Este libro pretende demostrar que es factible a partir de narrativas naturales (lenguaje materno), apoyar a los lectores para que puedan ejercer el pensamiento computacional. El cual supone el desarrollo del pensamiento crítico, reflexivo, heurístico, recurrente, abstracto, tecnológico, recursivo, informático, humanista, matemático, entre otros, en la solución de problemas de la vida real. Ubica al estudiante en un medio ambiente tecnologizado que integra distintas áreas del conocimiento (pedagogía, mecánica, electricidad, electrónica, informática, inteligencia artificial, geometría, matemáticas, física, entre otras), con el objetivo de construir, integrar y poner en práctica las habilidades universales de base que cualquier persona puede y debe aprender: programación, robótica y pensamiento computacional. Consta de tres fases. La primera, dimensión tecnopedagógica, permite crear un puente entre la pedagogia y la tecnología con el objetivo de facilitar la construcción de un dispositivo robótico, desarrollando didácticamente , las principales habilidades de pensamiento computacional y de programación informática. La segunda, dimensión pedagógica, armoniza la construcción de conocimiento, habilidades y competencias, sustentadas en teorías pedagógicas apropiadas que despliegan situaciones didácticas que resultan afines con la integración de tecnologías accesibles. La tercera fase, se construye, se programa, y se simula un prototipo de elevador-robot. Esta fase, vuelve factible y práctica la escritura de un programa informático.

En Narrativa digital. Experiencias y Propuestas, se presenta el trabajo de profesores e investigadores respecto a una temática que tiene una fuerte presencia en diversos ámbitos de la sociedad actual y en el que la educación se encuentra directamente inmersa: la narración, y en particular, la narración digital. Así, la narrativa digital se aborda desde diversas perspectivas, todas ellas enfocadas a aplicaciones muy concretas y detalladas, con la finalidad de compartir experiencias, reflexiones y propuestas.

Learn what a flipped classroom is and why it works, and get the information you need to flip a classroom. You’ll also learn the flipped mastery model, where students learn at their own pace, furthering opportunities for personalized education. This simple concept is easily replicable in any classroom, doesn’t cost much to implement, and helps foster self-directed learning. Once you flip, you won’t want to go back!

The Fifth Edition of the Handbook of Research on Teachingis an essential resource for students and scholars dedicated to the study of teaching and learning. This volume offers a vast array of topics ranging from the history of teaching to technological and literacy issues. In each authoritative chapter, the authors summarize the state of the field while providing conceptual overviews of critical topics related to research on teaching. Each of the volume's 23 chapters is a canonical piece that will serve as a reference tool for the field. The Handbook provides readers with an unaparalleled view of the current state of research on teaching across its multiple facets and related fields.

First published in 1982, this influential and classic text poses two questions: what is it that a child learns when he or she learns to write? What can we learn about children, society and ourselves, by looking at this process? The book is based on a close analysis of a series of written texts by primary school children and is written for student teachers with little or no knowledge of linguistics. In this new edition, Gunther Kress has made extensive revisions in the light of recent developments in linguistics and in education. The theoretical focus is now a social semiotic one, which allows a fundamental rethinking of issues such as 'preliteracy' and broad social and cultural questions around the making of texts.

First Published in 2000. Routledge is an imprint of Taylor & Francis, an informa company.

This book presents the outcomes of four years of educational research in the EU-supported project called ROLE (Responsive Online Learning Environments). ROLE technology is centered around the concept of self-regulated learning that creates responsible learners, who are capable of critical thinking and able to plan their own learning processes. ROLE allows learners to independently search for appropriate learning resources and then reflect on their own learning process and progress. To accomplish this, ROLE ́s main objective is to support the development of open personal learning environments (PLE's). ROLE provides a framework consisting of “enabler spaces” on the one hand and tools, content, and services on the other. Utilizing this framework, learners are invited to create their own controlled and preferred learning environments to trigger and motivate self-regulated learning. Authors of this book are researchers, developers and teachers who have worked in the ROLE project and belong to the ROLE partner consortium consisting of 16 internationally renowned research institutions, including those from 6 EU countries and China. Chapters include numerous practical tutorials to guide the reader in creating innovative and useful learning widgets and present the best practices for the development of PLE's.