Computational thinking in STEM education: current state-of-the-art and future research directions

Frontiers in Computer Science, Год журнала: 2025, Номер 6

Опубликована: Янв. 8, 2025

The knowledge society exists mainly due to advancing technology and the exponential development of professionals’ capabilities. Digital transformation new technologies generate complex environments demanding high-level skills. This work analyzes current state pedagogical approaches with a special focus on project-based learning that develops computational thinking in STEM students. A Systematic Literature Review examined along aimed at enhancing within context higher education. Results allowed us infer (a) promotes sustainable through education novel teaching practices; (b) it is fundamental skill for problem-solving processes evolve technological progress; (c) its global concern, not limited country’s level; (d) introduction an early stage provides opportunities advancement vulnerable groups. Outlining, this study conducts (SLR) using PRISMA 2020 guidelines analyze including education, identifying research trends, common strategies, areas improvement, while proposing framework align skills emerging challenges promote educational practices. presents relevant results construction state-of-the-art education; valuable curricular design underpinning disciplinary interdisciplinary approaches.

Язык: Английский

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Bibliometric analysis and systematic review of digital competence in education

Humanities and Social Sciences Communications, Год журнала: 2025, Номер 12(1)

Опубликована: Фев. 11, 2025

Язык: Английский

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Adaptación tecnológica de los estudiantes a docentes de educación inicial: un modelo de ecuaciones estructurales

European Public & Social Innovation Review, Год журнала: 2025, Номер 10, С. 1 - 18

Опубликована: Март 26, 2025

Introducción: Este estudio analizó los factores que influyen en la adaptación tecnológica de estudiantes y docentes educación inicial, mediante un modelo ecuaciones estructurales. Metodología: Se utilizó enfoque cuantitativo, con diseño no experimental, transversal correlacional, aplicando cuestionario validado a 546 seis universidades Ecuador. Resultados: La Formación Tecnológica (β = 0.375) el Apoyo Institucional 0.305) significativamente las Actitudes hacia Tecnología, afectan directamente Competencias Digitales 0.508) Resultados Aprendizaje 0.556). Conclusiones: El subraya importancia fortalecer programas formación e institucional para integrar eficazmente TIC inicial.

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Equivalencias entre los indicadores de la herramienta SELFIE y el marco DigCompEdu a partir de la técnica Delphi

Pixel-Bit Revista de Medios y Educación, Год журнала: 2024, Номер 69, С. 131 - 168

Опубликована: Янв. 1, 2024

SELFIE es una de las herramientas más populares para determinar la competencia digital los centros educativos a partir información generada por equipos directivos, alumnos y docentes. Sin embargo, no existe sobre en qué medida este instrumento informes que genera aportan específica docentes según áreas e indicadores establecidos DigCompEdu. A través un Delphi modificado dos rondas con 19 expertos, se intentó averiguar herramienta (y medida) corresponden DigCompEdu relación entre ocho establecidas seis del marco Los resultados revelan correspondencias indicadores, especialmente como enseñanza evaluación. Además, demuestra ambos modelos están interrelacionadas, lo sugiere datos generados centro. El texto aboga continuar localizando diseñando instrumentos puedan medir manera válida rigurosa.

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Microlearning for the Development of Teachers’ Digital Competence Related to Feedback and Decision Making

Education Sciences, Год журнала: 2023, Номер 13(7), С. 722 - 722

Опубликована: Июль 15, 2023

The assessment and feedback area of the European Framework for Digital Competence Educators (DigCompEdu) establishes a specific competence related to ability use digital technologies provide make decisions learning. According literature, this particular is one least developed in teaching profession. As there are few specialised training strategies field information communication technology (ICT)-mediated feedback, study aims validate microlearning proposal university teachers, organised levels progression following DigCompEdu guidelines. To proposal, literature analysis was carried out submitted peer review process assess its relevance. This identifies elements that should be included strategy decision making contexts. Finally, it concluded type requires combination agile self-managed (characteristics microlearning), which can complemented by presentation evidence collaborative work with colleagues.

Язык: Английский

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Digital Competence of Special Education Teachers: An Analysis from the Voices of Members of School Management Teams

Societies, Год журнала: 2023, Номер 13(4), С. 84 - 84

Опубликована: Март 29, 2023

The use of digital technologies is one the fundamental resources to favour inclusion students with special educational needs. However, recent studies continue show a lack by teachers during development their teaching practices, especially in field education. This article aims analyse level competence education through perceptions school management team Andalusia (Spain). information obtained interviews 62 members teams. results suggest that low training and reason why they do not make tools practice, due teacher awareness, as well non-existent or insufficient activities hinder such training. In conclusion, there need improve professional competencies, greater institutional involvement strategic plans promote

Язык: Английский

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Automated Monitoring of Human–Computer Interaction for Assessing Teachers’ Digital Competence Based on LMS Data Extraction

