Alfabetización y pensamiento computacional en docentes

Un estudio descriptivo

Autores/as

Palabras clave:

Pensamiento computacional, Alfabetización digital, Computación, Didáctica digital, Programación

Resumen

La preocupación por la alfabetización digital es una realidad tangible en las aulas. Este estudio tuvo por objetivo principal determinar el nivel didáctico del profesorado español en programación básica y computación, así como la relevancia que se otorga a esta área en el currículo en Educación Infantil, Primaria y Secundaria Obligatoria. A través de una metodología descriptiva, sobre una población de 103 profesores/as, se expresan los resultados de la aplicación de una serie de preguntas de respuesta muy breve, acordes a la temática computacional, en una distribución por etapas educativas, rangos de edad, sexo y formación. Se concluye, principalmente, una gran aceptación de la propuesta como elemento curricular importante del pensamiento computacional en Educación Básica, el inicio de la alfabetización digital desde la etapa de educación infantil en adelante, la escasa formación del profesorado en computación y didáctica digital en la muestra seleccionada y la afirmación positiva de adquirir formación e implicarse en el liderazgo de proyectos en esta área de conocimiento.

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Citas

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Publicado

2022-07-29

Cómo citar

Sotelo Martín, J. A. (2022). Alfabetización y pensamiento computacional en docentes: Un estudio descriptivo. Revista Prisma Social, (38), 137–157. Recuperado a partir de https://revistaprismasocial.es/article/view/4781