation and atopic inhabiting. Such results indicate that computational thinking is being potentiated in the co-engineering between human and non-human entities, in a perspective of citizen OnLIFE Education, contributing to its interdisciplinary and transversal understanding, as well as the community value. These results point to the emergence of an ecological cognitive policy in education, implying rethinking the curricula and teacher development.
Keywords:
Citizenship Education; Computational Thinking; City; Innovation
In this study, an experimental research design was used to design and test brush robots with pre-service teachers in Federal College of Education Pankshin Plateau state. This intends to solve the problem of innovation deficit in classroom instruction. The population for the study consisted of all NCE one students in the department of early childhood offering the course Science Technology Engineering and Mathematics STEM in the 2023/2024 session. A Sample of 30 Pre service NCE teachers participated in the research. A robot brush was constructed using low cost kits in the robot design stages. The instruments used consisted of Robot Parts test and the Solve-It tasks (design and functionality test) with Cronbach alpha reliability of 0.81. Treatment lasted for 6 weeks. Data was collected and analysed using descriptive and inferential statistics. Results indicated that pre-service teachers have poor knowledge of robot parts such as DC motors. This implies that pre-service teachers are novice to robot part and use Also, participants were very competent in robot design process activities and robot base cutting. Participants also showed average competence in Robot stage cutting, construction of rollers and fixing of robot parts. They however showed only fair competence in coupling of robots parts. Findings indicate that the teachers designed robots have high educational value. The robots are averagely complete in form, ease of use motion and durability. The designs however have low compliance to safety. It was recommended amongst other that Teacher training colleges should organised in-service training to improve teacher competent in handling engineering and technology parts and programming of STEM robots.
There is a growing consensus that AI literacy requires a holistic lens, including not only technical knowledge and skills but also social and ethical considerations. Yet, providing holistic AI education for upper-primary students remains challenging due to the abstract and complex nature of AI and a lack of pedagogical experiences in schools. Against this backdrop, this study employs a design-based research (DBR) methodology to develop pedagogical solutions and theoretical knowledge. Drawing upon theories about AI literacy and learning sciences, this study proposes a novel pedagogical approach, namely, the embodied constructionist approach. This approach, by integrating embodied analogies and constructionist making, forges a cyclical understand–make–reflect process. Through this process, students gradually comprehend the conceptual, technical, and ethical dimensions of AI, towards holistic development in AI literacy. This approach was implemented and fine-tuned in authentic classrooms with 107 sixth graders over two years. During the implementation, a variety of qualitative data were collected from classroom observation, video-recording, student interviews and artifacts, and debriefings with the teacher. Using a case studies method, this study uncovered the overall learning progress demonstrated by the class in AI knowledge, skills, and ethical and critical reflections, as well as the reflections and struggles experienced by individual students. This study offers an age-appropriate pedagogy to promote inclusive, holistic AI education in the crucial, yet under-examined upper primary context. It highlights the potential of integrating AI literacy and computational thinking (CT) in K-12 education, while contributing to theoretical knowledge about embodied cognition and constructionism in the context of AI education.
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