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http://hdl.handle.net/10609/105546
Title: Connecting moments of creativity, computational thinking, collaboration and new media literacy skills
Author: Tsortanidou, Xanthippi
Daradoumis Haralabus, Atanasi  
Barberà Gregori, Elena  
Others: Universitat Oberta de Catalunya (UOC)
Keywords: Collaboration
Creativity
Computational thinking
Imagination
Information-rich
New media skills
Issue Date: 11-Nov-2019
Publisher: Information and Learning Science
Citation: Tsortanidou, X., Daradoumis, T. & Barberà, E. (2019). Connecting moments of creativity, computational thinking, collaboration and new media literacy skills. Information and Learning Science, 120(11-12), 704-722. doi: 10.1108/ILS-05-2019-0042
Also see: https://www.emerald.com/insight/content/doi/10.1108/ILS-05-2019-0042/full/html
Abstract: This paper aims to present a novel pedagogical model that aims at bridging creativity with computational thinking (CT) and new media literacy skills at low-technology, information-rich learning environments. As creativity, problem solving and collaboration are among the targeted skills in twenty-first century, this model promotes the acquisition of these skills towards a holistic development of students in primary and secondary school settings. In this direction, teaching students to think like a computer scientist, an economist, a physicist or an artist can be achieved through CT practices, as well as media arts practices. The interface between these practices is imagination, a fundamental concept in the model. Imaginative teaching methods, computer science unplugged approach and low-technology prototyping method are used to develop creativity, CT, collaboration and new media literacy skills in students. Furthermore, cognitive, emotional, physical and social abilities are fostered. Principles and guidelines for the implementation of the model in classrooms are provided by following the design thinking process as a methodological tool, and a real example implemented in a primary school classroom is described. The added value of this paper is that it proposes a pedagogical model that can serve as a pool of pedagogical approaches implemented in various disciplines and grades, as CT curriculum frameworks for K-6 are still in their infancy. Further research is needed to define the point at which unplugged approach should be replaced or even combined with plugged-in approach and how this proposed model can be enriched.
Language: English
URI: http://hdl.handle.net/10609/105546
ISSN: 2398-5348MIAR
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