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Journal articles on the topic 'Computational pedagogy'

Author: Grafiati

Published: 3 June 2025

Last updated: 20 July 2025

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1

Psycharis, Sarantos, Konstantinos Kalovrektis, and Apostolos Xenakis. "A Conceptual Framework for Computational Pedagogy in STEAM education: Determinants and perspectives." Hellenic Journal of STEM Education 1, no. 1 (2020): 17–32. http://dx.doi.org/10.51724/hjstemed.v1i1.4.

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Computational Pedagogy is an instructional approach based on Computational Science and the Computational Experiment as well as on the CPACK model. Computational Science in Education engages students in computational modeling and simulation technology in alignment with the essential features of Inquiry based teaching and learning approach and the Computational Thinking dimensions (practices and skills). STEAM –content based epistemology- education is connected to Computational Pedagogy through the Computational Experiment leading to a proposed model called ‘Computational STEAM Content Pedagogy’

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Perig, Alexander V., Eduard P. Gribkov, Pavlo A. Gavrish, et al. "ENGINEERING PEDAGOGY COURSE MAPPING." Acta Metallurgica Slovaca 28, no. 1 (2022): 49–67. http://dx.doi.org/10.36547/ams.28.1.1411.

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Graduate students of technical universities have practical difficulties with learning and successful instructional implementation of the fundamentals of engineering didactics. The paper is focused on the formulation of a thought-provoking curriculum with computational assignments for the course of “Technical University Pedagogic and Methodological Foundations of Engineering Education” (TUPMFEE) for graduate and Ph.D. students. The paper uses computational modelling of behavioral processes in socio-educational systems. The TUPMFEE-curriculum teaches future engineers to apply computational techn

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Fennell, Hayden W., Joseph A. Lyon, Aasakiran Madamanchi, and Alejandra J. Magana. "Toward computational apprenticeship: Bringing a constructivist agenda to computational pedagogy." Journal of Engineering Education 109, no. 2 (2020): 170–76. http://dx.doi.org/10.1002/jee.20316.

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Yasar, Osman, and Jose Maliekal. "Computational Pedagogy: A Modeling and Simulation Approach." Computing in Science & Engineering 16, no. 3 (2014): 78–88. http://dx.doi.org/10.1109/mcse.2014.60.

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Psycharis, Sarantos, Dimitris Mastorodimos, Konstantinos Kalovrektis, Panagiotis Papazoglou, Lampros Stergioulas, and Munir Abbasi. "Algorithm Visualization and its Impact on Self-efficacy, Metacognition and Computational Thinking Concepts Using the Computational Pedagogy Model in STEM Content Epistemology." International Journal of Physics and Chemistry Education 10, no. 4 (2018): 71–84. http://dx.doi.org/10.51724/ijpce.v10i4.66.

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The objective of this article is twofold. One objective is the development of models of visualized algorithms (VAs) for three fundamental algorithms, the bubble sort algorithm, the selection sort algorithm and the insertion sort algorithm, using the Easy Java simulations software (Ejs) and the Computational Pedagogy model. The second objective is to investigate: a) VAs impact on learners’ self-efficacy as a general structure, metacognitive experience, critical thinking and motives and b) VAs impact on learners’ self-efficacy relative to Computational Thinking. An intervention in the form of a

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Sumonja, Milos. "Computational thinking in education - epistemology, pedagogy and politics." Sociologija, no. 00 (2023): 5. http://dx.doi.org/10.2298/soc220401005s.

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The paper discusses computational thinking (CT) in education, as a new curricular content, and as a technosolutionist project to reshape educational practice. Proponents of CT argue that all students should learn to ?think like computer scientists?, because that is a universal mental skill for solving problems. However, practical difficulties in teaching and assessing this skill show that CT is contextually specific to computer programming, which means that its educational universalisation unjustifiably marginalizes other forms of knowledge. At the same time, especially during the pandemic, CT

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Calderon, Ana C., Deiniol Skillicorn, Andrew Watt, and Nick Perham. "A double dissociative study into the effectiveness of computational thinking." Education and Information Technologies 25, no. 2 (2019): 1181–92. http://dx.doi.org/10.1007/s10639-019-09991-3.

