Computational Thinking in pre-university Blended Learning classrooms

Abstract

This article describes the implementation of various core elements of Computational Thinking in the classrooms of schools of Latin America and USA in two specific courses: PC-01 and ECE130. These courses were designed for students of primary and secondary education, as well as for students of high school as part of a dual enrollment program with a local university. Both courses introduce the core "concepts" and "processes" of Computational Thinking aided by the Scratch and Alice visual programming environments. The courses are designed to be facilitated by the classroom teacher with the support of a learning platform. This platform is supported by Moodle and it is configured to provide innovative pedagogical strategies based on emerging educational technologies. The first part of the article includes a comprehensive reflection on the concepts integrated under the term 'Computational Thinking.' This is followed by a discussion on the potential benefits of using a virtual learning environment in order to incorporate Computational Thinking in the classroom. The article includes a detailed description of syllabi and assessments (tests and peer to peer projects) of both courses, and it concludes with a comprehensive description of the impact of these courses on the educational institutions, teachers and students, of the Dominican Republic and USA, where the courses were implemented.