1 Research Centre on Education (CIEd), University of Minho (PORTUGAL)
2 ESEViseu - School of Education; Research Centre on Education (CIEd), University of Minho (PORTUGAL)
3 Research Centre on Education (CIEd), University of Minho; ISCTE-University Institute of Lisbon, CIS (PORTUGAL)
About this paper:
Appears in: ICERI2019 Proceedings
Publication year: 2019
Pages: 742-749
ISBN: 978-84-09-14755-7
ISSN: 2340-1095
doi: 10.21125/iceri.2019.0232
Conference name: 12th annual International Conference of Education, Research and Innovation
Dates: 11-13 November, 2019
Location: Seville, Spain
Today's children are growing up in a complex technological reality, which, in turn, is pushing for the integration of digital technologies in educational contexts. Hence, it becomes necessary to explore how more recent educational approaches to technology can be inclusively integrated into education. Among these innovative approaches are the integration of computational thinking, programming and robotics both in preschool and basic education. Considering the referential of key competences for the current 21th century [1], early training in these areas will contribute to the development of transversal competences [2]. Thus, it is crucial to provide education professionals with the skills and resources for an adequate development of programming and robotics activities in educational contexts. In this paper we present a training action developed within the scope of the project "KML II - Laboratory of technologies and learning of programming and robotics for preschool and primary school".

This training action aims to work with early education professionals towards the development of activities with children, using the tools foreseen in this research project. From the work done during the course, trainees should develop an activity plan using programming and robotics technologies, to be implemented in their respective educational contexts. Within this action, trainees are expected to: reflect on the concept of computational thinking and its development in preschool and basic education [3], [4]; collaboratively develop competencies associated with digital literacy and the use of robots and programming languages developed for children [5]; know programming and robotics resources that can be used in preschool and basic education; learn programming basics through applications such as ScratchJr, or others that can support learning development; plan activities according to the curricular contents of the respective level of education, using programming and robotics. Implemented through b-learning, this initiative will also enable educators and teachers to explore and develop distance learning and collaboration skills as well as the use of various support tools and work time management in synchronous and asynchronous sessions.

This training is one of the first actions through which KML II project plans to study how to integrate programming and robotics in preschool and basic education, transversally to all areas of knowledge. Within this project, case studies will be carried out at a Portuguese national wide level.

This work has two main objectives:
a) to propose a training framework for curricular units of technology, in the courses for teacher training in higher education and for in-service training;
b) to design a profile of childhood educator and primary school teacher as mediator in the integration of programming and robotics learning in their educational contexts.
Computational thinking, programming, robotics, early education, basic education.