Pedagogic transformation, student-directed design and computational thinking
Pedagogic transformation, student-directed design and computational thinking
复制标题
教学转型、学生导向的设计和计算思维
DOI：
10.1080/1554480x.2016.1182437
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发表时间：
2016
期刊：
影响因子：
--
通讯作者：
Michael Vallance & Phillip A. Towndrow
中科院分区：
文献类型：
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作者：
黒上晴夫;堀田龍也;木村明憲;Michael Vallance & Phillip A. Towndrow
在技术在我们的生活中变得无处不在的世界中，教育实践中信息技术集成的概念正在失去其意义。现在更适合讨论教育学转型，技术不再被视为工具，而是我们的一部分。为了推进这一假设，提出了一种以学生为导向的进取性方法，该方法将解决问题作为活动，将计算思维作为知识发展。为了测试其功效，我们使用学生开发用于国际合作的 3D 虚拟空间的案例研究来举例说明变革性教学法。从对人类特征和计算思维的观察来看，我们现在可以在技术中进行教学和学习。这种模式将主导技术如何“像”我们的生活一样运作，并成为了解和学习的核心。
In a world where technology has become pervasive in our lives, the notion of IT integration in education practice is losing its significance. It is now more appropriate to discuss transforming pedagogy where technology is not considered a tool anymore but part of what we are. To advance this hypothesis, an enterprising, student-directed approach is proposed which embraces problem-solving as activity and computational thinking as knowledge development. In order to test its efficacy, a case study of students developing a 3D virtual space for international collaboration is used to exemplify the transformational pedagogy. From observations of the enactment of heutagogical characteristics and computational thinking, it is argued that we can now teach and learn “in” technology. This modality will come to dominate how technology operates “as” our lives, and become central to what it means to know and learn.