Pensamiento Computacional y Educación en una Sociedad Globalizada

Abstract

Education requires changes to strengthen the education of learners; some of these changes are being driven by technological progress, particularly with the development of computational thinking. This kind of thinking enhances essential skills for engaging in a globalized society, solving problems, nurturing creativity, and preparing for the challenges of the 21st century. Furthermore, it promotes communication and teamwork. The development of computational thinking finds support in Science, Technology, Engineering, Arts, and Mathematics (STEAM), the standards of the International Society for Technology in Education (ISTE), digital learning ecosystems, and active pedagogies. These elements drive the education of learners, equipping them to be adept citizens in a Society 5.0. While originating in Japan, this concept has transcended borders and is recognized as a fundamental pillar for social development. Its influence is already evident in countries like Colombia, where its impact on artificial intelligence and consistent technological advancements can be seen. In the realm of secondary education, a crucial issue arises concerning the development of computational thinking and the lack of a digital learning ecosystem that enables and promotes it. Despite computational thinking being integrated into the curriculum, its development encounters obstacles. This limitation is partly due to the inadequate alignment of pedagogical and technological contexts in academic institutions to foster innovative approaches. The absence of stimulating educational contexts restricts the ability to nurture creativity in this domain, creating an imbalance in education. Hence, the following research question is posed: How can computational thinking be developed through a digital learning ecosystem, in accordance with the computational thinking standard proposed by ISTE? From this point, the present research delves into the panorama, employing a framework concentrating on vital areas: computational thinking, STEAM

xiii competencies, digital ecosystems, active pedagogies, and Society 5.0. In this context, the research opts for the Instructional Design-Based Research (IBD) methodology, which is grounded in a mixed approach that amalgamates various perspectives. Each specific objective of this research is linked to different phases of the IBD methodology: analysis and exploration, design and construction, evaluation, and reflection. The analysis and exploration phase yielded a deep understanding of the pedagogical and technological context of an academic institution in Bogotá. Through an analysis of the technology curriculum and observation of how educators incorporate ISTE-established competencies into their classroom practices, a reflection on the educational and technological environment was carried out. Simultaneously, investments in educational technology were examined in relation to ISTE standards. In parallel, a diagnosis of the development of computational thinking in seventh grade was conducted using a specific computational thinking test, a well-tested and recognized concept in the academic field, encompassing key concepts such as directions, loops, functions, and conditionals. This articulated analysis allowed for a precise and comprehensive diagnosis of the state of computational thinking there. The preceding analyses and diagnoses have led to the identification of essential elements for creating a digital ecosystem that promotes the development of computational thinking, focused on the computational thinking standard established by ISTE. This information has proved crucial for addressing the design of drafts of this environment, while also seeking ways to integrate gamification into its creation process. This perspective has allowed for the graphical representation of a functional and interactive ecosystem that encompasses not only learning spaces but also areas dedicated to the circulation of new academic experiences and activity management.

xiv In this regard, the selection of four categories of evaluators has been undertaken: students, teachers, external engineers, and pedagogues. Their role has been to analyze and provide opinions regarding different aspects of the ecosystem's design and presentation, including pedagogy, digital content, collaboration and teamwork, monitoring, and security. The issued observations have been positive, reaching a 90.8% approval rate. However, special attention has been paid to the remaining percentage of disapproval, subjecting it to analysis to gain a comprehensive understanding and, concurrently, identify opportunities to optimize the ecosystem's functionality. Additionally, alternatives have been proposed to facilitate the ecosystem's evolution in line with society's changing needs. As a result of this research, a model for analyzing technological and curricular environments has been identified. This model is guided by a methodology that emphasizes creativity and innovation in the educational realm. Furthermore, the construction of a digital learning ecosystem has been achieved, intended to promote the development of computational thinking in seventh-grade students. Ultimately, it is concluded that the analysis of the curricular and technological context underscores the need to update pedagogical approaches in the technology context, in order to effectively integrate computational thinking supported by ISTE and the STEAM approach. This involves adapting the educational technological environment to encourage recurring student engagement and close collaboration with teachers and technological experts in designing contextualized solutions. Collaboration among evaluators (students, teachers, technology experts) optimizes the design and implementation of digital ecosystems, propelling computational thinking and laying the foundation for flexible education in an ever-evolving environment. The choice of an educational methodology in instructional design enriches the creation of digital ecosystems by

xv combining content, pedagogical, and technological knowledge, enhancing the quality of the final results. Ultimately, this research emphasizes the crucial importance of integrating computational thinking into education and provides a model for analyzing curricular and technological contexts, demonstrating the successful conception, construction, and evaluation of adaptable and efficient digital learning environments capable of responding to changing educational demands.