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Abstract We propose the first steps towards a rigorous analysis of the effectiveness of an emerging pedagogy, Computational Thinking. We found that two aspects of the pedagogy have a positive effect with regard to enhancing two cognitive processes, namely sequential thinking and in abstract thinking. Our data was gathered experimentally with a cohort of mixed-ability undergraduate students enrolled on three distinct courses. The study employed a mixed 2 × 2 factorial design with type of classroom intervention, measurements were taken at baseline and following delivery of computational thinking

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Ortega-Ruipérez, Beatriz. "Pedagogía del Pensamiento Computacional desde la Psicología: un Pensamiento para Resolver Problemas." Cuestiones Pedagógicas 2, no. 29 (2020): 130–44. http://dx.doi.org/10.12795/cp.2020.i29.v2.10.

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Computational thinking should be understood as problem-solving thinking, beyond its link to programming. Therefore, it is necessary to address this thought’s structure through its cognitive processes to obtain an operational definition that allows this thought’s pedagogy to be adequately addressed in the classroom, regardless its development source. In this article, five processes inherent to this thought are determined, identifying only those that are always used. These processes are operatively defined from a psychological and a pedagogical perspective. The processes are abstraction, general

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Lemieux, Victoria L., and Richard Marciano. "Teaching computational archival science: context, pedagogy, and future directions." Information Research an international electronic journal 30, iConf (2025): 301–18. https://doi.org/10.47989/ir30iconf47347.

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Introduction. The paper describes the development of the new transdisciplinary field of computational archival science (CAS) and the integration of computational thinking (CT) concepts into archival science. Method. The authors show how CAS can be introduced into graduate archival training through two case studies at the University of Maryland and the University of British Columbia and discuss building and sustaining CAS educator networks. Analysis. The paper argues that, given the increasing use of AI in archival work and research, the acquisition of computational skills and competencies is u

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Kuswanto, Kuswanto, Kama Abdul Hakam, Juntika Nurihsan, Cece Rakhmat, Nurul Fadillah, and Syahriyati. "Bibliometric Computational Mapping Analysis Using Vosviewer: A Review on Pedagogy for Early Childhood and Computer Science." Kiddo: Jurnal Pendidikan Islam Anak Usia Dini 6, no. 1 (2025): 108–22. https://doi.org/10.19105/kiddo.v6i1.17215.

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This study aims to examine the development of pedagogy research for early childhood and computer science using the bibliometric mapping analysis method with VOSviewer. Data collected from this research are articles that have been published and indexed by Google Scholar. Keywords such as “pedagogy”, “early childhood”, and “computer science” are used in performing data collection through the Publish or Perish (PoP) software application. 996 articles were obtained, ranging from 2012 to 2021 (10 year-time). The result of this research shows that the theme of pedagogy for early childhood and comput

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Vallance, Michael, and Phillip A. Towndrow. "Computational thinking and interdisciplinary learning: time to focus on pedagogy." International Journal of Learning Technology 15, no. 2 (2020): 180. http://dx.doi.org/10.1504/ijlt.2020.109573.

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Yao, Dunhong, and Jing Lin. "Identifying Key Factors Influencing Teaching Quality: A Computational Pedagogy Approach." Systems 11, no. 9 (2023): 455. http://dx.doi.org/10.3390/systems11090455.

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Although previous research has explored the correlation between teacher characteristics and teaching quality, effective methods for identifying key factors that influence teaching quality are still lacking. This study aims to address this issue by developing an identification methodology based on a computational pedagogy research paradigm to identify the key characteristics of teachers and courses that influence their teaching quality. We developed quantitative models to quantify the characteristics of teaching quality, based on those identified in previous studies. Correlation and multiple co

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Hladush, Viktor. "Špecifiká výskumných metód v špeciálnej pedagogike." Studia Scientifica Facultatis Paedagogicae Universitas Catholica Ružomberok 22, no. 2 (2023): 138–50. http://dx.doi.org/10.54937/ssf.2023.22.2.138-150.

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The purpose of the publication is theoretical analysis of research methods in special pedagogy. The authors studied a large array of diploma works of higher education applicants and analyzed the methods by which they study special pedagogical problems. The essence and significance of theoretical, empirical, computational methods of scientific research are clarified, their specifics and features of application in special pedagogy are highlighted.

