Hacia la educación del futuroEl pensamiento computacional como mecanismo de aprendizaje generativo

  1. Eduardo Manuel Segredo González 1
  2. Gara Miranda Valladares 1
  3. Coromoto León Hernández 1
  1. 1 Universidad de La Laguna
    info

    Universidad de La Laguna

    San Cristobal de La Laguna, España

    GRID grid.10041.34

Journal:
Education in the knowledge society (EKS)

ISSN: 2444-8729

Year of publication: 2017

Volume: 18

Issue: 2

Pages: 33-58

Type: Article

Export: RIS
DOI: 10.14201/eks2017182335 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

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  • Dialnet Métricas Cited by: 4 (17-09-2021)

SCImago Journal Rank

  • Year 2017
  • SJR Journal Impact: 0.234
  • Best Quartile: Q3
  • Area: Education Quartile: Q3 Rank in area: 680/1358

Índice Dialnet de Revistas

  • Year 2017
  • Journal Impact: 0.426
  • Field: EDUCACIÓN Quartile: C2 Rank in field: 61/234

CIRC

  • Social Sciences: C

Abstract

The transformation of traditional education into a Sensitive, Manageable, Adaptable, Responsive and Timely (SMART) education involves the comprehensive modernisation of all educational processes. For such a transformation, smart pedagogies are needed as a methodological issue while smart learning environments represent the technological issue, both having as an ultimate goal to cultivate smart learners. Smart learners need to develop 21st century skills so that they can become into smart citizens of our changing world. Technology and computers are an essential aspect for this modernisation, not only in terms of technological support for smart environments but also in terms of offering new methodologies for smart pedagogy and the development of smart skills. In this context, computational thinking appears as a promising mechanism to encourage core skills since it offers tools that fit learners’ interests and gives them the possibility to better understand the foundations of our ICT-based society and environments. In this work, we raise to make an effort to encourage the development of computational thinking as an opportunity to transform traditional pedagogies to smarter methodologies. We provide a general background about computational thinking and analyse the current state-of-the-art of smart education, emphasizing that there is a lack of smart methodologies which can support the training of 21st century smart skills. Finally, we provide —to those educators interested in pursuing the philosophy of smart education— information about initiatives devoted to the dissemination or promotion of computational thinking; existing tools or materials which support educators for the development of computational thinking among the students; and previous experiences and results about the application of computational thinking in educational environments.

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