Teacher education, students’ autonomy and digital technologies: A case study about programming with Scratch

 
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Journal part (EN)
Article (EN)
2021 (EN)
Teacher education, students’ autonomy and digital technologies: A case study about programming with Scratch (EN)
JOFFREDO-LE BRUN, SOPHIE
GUEUDET, GHISLAINE
How can future mathematics teachers be trained to combine the use of digital technologies with student autonomy? Referring to the documentational approach to didactics, we have designed and implemented an initial training course based on collective documentation work. Here we analyze the work of a team of trainees who designed a session on programming with Scratch, in terms of the potential of the lesson designed for the use of Scratch and student autonomy, and the professional knowledge mobilised. The analysis of this case highlights possibilities and limitations of such a training. (EN)
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Digital technology, documentation work, programming, students’ autonomy, teacher education (EN)
University of Patras
Pasithee - e-publishing platform/service for Open Access journals
Άρθρα
Review of Science, Mathematics and ICT Education
English
2021-06-24
10.26220/rev.3575
https://pasithee.library.upatras.gr/review/article/view/3575
Urray (EN)
1792-3999
1791-261X
Review of Science, Mathematics and ICT Education; Τόμ. 15, Αρ. 1 (2021); 5-24 (EL)
Review of Science, Mathematics and ICT Education; Τόμ. 15, Αρ. 1 (2021); 5-24 (EN)
Copyright (c) 2021 Review of Science, Mathematics and ICT Education (EL)



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