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Trabajo fin de máster. Defendido en 2021. Máster en Tecnologías de la Información y la Comunicación para la Educación y Aprendizaje Digital. Actualmente estamos presenciando una de las mayores transformaciones sociales de la Historia que está caracterizada por el exponencial protagonismo de la tecnología en nuestras vidas. Esta nueva sociedad, marcada por la complejidad, incertidumbre y cambio constante, hace que la educación tradicional centrada en los contenidos ya no sea garantía de éxito futuro. El fomento en los estudiantes de habilidades del Siglo XXI (UNESCO, 2015) entre las que destacan el Pensamiento Computacional, la resolución de problemas, el trabajo colaborativo, la competencia digital, el aprender a aprender, el pensamiento crítico o la creatividad, entre otras, cobra especial importancia para capacitar a los estudiantes en su adaptación a esta nueva sociedad cambiante. Esta propuesta de innovación educativa se ha diseñado con el objetivo principal de contribuir a fomentar el pensamiento computacional en los alumnos de Tecnología de 1º ESO. Para ello, se plantea crear con Scratch una caja de herramientas colaborativa, hecha por todos y para todos, que permita profundizar y asimilar los contenidos de la unidad didáctica de electricidad empleando la metodología de Aprendizaje Basado en Proyectos y trabajando de forma autónoma. De esta manera, se ha diseñado una secuencia didáctica de actividades utilizando metodologías activas para motivar al estudiante, convertirle en protagonista de su aprendizaje, para que aprenda electricidad mientras aprende a programar, trabajando en equipo y desarrollando habilidades del siglo XXI. Por último, se ha diseñado una serie de herramientas de evaluación de la propuesta con el fin de validar la idoneidad de los objetivos planteados y proponer estrategias de mejora para su futura implementación en el aula. Abstract: We are currently witnessing one of the greatest social transformations in history, characterised by the exponential protagonism of technology in our lives. This new society, marked by complexity, uncertainty and constant change, means that traditional education focused on content is no longer a guarantee of future success. The fostering of 21st century skills in students (UNESCO, 2015), with Computational Thinking, problem-solving, collaborative work, digital competence, learning to learn, critical thinking and creativity, among others, are particularly crucial to enable students to adapt to this new changing society. This educational innovation proposal has been designed with the main objective of contributing to fostering computational thinking in 1st ESO Technology students. To this end, a collaborative toolbox is proposed to be created with Scratch, made by all and for all, which allows them to deepen and assimilate the contents of the teaching unit of electricity using the Project-Based Learning methodology whilst working autonomously. Thus, a didactic sequence of activities has been designed using active methodologies to motivate students, making them the protagonist of their own learning process and, in addition to learning electricity while learning to program, functioning as a team and developing 21st century skills. Finally, a series of tools have been designed to evaluate the proposal in order to validate the suitability of the established targets and to propose strategies for improving future implementation in the classroom. Ordenador con navegador de Internet ; Adobe Acrobat Reader 129 p. (Según el contador de la aplicación)

Cataloged from PDF version of article. The study investigated the attitudes of the instructors of English currently working at Karadeniz Technical University School of Foreign Languages Department of Basic English towards project work as an alternative assessment and as an instructional approach and their knowledge about project work. In this study administrators’ views on implementation of project work in the program is also investigated. Data were collected through interviews and questionnaires. First the instructors were given a questionnaire. Second interviews conducted both with administrators and volunteer instructors. The results of data analysis revealed that both instructors and administrators working for Karadeniz Technical University School of Foreign Languages Department of Basic English have positive attitudes towards project work as an alternative assessment and as an instructional tool. Most of the instructors found using project assessments more satisfying and acceptable than using traditional pencil-paper tests such as multiple-choice or short answer tests. However, the analysis interviews revealed that some of the instructors have difficulties in implementing projects in their classroom. The results of the interviews conducted with administrators also revealed that there is a need for in-service training for instructors in respect to use of projects. Moreover, the results of this study suggest that participants have some concerns about current implementation of project work at KTU and a variety of suggestions for possible improvements. This study suggests that if the instructors are given enough training about use of projects, the benefits of project work may be maximized in the curriculum. Gökçen, Ramazan Alparslan M.A.