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Et. al., Ms B. Kamala,. "Tasheel Pedagogy of Topsy-Turvy Lexicons." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 10 (2021): 6116–22. http://dx.doi.org/10.17762/turcomat.v12i10.5448.

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Dyslexia is a learning disorder that involves difficulty in reading due to problems identifying speech sounds and learning how they relate to letters and words (decoding). It is identified that 5% to 17% of the world population are dyslexics. They tend to possess serious problems like identifying speech sounds and learning how they relate to letters and words, processing graphic symbols. They find it hard to spell correctly, read and write fluently compared to other children of their age. To overcome the stumbling blocks in learning for dyslexics, we develop a web application, that concentrate

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Anwar, Vita Nova, Darhim Darhim, Suhendra Suhendra, and Elah Nurlaelah. "Exploring the Characteristics of Digital Pedagogy Model for Developing Computational Thinking in Mathematical Problem Solving." JTAM (Jurnal Teori dan Aplikasi Matematika) 8, no. 1 (2024): 137. http://dx.doi.org/10.31764/jtam.v8i1.17419.

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Challenges in the 21st century are increasingly complex, technology is developing rapidly and competition is getting tougher. Therefore we need quality human resources that can keep up with and anticipate the times. The use of technology involves computational thinking (CT) skills which are closely related to the problem-solving process. The stages in computational thinking are part of mathematical thinking, meaning that learning mathematics can support students' CT skills. Through the development of digital pedagogical models in CT integrated mathematics learning, it can improve problem-solvi

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Lindsay Hall, Michael. "Linking Budgeting with Computational Thinking Pedagogy: Program Theory, Performance, and Budgeting." Frontiers of Contemporary Education 2, no. 2 (2021): p42. http://dx.doi.org/10.22158/fce.v2n2p42.

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The pedagogy involved with preparing and delivering an analytically based course must contend with a number of important limitations or challenges. The challenges/limitations include needing a context for the use of the analytics being taught; others include where best to embed analytic courses in degree curriculum, determining content and delivery along with a number of additional limitations. A context can be created for these courses by establishing a base of usefulness of the course content and how it relates to other courses and to professional applications. However, one useful approach f

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Wells, Matthew Jason, and Jason Boyd. "Generating gameworlds with computers: the case for procedural creativity." Information and Learning Sciences 120, no. 5/6 (2019): 266–84. http://dx.doi.org/10.1108/ils-05-2018-0042.

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Purpose Despite the popularity of the Computational Thinking (CT) paradigm and the call for broad social diffusion of CS fundamentals, the authors argue that the concept is inherently limited and limiting and does not sufficiently convey an understanding of how to enable people to create with computational technologies. The authors suggest an alternate paradigm, procedural creativity, that calls for the development of conceptual creative spaces governed by procedurally generative principles. The authors also call for game development to be the focus of procedural creativity pedagogy. Design/me

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Knight, Terry W. "Either/or → and." Environment and Planning B: Planning and Design 30, no. 3 (2003): 327–38. http://dx.doi.org/10.1068/b12927.

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The writings of Wassily Kandinsky and Paul Klee, Bauhaus theorists and pioneers of nonrepresentational art, are the framework for a discussion of contemporary issues in computational design. Kandinsky and Klee wrote of the many misguided dualisms in the art theory and pedagogy of their time. They sought to reconcile the seemingly mutually exclusive issues associated with abstraction in art. Some of these dualisms, and new ones, arise today in discussions of computational design. How and whether these dualisms can be reconciled in computational design are considered here.

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Lu, Xiaofei, J. Elliott Casal, and Yingying Liu. "Towards the Synergy of Genre- and Corpus-Based Approaches to Academic Writing Research and Pedagogy." International Journal of Computer-Assisted Language Learning and Teaching 11, no. 1 (2021): 59–71. http://dx.doi.org/10.4018/ijcallt.2021010104.