Sensors, Год журнала: 2024, Номер 24(11), С. 3326 - 3326

Опубликована: Май 23, 2024

The fast-paced evolution of technology has compelled the digitalization education, requiring educators to interact with computers and develop digital competencies relevant teaching–learning process. This need prompted various organizations define frameworks for assessing competency emphasizing teachers’ interaction computer technologies in education. Different authors have presented assessment methods competence based on video analysis recorded classes using sensors such as cameras, microphones, or electroencephalograms. main limitation these solutions is large number resources they require, making it difficult assess numbers teachers resource-constrained environments. article proposes automation evaluation process monitoring metrics obtained from a Learning Management System (LMS). Based Digital Competence Framework Educators (DigCompEdu), indicators were defined extracted that allow automatic measurement teacher’s level. A tool was designed implemented conduct successful proof concept capable automating all university faculty, including 987 lecturers different fields knowledge. Results drawing conclusions technological adoption according profile planning educational actions improve competencies.

Язык: Английский

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Assessing the digital competence of in-service university educators in China: A systematic literature review

Heliyon, Год журнала: 2024, Номер 10(16), С. e35675 - e35675

Опубликована: Авг. 1, 2024

Rapid growth has been witnessed in digital technologies, resulting significant productive changes communication and information technology-oriented practices different fields. Hybrid teaching or blended learning gained progressively widespread acceptance the educational process, concerns about teachers' technology (ICT) competence have become prevalent. This study adopts a systematic review to interpret analyse relevant research findings, aiming systematically investigate existing models paradigms of ICT capacities understand further how these are applied specifically within context Chinese universities. Based on inclusion exclusion criteria, 12 out 801 candidate studies were accessed from Web Science, Scopus China National Knowledge Infrastructure (CNKI) databases. The findings indicate that Technological Pedagogical Content (TPACK) Educational Technology Guides for Teachers Higher Education (CETG) frequently used evaluate college educators' proficiency capability China. Educators' demographic characteristics, self-efficacy, external factors such as institutional policies availability infrastructure training collectively influence is integrated higher education institutions. By conducting trends critical affecting faculty universities, this aims equip policymakers educators with deeper understanding prepare shifts era thereby ensure sustainability professional development.

Язык: Английский

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La educación en 2030. Prospectiva del futuro por profesorado en formación

RIED Revista Iberoamericana de Educación a Distancia, Год журнала: 2023, Номер 27(1), С. 41 - 60

Опубликована: Сен. 11, 2023

Este estudio analiza 389 relatos de ciencia ficción sobre la educación del futuro escritos por alumnado los másteres formación profesorado y investigación educativa Universidad Alicante entre cursos 2009-2010 2019-2020. Durante práctica “La Educación en 2030” se escribieron estos relatos, disponibles abierto blogs las distintas asignaturas. Se realiza una mixta con un análisis cualitativo expresión cuantitativa mediante estadísticos descriptivos el longitudinal. En resultados clasifican dos grandes categorías: Predicciones Positivas Negativas, teniendo mayor relevancia estas últimas (52.94 % total), relacionadas modelos distópicos ficción. Sobre macrocategorías establecen tres códigos principales, que son Negativas: Docente-discente, Aprendizaje Sistema; Positivas: Docencia, Contenidos Modelo; articulan más subcódigos frecuencias aparición ideas. Destacamos figura docente como “mediador” o “clandestino”, educativos repiten futuro. incluyen fragmentos analizados para ejemplificar utilizados. La creación desde ofrece visión rica, crítica diversa Los estudiados revelan cambios significativos praxis incorporación tecnologías, pero también preocupaciones aspectos deshumanizados distancia ideales realidad temas mejoras laborales, inclusión sostenibilidad.

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Multivariate data analysis: Validation of an instrument for the evaluation of teaching digital competence

F1000Research, Год журнала: 2023, Номер 12, С. 866 - 866

Опубликована: Ноя. 6, 2023

Background: Technology plays a fundamental role to achieve higher education key learning objectives. Digital competence (DC) is defined as set of skills, knowledge, abilities, and attitudes in technological aspects. It necessary employ an effective training action plan institutions advance towards level teaching digital (TDC). The objective this study was validate the COMDID A instrument assess Teaching Competence (TDC) active teachers, through confirmatory factor internal reliability analysis. Methods: research developed within descriptive-correlational scope non-experimental-cross-sectional design dimensionality evaluate self-perceived teachers. population made up 690 professors who were part staff National University Chimborazo, Ecuador, first academic period year 2021. sample probabilistic, simple random scheme, percentage potential error admitted 3%. representativeness 50%, confidence 97%. total 511 teachers completed questionnaire compared 452 individuals needed. Results: robust, it reliable for calculated sample. There correlations between variables, statistical calculation ensured development multivariate analysis instrument. Moreover, correct determined high Conclusions: factorial scores order further studies be carried out. important apply educational technology data collection instruments.

Язык: Английский

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