In recent years, Computational Thinking (CT) has been claimed to be a powerful way for competencies and skill development for students at any stage. Programming has been the main tool for CT development; nevertheless, several issues associated with learning and teaching programming exist and have been widely described. In this study, we designed and tested in a qualitative way a set of active pedagogical strategies to implement an alternative way to immerse university students in the learning process of CT development. Such strategies were designed and analyzed under the socio-cultural vision of learning, in which individuals interact in communities to build significant knowledge. Results showed that our curriculum design engaged students in the active use of five key skills related to CT, which could be used as the base ground for further programming learning and high-level CT skills development. Additionally, data indicates that students were involved in reflective processes of learning, as well as in the development of key competencies such as teamwork, communication skills and creativity. Theoretical characteristics of the socio-cultural vision of education are subsequentially used to explain and discussed the scope and limitations of the implementation described herein.
Online professional development programs for teachers are much discussed. Teachers are obliged to continuously renew their skills in teaching methodology to keep pace with changing demands in society. Providing flexibility in time and space and opportunities for interaction, online courses are expected to facilitate teachers’ professional development in general. Informed by a single-case study design,we explore in-service teachers’ perceptions of a professional development program organized as a small private online course (SPOC), the Massive Open Online Course (MOOC) in Mathematics Education. We compared teachers who joined the course individually from their schools with teachers collectively participating from their own schools. We conclude that the teachers who participated as a group from distinct schools appear to be more actively involved in offline activities that enhance professional development than their individually participating counterparts. Finally, we provide some implications for further research.
2-2020, Volume 15
Nordic Journal of Digital Literacy (NJDL) is aimed at researchers, school authorities, school leaders in primary and secondary schools, teachers in primary and secondary education, at colleges and universities, and others concerned with education and ICT.
The journal contains peer-reviewed articles and book reviews. Through dissemination of national and international research, the journal contributes to the debate on education policy. The journal aims at creating a platform for the critical analysis of digital literacy and competence, and the use of ICT in educational context. Moreover, the aim is to stimulate dialogue between different participants in the field. Upon reception, the editor evaluates all submissions. After editor screening, approved contributions are sent to at least two anonymous international reviewers.
Nordic Journal of Digital Literacy has a focus on articles that deal thematically with digital literacy and the use of ICT in educational settings. Papers can among others be targeted on the following themes:
ICT use and innovation in education
Theoretical, methodological and practical challenges around the use of ICT in education
ICT in subjects (didactic context)
Evaluation and development
Learners’ work and learners’ ICT skills
Teachers, teacher education and classroom management
Greta Björk Gudmundsdottir
Kjetil L. Høydal
Cathrine E. Tømte
Fredrik Mørk Røkenes
Ove Edvard Hatlevik
Lise Øen Jones
Birgitte Holm Sørensen
Design: Type It AS
Typeset: Bøk Oslo AS
ISSN online: 1891-943X
The journal is published in collaboration with University of Bergen
© Scandinavian University Press / Universitetsforlaget 2020