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This paper outlines the research agenda of a framework that integrates corpus- and genre-based approaches to academic writing research and pedagogy. This framework posits two primary goals of academic writing pedagogy, that is, to help novice writers develop knowledge of the rhetorical functions characteristic of academic discourse and become proficient in making appropriate linguistic choices to materialize such functions. To these ends, research in this framework involves 1) compilation of corpora of academic writing annotated for rhetorical functions, 2) analysis of the organization and dis

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Cardoso Llach, Daniel, and Mine Ozkar. "Cultivating the critical imagination: post-disciplinary pedagogy in a computational design laboratory." Digital Creativity 30, no. 4 (2019): 257–76. http://dx.doi.org/10.1080/14626268.2019.1691604.

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Rhodes, Kate, and Melinda Dixon. "Primary school technology curriculum’s computational thinking." Set: Research Information for Teachers, no. 3 (December 20, 2023): 27–36. http://dx.doi.org/10.18296/set.1539.

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This article unpacks the computational thinking for digital technologies (CTDT) technological area of the New Zealand primary curriculum that became mandatory in 2020. It explores computational thinking (CT), its place in the New Zealand primary curriculum, and elements kaiako can utilise to help implement the teaching of CT. The article considers teaching CTDT through unplugged (without a device) activities, pedagogy, and contexts that reflect the worldviews of ākonga, with associated activities suggested. Furthermore, this article draws on several research projects where teachers implemented

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Samar Tfaili. "Pre-service and in-service Elementary School Teacher’s Procedural and Representational Knowledge of Fractions." Eximia 14, no. 1 (2025): 148–58. https://doi.org/10.47577/eximia.v14i1.541.

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The main purpose of this study is to assess pre-service and public elementary mathematics school teachers’ conceptual understanding and computational abilities of fractions. 20 pre-service mathematics teachers and 24 in-service mathematics teachers participated in this study. In-service teachers were divided into two categories; one for teachers having a degree in mathematics and the other for teachers having a degree in any other discipline. Results showed that both pre-service and in-service teachers’ computational knowledge is greater than their representational knowledge. However, in-servi

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Peddintia, Sirisha. "Geometrical Pedagogy of Polygons: Multidimensional Calculation Of Cubic Structures." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 14, no. 1 (2023): 347–51. http://dx.doi.org/10.61841/turcomat.v14i1.14436.

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We will see many things from the start to the end of the day. Large buildings, vehicle mortars, notebooks, and mechanical pumping machines. All these things have some polygons embedded in them. Everything in the world works with geometry; in physics, the inclined plane scenario, and in chemistry, the structural bonds and chemical bonds all require polygons like cubes and cuboids to perform the job to the fullest. So in this research paper, we will discuss the various types of cubical polygons. We will be going deep with their structures and physics properties. This research paper focuses on mo

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Blomgren, Connie. "Open Pedagogy and Transdisciplinary Thinking: Making Connections Through a Visual Artefact Self- Study." Open/Technology in Education, Society, and Scholarship Association Journal 1, no. 1 (2021): 1–18. http://dx.doi.org/10.18357/otessaj.2021.1.1.4.

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The examination of teacher educators’ own practices through self-study research has been well established and self-study aligns with the growing interest in open educational resources (OER) and open pedagogy. This research used a self-study method of a Science, Technology, Engineering, Art, and Mathematics (STEAM) OER project, Form and Function(s): Sustainable Design meets Computational Thinking. Two research questions were pursued: How do open pedagogy attributes contribute to a transdisciplinary STEAM OER pedagogical stance? And how can one apply visual artifact self-study as intentional cri

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Agarwal, Dr Mohit Kumar. "Paradigm Shift in Architectural Pedagogy incorporating Artificial Intelligence." International Journal for Research in Applied Science and Engineering Technology 12, no. 4 (2024): 1315–29. http://dx.doi.org/10.22214/ijraset.2024.60055.

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Abstract: The paradigm shift in architectural pedagogy encompasses various facets, each contributing to a holistic transformation of the educational landscape. From computational design methodologies to generative algorithms, AI empowers students to explore a vast array of design possibilities, pushing the boundaries of creativity and problem-solving. The goal of this study is to understand the paradigm shifts in the constantly changing fields of architectural education with the incorporation of Artificial Intelligence (AI). This change transforms architectural teaching fundamentally in additi

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Noel, Vernelle AA, Yana Boeva, and Hayri Dortdivanlioglu. "The question of access: Toward an equitable future of computational design." International Journal of Architectural Computing 19, no. 4 (2021): 496–511. http://dx.doi.org/10.1177/14780771211025311.

