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Computational Thinking and Participatory Teaching as Pathways to Personalized Learning

Computational Thinking and Participatory Teaching as Pathways to Personalized Learning

Eric Hamilton, Aileen M. Owens
Copyright: © 2018 |Pages: 17
ISBN13: 9781522539407|ISBN10: 1522539409|EISBN13: 9781522539414
DOI: 10.4018/978-1-5225-3940-7.ch010
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MLA

Hamilton, Eric, and Aileen M. Owens. "Computational Thinking and Participatory Teaching as Pathways to Personalized Learning." Digital Technologies and Instructional Design for Personalized Learning, edited by Robert Zheng, IGI Global, 2018, pp. 212-228. https://doi.org/10.4018/978-1-5225-3940-7.ch010

APA

Hamilton, E. & Owens, A. M. (2018). Computational Thinking and Participatory Teaching as Pathways to Personalized Learning. In R. Zheng (Ed.), Digital Technologies and Instructional Design for Personalized Learning (pp. 212-228). IGI Global. https://doi.org/10.4018/978-1-5225-3940-7.ch010

Chicago

Hamilton, Eric, and Aileen M. Owens. "Computational Thinking and Participatory Teaching as Pathways to Personalized Learning." In Digital Technologies and Instructional Design for Personalized Learning, edited by Robert Zheng, 212-228. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-3940-7.ch010

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Abstract

This chapter discusses personalized learning by briefly outlining historical trends and deficiencies associated with what can be referred to as production style or assembly line approaches to education before contrasting personalized learning definitions. The chapter extends those definitions. It discusses participatory teaching as a personalized learning strategy by which students take on roles of co-teaching, co-designing lessons, or co-designing curriculum with adult teachers. One participatory teaching example involves an international group of students who help one another learn science and mathematics through shared video production. This example involves a US school involved in a larger districtwide effort comprehensively designed to involve each student. Organized around computational thinking, multidisciplinary innovation, arts integration, and collaborative problem-solving, the district may be viewed as a case study in implementing personalized learning. The chapter furnishes several examples that blend participatory teaching and computational thinking.

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