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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: © 2022 |Pages: 18
ISBN13: 9781668424117|ISBN10: 1668424118|EISBN13: 9781668424124
DOI: 10.4018/978-1-6684-2411-7.ch016
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MLA

Hamilton, Eric, and Aileen M. Owens. "Computational Thinking and Participatory Teaching as Pathways to Personalized Learning." Research Anthology on Computational Thinking, Programming, and Robotics in the Classroom, edited by Information Resources Management Association, IGI Global, 2022, pp. 326-343. https://doi.org/10.4018/978-1-6684-2411-7.ch016

APA

Hamilton, E. & Owens, A. M. (2022). Computational Thinking and Participatory Teaching as Pathways to Personalized Learning. In I. Management Association (Ed.), Research Anthology on Computational Thinking, Programming, and Robotics in the Classroom (pp. 326-343). IGI Global. https://doi.org/10.4018/978-1-6684-2411-7.ch016

Chicago

Hamilton, Eric, and Aileen M. Owens. "Computational Thinking and Participatory Teaching as Pathways to Personalized Learning." In Research Anthology on Computational Thinking, Programming, and Robotics in the Classroom, edited by Information Resources Management Association, 326-343. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-6684-2411-7.ch016

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Abstract

The technological revolution has opened important new avenues for re-thinking and improving educational practice. In this chapter, the authors define and explore the convergence of three such avenues: computational thinking, participatory teaching, and personalized learning. The chapter extends current definitions of personalized learning, but first outlines historical trends and deficiencies associated with what can be referred to as earlier factory or assembly line approaches prevalent in education. The chapter then defines and discusses the constructs of participatory teaching as one approach to personalized learning, an approach by which students take on roles of co-teaching, co-designing lessons, or co-designing and co-managing the curriculum with adult teachers. The chapter furnishes several examples that blend participatory teaching and computational thinking.

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