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Digital fabrication and its cultivated spaces promise to break disciplinary boundaries and enable access to its technologies and computation for the broader public. This paper examines the trope of “access” in digital fabrication, design, and craft, and illustrates how it unfolds in these spaces and practices. An equitable future is one that builds on and creates space for multiple bodies, knowledges, and skills; allows perceptual interaction and corporeal engagement with people, materials, and tools; and employs technologies accessible to broad groups of society. By conducting comparative and

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Kale, Ugur, and Yuanhua Wang. "Integrating CT in Science Methods: Advancing Practice and Pedagogy." Journal of Technology-Integrated Lessons and Teaching 4, no. 1 (2025): 20–33. https://doi.org/10.13001/jtilt.v4i1.9339.

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Despite the importance of computational thinking (CT) as a problem-solving process (Wing, 2008) and the growing spread in teacher education (Yadav et al., 2017), existing initiatives for preservice teachers (PSTs) tend to focus on the computer science domain without making explicit connections to disciplinary classroom settings and promoting critical perspectives. As a cohesive unit, this learning representation aims to assist PSTs in integrating CT into their work as they design and implement science-focused lessons. Centered around a contextual issue: accessing, growing, and sustaining food,

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Annetta, Leonard, Mark Newton, and Kelly Schumann. "The Intersection of Socioscientific Issues, Computation Thinking, and Design Thinking: Toward a Framework of Inquiry Driven Disruptive Pedagogy." International Journal of Education in Mathematics, Science and Technology 13, no. 3 (2025): 791–811. https://doi.org/10.46328/ijemst.4875.

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The Next Generation Science Standards call for engineering design solutions using computer technologies, but many K-12 classrooms either do not have accessible technologies or the teacher pedagogical knowledge on how to effectively implement engineering design into the curriculum. Without access to computer or mobile technologies, teachers are faced with a challenge integrating design thinking and computational thinking into inquiry-based teaching practices. Embedding design thinking and computational thinking within a socioscientific framework is a possible solution. Socioscientific issues, d

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Kholmakhamatovich, Ikromov Khusan. "Analysis of Student Academic Performance Through Machine Learning Methods in The Field of Pedagogy." European International Journal of Pedagogics 5, no. 5 (2025): 138–42. https://doi.org/10.55640/eijp-05-05-30.

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This article explores the application of machine learning algorithms to analyze, predict, and personalize the educational process based on students' academic performance. Through statistical and computational methods, various student-related attributes were analyzed, with the Random Forest algorithm identified as the most accurate predictive model. The study led to the development of an intelligent system for diagnostic evaluation, personalized approaches, and automated pedagogical recommendations. The findings highlight the significant potential of artificial intelligence tools in enhancing t

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Et. al., Lillian I. Olagoke-Oladokun. "Challenges of Implementing Service-Learning Pedagogy In Nigeria Public Universities." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (2021): 4805–16. http://dx.doi.org/10.17762/turcomat.v12i3.1983.

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Service-learning is a form of experiential learning that enables students to apply the knowledge acquired in the classroom towards the development of their immediate environment. Service-learning as experiential learning advocates active learning contrary to the passive form of learning associated with the traditional method of teaching and learning in most Nigerian public universities. This study explores the challenges encountered by students in Nigeria public universities during service-learning implementation. Participants: Students and faculty members were interviewed to generate informat

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Wu, Min Lun. "Educational Game Design as Gateway for Operationalizing Computational Thinking Skills among Middle School Students." International Education Studies 11, no. 4 (2018): 15. http://dx.doi.org/10.5539/ies.v11n4p15.

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This qualitative case study reports descriptive findings of digital game-based learning involving 15 Taiwanese middle school students’ use of computational thinking skills elicited through programmed activities in a game design workshop. Situated learning theory is utilized as framework to evaluate novice game designers’ individual advancement in developing a designer language, mindset, and use of computational thinking skills. Three strands of findings were extrapolated from analyzing observational data, participant-generated written responses and artifacts: Understanding games as systems and

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Peña, Ernesto, and Kedrick James. "A Glitch Pedagogy: Exquisite Error and the Appeal of the Accidental." Journal of the Canadian Association for Curriculum Studies 14, no. 1 (2016): 108–27. http://dx.doi.org/10.25071/1916-4467.40306.

