Computational thinking for the digital age: a systematic review of tools, pedagogical strategies, and assessment practices.
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| Title: | Computational thinking for the digital age: a systematic review of tools, pedagogical strategies, and assessment practices. |
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| Authors: | Rao, Toluchuri Shalini Shanker1 (AUTHOR), Bhagat, Kaushal Kumar1 (AUTHOR) kkntnu@hotmail.com |
| Source: | Educational Technology Research & Development. Aug2024, Vol. 72 Issue 4, p1893-1924. 32p. |
| Subject Terms: | *Teaching methods, *Artificial intelligence, *Student teachers, Digital technology, Science databases |
| Abstract: | Computational thinking (CT) has received growing interest as a research subject in the last decade, with research contributions attempting to capitalize on the benefits that CT may provide. This study included a systematic analysis aimed at revealing current trends in the CT subject, identifying educational interventions, and emerging assessment instruments. It also gave an overview of how teachers learned CT skills and how they integrated the CT curriculum into classroom practices. We searched the data in the Web of Science database and identified 360 articles. Most importantly, it emphasized the following points: (a) the most popular subject areas in CT literature; (b) CT intervention tools; (c) CT assessment practices used so far within educational courses; and (d) effective CT approaches to influence pre-service teachers. Results from this review revealed that CT's promotion in education had achieved significant progress in recent years. Along with the growth in the number of CT studies, the number of subjects, research questions, and teaching approaches also increased in recent years. It was also found that CT was mostly used in science, mathematics, programming, and computer science tasks, with little work in artificial intelligence (AI) and non-STEM areas. The essence of this paper implicated the researchers in designing the curriculum based on different subject domains. Furthermore, we recommended integrating augmented reality-based games using CT methodologies into the curriculum. [ABSTRACT FROM AUTHOR] |
| Copyright of Educational Technology Research & Development is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| FullText | Links: – Type: pdflink Text: Availability: 1 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 179669778 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Computational thinking for the digital age: a systematic review of tools, pedagogical strategies, and assessment practices. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Rao%2C+Toluchuri+Shalini+Shanker%22">Rao, Toluchuri Shalini Shanker</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Bhagat%2C+Kaushal+Kumar%22">Bhagat, Kaushal Kumar</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> kkntnu@hotmail.com</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Educational+Technology+Research+%26+Development%22">Educational Technology Research & Development</searchLink>. Aug2024, Vol. 72 Issue 4, p1893-1924. 32p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Artificial+intelligence%22">Artificial intelligence</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+teachers%22">Student teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Digital+technology%22">Digital technology</searchLink><br /><searchLink fieldCode="DE" term="%22Science+databases%22">Science databases</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Computational thinking (CT) has received growing interest as a research subject in the last decade, with research contributions attempting to capitalize on the benefits that CT may provide. This study included a systematic analysis aimed at revealing current trends in the CT subject, identifying educational interventions, and emerging assessment instruments. It also gave an overview of how teachers learned CT skills and how they integrated the CT curriculum into classroom practices. We searched the data in the Web of Science database and identified 360 articles. Most importantly, it emphasized the following points: (a) the most popular subject areas in CT literature; (b) CT intervention tools; (c) CT assessment practices used so far within educational courses; and (d) effective CT approaches to influence pre-service teachers. Results from this review revealed that CT's promotion in education had achieved significant progress in recent years. Along with the growth in the number of CT studies, the number of subjects, research questions, and teaching approaches also increased in recent years. It was also found that CT was mostly used in science, mathematics, programming, and computer science tasks, with little work in artificial intelligence (AI) and non-STEM areas. The essence of this paper implicated the researchers in designing the curriculum based on different subject domains. Furthermore, we recommended integrating augmented reality-based games using CT methodologies into the curriculum. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Educational Technology Research & Development is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=179669778 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s11423-024-10364-y Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 32 StartPage: 1893 Subjects: – SubjectFull: Teaching methods Type: general – SubjectFull: Artificial intelligence Type: general – SubjectFull: Student teachers Type: general – SubjectFull: Digital technology Type: general – SubjectFull: Science databases Type: general Titles: – TitleFull: Computational thinking for the digital age: a systematic review of tools, pedagogical strategies, and assessment practices. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Rao, Toluchuri Shalini Shanker – PersonEntity: Name: NameFull: Bhagat, Kaushal Kumar IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 08 Text: Aug2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 10421629 Numbering: – Type: volume Value: 72 – Type: issue Value: 4 Titles: – TitleFull: Educational Technology Research & Development Type: main |
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