LEARNING TO PROGRAM IN THE CLASSROOM: A CASE STUDY WITH TEACHERS IN A COURSE OF A MASTER'S DEGREE

Nowadays it is easy to see that there are several tasks that a teacher has to play in the classroom. Learn and know how to work with a new tool-related programming, can help the teacher to create other dynamics while it can and should be seen as another challenge to be overcome. There are available a series of visual programming tools that helps to understand some basic concepts of programming, being one of these tools Scratch. Scratch has the possibility to have a tangible size which allows among other things, to create, using electronics or not, new interfaces to communicate with the computer. It is important that the teacher understands the role that these tools can have on the activities it develops but otherwise it is necessary to create facilitating and motivating conditions, that the teacher can learn and achieve those moments in the classroom so they can develop programming related activities and so on.

Learn and know these tools and the potential that they may have to use is then a challenge for teachers who are currently working with the first levels of education. It is also important to note that these are a set of free tools and low cost electronic parts and it is is another opportunity to broaden the knowledge sharing spaces.

In addition to highlighting some of the digital tools and tangible tools that are available, it is also intended to show with this document the result of experience and challenge that was conducted under a course for a Masters degree with a group of teachers that works with pre-school students, others in a primary school and other in secondary school.