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By experimenting with computer glitches as provocation of accepted norms of user interactions with digital technologies, this paper extends and radicalizes Dewey’s (1934) pedagogical principle of “consummatory experience,” observing computational error, logical accidents, and procedural glitches as creative and productive forces in the lived curriculum. We hold that this troubling of expected outcomes, this disruption of programmed processes which, as a result of incommensurable informational input, result in unique (and educational) by-products, is fundamental to understanding our digital hum

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Issa, Lana, and Ralf Romeike. "Empowering K-12 Students with Computational Creativity." Constructionism Conference Proceedings 8 (June 24, 2025): 109–21. https://doi.org/10.21240/constr/2025/74.x.

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Recent developments in Artificial Intelligence (AI) are not only transforming society but are also increasingly shaping educational contexts. While AI technologies offer new possibilities for rich learning experiences, there is growing consensus that students should not only use AI systems but also be able to understand and design them. Constructionist learning environments provide a promising foundation for this shift, enabling learners to engage hands-on with AI by constructing meaningful artifacts. One particularly suitable domain for this is Computational Creativity (CC), which focuses on

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Aprinastuti, Christiyanti. "Implementation of Computational Thinking and Ignatian Pedagogy in Geometry subject for Elementary School Pre-Service Teachers." Jurnal Basicedu 6, no. 3 (2022): 5329–37. http://dx.doi.org/10.31004/basicedu.v6i3.2177.

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This study aims to describe the implementation of Computational Thinking in the flipped classroom in the Geometry course based on Ignatian Pedagogy for prospective elementary school teachers at Sanata Dharma University. The research method used is descriptive. The research subjects were pre-service teacher Sanata Dharma University class 2017. The data collection techniques used were observation, interviews, and documentation. The data were analyzed by using qualitative analysis. This research concludes that the implementation by learning steps, namely (1) context, (2) experience, (3) action, (

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Sánchez Vera, María del Mar. "El pensamiento computacional en contextos educativos: una aproximación desde la Tecnología Educativa." Research in Education and Learning Innovation Archives, no. 23 (December 20, 2019): 24. http://dx.doi.org/10.7203/realia.23.15635.

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Recently, computational thinking has experienced a resurgence, due to the scientific and educational community has placed its focus of interest on it. However, there is a lack of consensus about what it is and how to work it. That has caused that the approach to computational thinking is addressed in different directions in educational fields. From technical approaches, the potential to be integrated in teachers´teaching strategy could be not considered; from transversal approaches, the possibilities in the field of didactics are included, but they incorporate different visions that makes it a

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Lee, Clifford H., and Elisabeth Soep. "None But Ourselves Can Free Our Minds: Critical Computational Literacy as a Pedagogy of Resistance." Equity & Excellence in Education 49, no. 4 (2016): 480–92. http://dx.doi.org/10.1080/10665684.2016.1227157.

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Kong, Siu-Cheung, Ming Lai, and Daner Sun. "Teacher development in computational thinking: Design and learning outcomes of programming concepts, practices and pedagogy." Computers & Education 151 (July 2020): 103872. http://dx.doi.org/10.1016/j.compedu.2020.103872.

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Polovina, I. P., A. P. Shestakov, V. A. Zakharova, and К. B. Egorov. "Independent assessment of the several digital skills of secondary school students: Approaches and results." Informatics and education, no. 9 (December 27, 2021): 31–39. http://dx.doi.org/10.32517/0234-0453-2021-36-9-31-39.

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The article presents and comprehends the results of an independent assessment of several digital skills of students of general education organizations. The problem of assessing digital skills is relevant the PISA international research on the quality of education, which includes the study of this competence various aspects. Digital literacy is a strategic education system direction of the Russian Federation, the Perm Region, and the city of Perm.The study provides an assessment of the digital skills of eighth graders in terms of the computational thinking and safe behaviorin a digital environm

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Hsu, Ting-Chia, Ching Chang, Lung-Hsiang Wong, and Guat Poh Aw. "Learning Performance of Different Genders’ Computational Thinking." Sustainability 14, no. 24 (2022): 16514. http://dx.doi.org/10.3390/su142416514.

