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Computing

Yasemin Allsop
Zu finden in: Teaching with Tablets, 2015 local secure 
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This chapter discusses the relevant pedagogical approaches and assessment opportunities when teaching computer science with tablets, and illustrates these with case studies from a primary classroom. We then look at activity ideas across year groups linked to the National Curriculum programmes of study and provide useful resources that will support teachers to further their knowledge and understanding in this area.
Mobile devices provide many opportunities for teaching computer science concepts, from problem-solving activities using puzzle-like apps to writing programs to achieve specific goals using visual programming apps. Learning computational logic on tablets that can be carried around means instant gratification for students, as they can share their programs with their friends, check for errors, and receive immediate feedback on their work. We will look at apps that will help students to understand computer science terminologies and concepts such as ‘algorithm’, ‘procedures’, ‘variable’, ‘sequences’, ‘loops’, ‘decomposition’ and ‘conditionals’, and we will suggest the use of ‘unplugged’ activities away from the computer where appropriate. Additionally, we will explore children’s problem-solving activities on tablets as a context for them to actively construct knowledge through experiment and discovery. Based on a constructionist learning approach, this constant and continual ‘problem-solving’ process also enables children to develop knowledge about their learning as they exercise the planning, decision-making, organising, testing and evaluating skills that are fundamental to metacognitive awareness (Fisher, 2005; Schraw et al., 2006; Sternberg, 1998). Alongside this, we are aware that selecting suitable apps and designing appropriate activities to support learners to develop specific skills, and achieve desired learning outcomes, is a vital but a difficult task. We will therefore share activity ideas for some of the apps we discuss, to be used across the year groups, with examples.
Von Yasemin Allsop im Buch Teaching with Tablets (2015) im Text Computing

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Personen
KB IB clear
John Dewey, Idit Harel, Yasmin B. Kafai, Seymour Papert, Jean Piaget, Lew Semjonowitsch Vygotsky, Jeannette M. Wing

Begriffe
KB IB clear
Algorithmusalgorithm, computational thinkingcomputational thinking, Informatikcomputer science, iPad, Kinderchildren, Konstruktionismusconstructionism, LehrerInteacher, Lernenlearning, LOGO (Programmiersprache)LOGO (programming language), Programmierenprogramming, Schuleschool, TabletTablet, Tablets in educationTablets in education
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Bücher
Jahr  Umschlag Titel Abrufe IBOBKBLB
Experience And Education (John Dewey) 28000
1930Mind in Society (Lew Semjonowitsch Vygotsky) 8, 7, 11, 14, 5, 12, 11, 5, 5, 7, 6, 1014818101698
1937  Der Aufbau der Wirklichkeit beim Kinde (Jean Piaget) 8, 5, 10, 7, 4, 7, 8, 3, 3, 5, 1, 1241391210907
1990Constructionism (Idit Harel, Seymour Papert) 6, 9, 10, 7, 6, 9, 16, 4, 5, 5, 2, 61004061102
1995 local secure web Minds in Play (Yasmin B. Kafai) 3, 1, 6, 3, 3, 7, 10, 2, 4, 6, 2, 723327224
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Texte
Jahr  Umschlag Titel Abrufe IBOBKBLB
1930 local secure web Interaction between Learning and Development (Lew Semjonowitsch Vygotsky) 4200
1990 local secure web Situating Constructionism (Seymour Papert, Idit Harel) 4, 3, 3, 4, 1, 8, 6, 3, 4, 4, 2, 538115634
2006 local secure web Computational Thinking (Jeannette M. Wing) 6, 5, 10, 9, 9, 6, 30, 4, 3, 7, 8, 16832116657

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