Pollak, M., Ebner, M., & Sagbauer, N. N. (2023). Practitioner Integrated Education for Vital Computational Thinking Skills. In T. Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning 2023 (pp. 593–602). Association for the Advancement of Computing in Education (AACE). http://hdl.handle.net/20.500.12708/190638
The leap from formal education to a modern work environment is often surprisingly difficult. Having young people struggle in these transitional periods while entrepreneurs and businesses strive to merge new team members is a worthy cause to investigate. The process of teacher education can not adequately cope with the intensity of technological and methodological progress. Based on expert-driven, participatory workshops in Austria, the effects and benefits of practitioner integration are evaluated. In multiple stages based on an action research methodology, the problem-solving approach of Computational Thinking (CT) was introduced to learners aged 16 to 18 (K-12) with the help of outside practitioners. This research project reveals the immense potential of expert integration in a secondary school classroom setting. The primary research question of “What consequences has practitioner integration on Computational Thinking education?” is answered...
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Research Areas:
Visual Computing and Human-Centered Technology: 100%