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While the role of computational thinking (CT) has been widely reported in technology applications and further integrated into interdisciplinary learning, the integration of pedagogy-supported interdisciplinary activities for the empowerment of girls’ learning must not solely emphasise CT problem-solving skills. Rather, it must scaffold them with interactive learning that supports their characteristics while catering to gender equality. In this study, a gender-balanced interdisciplinary activity, integrating CT with Mandarin learning (ML), was designed for an elementary school in the Mandarin a

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Et. al., Mr V. Mainar,. "Amplification of Language Learning Intelligence through Technology: An Overview." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 11 (2021): 1556–59. http://dx.doi.org/10.17762/turcomat.v12i11.6083.

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Human life relies on the inventions of different technology. Be it a learner or teacher, both are the users of technology. The modern era or new normal days after Covid-19 has come to different dimension in doing things easier way by using these technology or Artificial Intelligence (AI). Technology converts the human effort into easier and powerful within the short time. After the pandemic, teachers are also in a position to change their style of using traditional teaching to modern pedagogy. The modern pedagogy forces the teachers to use AI more especially in language learning class than usi

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Assainova, Almagul Zh, Dariya B. Abykenova, Zhanara T. Aubakirova, Kymbatsha M. Mukhamediyeva, and Kymbat A. Kozhageldinova. "Web Technologies in the Development of Computational Thinking of Students with Mental Disabilities." International Journal of Emerging Technologies in Learning (iJET) 18, no. 11 (2023): 74–92. http://dx.doi.org/10.3991/ijet.v18i11.38653.

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Computational thinking is an important and necessary part of a modern person’s thinking. It has been proven that the development of this way of thinking in students with mental disabilities allows them to navigate quickly in the modern world, identify problems and create complex solutions. Online schooling during the COVID-19 pandemic demonstrated the possibilities of the usage of web technologies in the education of children with mental disabilities. This study aims to evaluate the impact of web technologies on the development of computational thinking of students with mental disorders. The e

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Bálint-Svella, Éva, and Iuliana Zsoldos-Marchiș. "Preservice teachers’ opinion about developing computational thinking in preschool." PedActa 12, no. 1 (2022): 7–15. http://dx.doi.org/10.24193/pedacta.12.1.2.

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"Computational thinking is important not only for the study of some disciplines, but also in everyday life. Research show that this competency should be developed starting from preschool. The research presented in this paper aimed to study Primary and Preschool Pedagogy specialization students’ opinion and experience about including technological knowledge in preschool activities, emphasizing on developing computational thinking. The results show that even if the respondents consider that the preschool activities can develop a positive attitude towards technological knowledge, they don’t consi

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Gatenby, Amanda Banks. "Developing Critical Understanding of Computing With the Raspberry Pi." International Journal of People-Oriented Programming 6, no. 2 (2017): 1–19. http://dx.doi.org/10.4018/ijpop.2017070101.

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This article describes a research project for exploring learning activities with Raspberry Pis in four school contexts in the UK. The aim of the project was to compare different learning designs, which had the shared objective of developing computational competencies, to investigate how these designs might simultaneously develop critical understanding of both the practices of Computing and students' own learning with respect to those practices. The study used a novel ‘before/after' implementation of Q methodology in combination with participant observations and reflective interviews with twent

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Gagné, Ann, Xinli Wang, and Timothy Yusun. "Building Bridges and Breaking Barriers: OER and Active Learning in Mathematics." Open/Technology in Education, Society, and Scholarship Association Journal 1, no. 1 (2021): 1–20. http://dx.doi.org/10.18357/otessaj.2021.1.1.5.

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This article will discuss how open educational resources and instructional technology are used to support student academic success and continuous faculty pedagogical development, as well as reduce barriers to access at an R1 university. This article uses case examples from two instructors from a Mathematics and Computational Sciences department who are using open educational resources and instructional technology as part of an inclusive active learning pedagogy. The first case study is from an integral calculus course and the second case study is from a discrete mathematics course. The article

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Kamranian, Somayeh. "Promoting Discussions About Diversity in the Language Classroom: Digital Storytelling as an Exploratory Case Study." Journal of Teaching and Learning 18, no. 2 (2024): 73–93. https://doi.org/10.22329/jtl.v18i2.8357.

