Publicación: Sensors, programming and devices in art education sessions. One case in the context of primary education
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2016-10-10
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Atribución-NoComercial-SinDerivadas 4.0 Internacional
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Routledge. Taylor & Francis Group
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La integración pedagógica de la computación en contextos educativos se considera un elemento de interés desde que aparecieron las aportaciones del trabajo de Seymour Papert y el concepto de pensamiento computacional aportado por Wing. Su integración en educación artística puede dar lugar al diseño de actividades relevantes a través de Scratch combinado con dispositivos. El principal objetivo es evaluar la integración del pensamiento computacional en educación artística, haciendo uso de diversos recursos tecnológicos, tarjetas de sensores y miniordenadores, con un planteamiento pedagógico centrado en el alumno. Valorando los resultados de un grupo de control de 35 alumnos y un grupo experimental de 109 estudiantes en 4 colegios diferentes, se ha utilizado la prueba de rangos U de Mann-Whitney para las muestras independientes valorando las escalas ‘aprendizaje activo’, ‘conceptos computacionales’ y ‘diversión’. Aplicando una triangulación de datos y coherentemente con la Investigación Basada en el Diseño, los resultados de entrevistas y grupos de discusión refuerzan los resultados obtenidos en el mencionado test, aportando validez al estudio. Se destacan ventajas en el interés del alumno, su motivación y su compromiso en el desarrollo de tareas planteadas con tecnologías y programación en educación artística, particularmente en sesiones de música. El manejo de dispositivos, sensores y la Raspberry Pi aportan un factor de compromiso y entusiasmo por parte de los alumnos participantes con mejoras estadísticamente significativas. El trabajo con programación y dispositivos aporta una ventaja adicional en el desarrollo del pensamiento computacional y la competencia digital. De entre los resultados, destaca el incremento de la competencia artística vinculada a la capacidad de crear música a partir de las actividades y recursos tecnológicos descritos en la intervención.
The pedagogical integration of computing is interesting in educa- tional contexts based on the contributions of Seymour Papert and Wing’s concept of computational thinking. Integrating arts in education can lead to the design of activities using Scratch combined with devices. The main goal is to evaluate the integration of computational thinking in art education making use of technological resources, sensor cards and minicomputers, with a student-centred pedagogical approach. This research assesses the results of a control group of 35 students and an experimental group of 109 students in four different schools, using Mann-Whitney’s U-test for independent samples assessing ‘Active Learning’, ‘computational concepts’ and ‘fun’ scales. Applying data triangulation, and consistent with design-based research, the results of interviews and focus groups reinforced the results obtained in the aforementioned test, providing validity to the study. There are advantages regarding student interest, motivation and commitment related to program- ming technologies in art and education, particularly pedagogical sessions with music. Handling devices, sensors and Raspberry Pi provides participating students with a factor of commitment and enthusiasm, with significant improvements. Working with coding and devices brings an additional advan- tage in the development of computational thinking and digital competence. The results show an increase in creativity and artistic competence related to the ability to create music from the activities and technological resources described in the technological intervention.
The pedagogical integration of computing is interesting in educa- tional contexts based on the contributions of Seymour Papert and Wing’s concept of computational thinking. Integrating arts in education can lead to the design of activities using Scratch combined with devices. The main goal is to evaluate the integration of computational thinking in art education making use of technological resources, sensor cards and minicomputers, with a student-centred pedagogical approach. This research assesses the results of a control group of 35 students and an experimental group of 109 students in four different schools, using Mann-Whitney’s U-test for independent samples assessing ‘Active Learning’, ‘computational concepts’ and ‘fun’ scales. Applying data triangulation, and consistent with design-based research, the results of interviews and focus groups reinforced the results obtained in the aforementioned test, providing validity to the study. There are advantages regarding student interest, motivation and commitment related to program- ming technologies in art and education, particularly pedagogical sessions with music. Handling devices, sensors and Raspberry Pi provides participating students with a factor of commitment and enthusiasm, with significant improvements. Working with coding and devices brings an additional advan- tage in the development of computational thinking and digital competence. The results show an increase in creativity and artistic competence related to the ability to create music from the activities and technological resources described in the technological intervention.
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cuestiones pedagógicas, educación primaria, entorno de aprendizaje interactivo, pensamiento computacional, programación, computational thinking, interactive learning environment, pedagogical issues, primary education, programming
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Centro
Facultad de Educación
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Didáctica, Organización Escolar y Didácticas Especiales