Abstract
Computational thinking is increasingly recognized as a foundational skill for the 21st century, akin to reading, writing, and arithmetic, due to its profound impact on problem-solving and analytical skills across various disciplines. In education, embedding computational thinking into the curriculum equips students with the critical thinking and problem-solving skills necessary to navigate and innovate in a rapidly evolving digital world, fostering a generation that is adept at using technology and understanding and shaping it. Despite its growing importance on a global scale, the implementation of computational thinking within the educational domains of primary and secondary schools in the municipality of Pasto, Colombia, remains in its nascent stages. This research presents a comprehensive diagnosis of the initial perceptions and understanding of computational thinking among 407 educators in Pasto. Our findings underscore the pressing need for targeted training programs in computational thinking, which align with international educational standards and cater to the unique context of local schools. By highlighting specific areas of interest and potential application in real-world scenarios, this paper paves the way for more effective integration of computational thinking into the local educational curriculum, thereby enriching students’ learning experiences in Pasto.
Presenters
Jesus InsuastiProfessor, Systems Engineering Department, University of Nariño, Nariño, Colombia Alexander Baron Salazar
Decano, Facultad de Ingeniería, Universidad de Nariño, Nariño, Colombia Edwin Giovanni Insuasty Portilla
Professor, Mathematics, Universidad de Nariño, Nariño, Colombia
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Science, Mathematics and Technology Learning
KEYWORDS
Computational Thinking, Teachers, Perception, Diagnosis