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Digital storytelling is a narrative technique that combines audio, video and animation elements. It can be used to provide opportunities for the promotion of cultural understanding in the university language classroom. In this study, pedagogy that combines digital storytelling techniques and computational technologies are explored, as part of language studies that can allow instructors to create an intercultural experience. The outcomes of an undergraduate learning exercise have been evaluated, along with this researcher’s experience as an instructor who used digital storytelling in a French-a

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Luo, Huilin. "Data-driven Learning in Second Language Writing." International Journal of Education and Humanities 19, no. 2 (2025): 159–65. https://doi.org/10.54097/t1wp5032.

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This systematic review investigates the integration of Data-Driven Learning (DDL) in second language writing pedagogy through empirical and theoretical perspectives, analyzing pedagogical impacts, methodological constraints, and future directions. Findings demonstrate DDL’s effectiveness in improving writing accuracy, fluency, and learner autonomy through exposure to authentic linguistic corpora. Current limitations include restricted corpus accessibility, variable teacher competencies, learner adaptation barriers, and a predominance of short-term studies. Comparative analysis reveals distinct

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Dr., Nilesh Prakashrao Sulbhewar. "The Impact of Digital Humanities on Indian English Literary Studies." International Journal of Advance and Applied Research S6, no. 18 (2025): 779–81. https://doi.org/10.5281/zenodo.15266601.

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<em>The advent of Digital Humanities (DH) has significantly transformed the landscape of literary studies, particularly in the context of Indian English literature. By integrating computational tools, digitization, and online repositories, DH offers new perspectives for textual analysis, archiving, and pedagogy. This paper explores how digital humanities have reshaped Indian English literary studies by enhancing accessibility, enabling interdisciplinary research, and fostering innovative methods of literary criticism. The paper further examines key developments such as text mining, digital arc

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Liu, Xiaohong, Xiao Wang, Kexue Xu, and Xiaoyong Hu. "Effect of Reverse Engineering Pedagogy on Primary School Students’ Computational Thinking Skills in STEM Learning Activities." Journal of Intelligence 11, no. 2 (2023): 36. http://dx.doi.org/10.3390/jintelligence11020036.

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Computational thinking (CT) is important for students because it is one of the 21st century’s skills. Reverse engineering pedagogy (REP) can improve students’ CT due to its ability to develop students’ cooperativity, algorithmic thinking, creativity, and problem-solving in discipline education. Thus, this study aimed to explore the effect of REP on primary school students’ CT skills in STEM learning activities. A total of 101 fifth graders in a primary school participated in the study for one semester (16 weeks), including 51 students in the experimental group (EG) with REP, and 50 students in

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Patarakin, E. D., and M. S. Shiskov. "Transfer of agent-based modelling skills to educational practice." Vestnik of Minin University 13, no. 2 (2025): 3. https://doi.org/10.26795/2307-1281-2025-13-2-3.

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Introduction. In contemporary education, pedagogy is actively adapting to new fields of knowledge, leading to the formation of signature pedagogies for professions that require distinct thinking and competencies. The advancement of computing technology shifts the classification of educational practices from a theoretical framework to practical implementation, which is particularly significant for students in pedagogical universities. Taxonomies of educational practices today hold practical value as they enable the integration of various professional pedagogies and organizational methods develo

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Kissane, Barry. "The Scientific Calculator and School Mathematics." Southeast Asian Mathematics Education Journal 6, no. 1 (2016): 29–48. http://dx.doi.org/10.46517/seamej.v6i1.38.

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Scientific calculators are sometimes regarded as important only for obtaining numerical answers to computational questions, and thus in some countries regarded as inappropriate for school mathematics, lest they might undermine the school curriculum. This paper argues a contrary view that, firstly, numerical computation is not the principal purpose of scientific calculators in education, and secondly that calculators can play a valuable role in supporting students’ learning. Recent developments of calculators are outlined, noting that theirprincipal intention has been to make calculators easier

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