Technology-Enhanced Learning (TEL) tools to improve computational thinking skills

The common and easy access to technological devices has led to the rapid inclusion of technology into the learning process. The development of technical skills, as well as the increasing confidence in computer attitudes, seems to be obvious. We therefore propose to go beyond and advocate the use of TEL to provide specific leadership, multi-tasking and other organizational skills, known as computational thinking, as precisely the main contributions provided by TEL. To support this hypothesis, we present two different experiences. The first, based on high-school students, to introduce young people to technology at the same time as they acquire other demanding skills. The second, with undergraduate Computer Science students, is focused on technology itself to enhance and improve computational thinking skills. A comparison is also made between two populations with different digital profiles in their user skills (general in the first case and engineering biased in the second).Peer ReviewedPostprint (author’s final draft

Una visió actual a l'estat de la dona en les enginyeries

Aquest article analitza l’efecte del gènere en les vocacions tecnològiques estudiant quins són els factors que provoquen el gran desequilibri entre la presència d’homes i de dones en els estudis tècnics. Es mostren dades estadístiques de la situació actual i la seva evolució i s’expliquen accions realitzades per potenciar la presència de més dones en els estudis tècnics.Peer ReviewedPostprint (published version

ICT4Girls: compartiendo experiencias de tecnología de la información y la comunicación (ITC) desde secundaria a la universidad

Los avances tecnológicos están mejorando el nivel de vida y las condiciones laborales. Curiosamente, el número de estudiantes que eligen carreras tecnológicas, desciende continuamente. En el caso de la mujer, esta caída es notable. Uno de los motivos apuntados es que el modelo de perfil profesional, al igual que el enfoque global de la misión que se promociona no es atractivo ni sugerente. En este artículo presentamos una experiencia piloto, inicio del proyecto ICT4Girls. El objetivo principal es difundir y mostrar la realidad de la informática como instrumento de servicio a la sociedad incidiendo especialmente en la visibilidad de la mujer en las carreras de la Tecnología de la Información y la Comunicación.Peer ReviewedPostprint (published version

Level of hamstrings damage depending on force-generating capacity and creatine kinase activity

The aim of the present study was to categorize the eccentric exercise-induced hamstrings damage by using easy measurable markers such as force-generating capacity and serum creatine kinase activityPeer ReviewedPostprint (published version

Una visió actual a l'estat de la dona en les enginyeries

Aquest article analitza l’efecte del gènere en les vocacions tecnològiques estudiant quins són els factors que provoquen el gran desequilibri entre la presència d’homes i de dones en els estudis tècnics. Es mostren dades estadístiques de la situació actual i la seva evolució i s’expliquen accions realitzades per potenciar la presència de més dones en els estudis tècnics.Peer Reviewe

Technology-Enhanced Learning (TEL) tools to improve computational thinking skills

The common and easy access to technological devices has led to the rapid inclusion of technology into the learning process. The development of technical skills, as well as the increasing confidence in computer attitudes, seems to be obvious. We therefore propose to go beyond and advocate the use of TEL to provide specific leadership, multi-tasking and other organizational skills, known as computational thinking, as precisely the main contributions provided by TEL. To support this hypothesis, we present two different experiences. The first, based on high-school students, to introduce young people to technology at the same time as they acquire other demanding skills. The second, with undergraduate Computer Science students, is focused on technology itself to enhance and improve computational thinking skills. A comparison is also made between two populations with different digital profiles in their user skills (general in the first case and engineering biased in the second).Peer Reviewe

Implementation of Web 2.0 Tools and Virtual Platforms to PBL Methodology: a Case Study

In problem-based learning (PBL), students work together in groups to solve real-world problems. This is a very promising methodology to prepare students for 21st century skills as leadership and think critically, and to develop a model for lifelong learning. Furthermore the rise of Web 2.0 as a collaborative platform offering a wide range of communication and website-based tools fits very well with this PBL learning mode. In this paper, we present a real experience supporting this thesis in a high school. The project has been possible thanks to the Educat 2.0 project in Catalonia schools that provides the technical infrastructure suitable for schools, teachers and mainly students to easily access internet and Web 2.0 tools.Peer ReviewedPostprint (published version

Technology-Enhanced Learning (TEL) tools to improve computational thinking skills

The common and easy access to technological devices has led to the rapid inclusion of technology into the learning process. The development of technical skills, as well as the increasing confidence in computer attitudes, seems to be obvious. We therefore propose to go beyond and advocate the use of TEL to provide specific leadership, multi-tasking and other organizational skills, known as computational thinking, as precisely the main contributions provided by TEL. To support this hypothesis, we present two different experiences. The first, based on high-school students, to introduce young people to technology at the same time as they acquire other demanding skills. The second, with undergraduate Computer Science students, is focused on technology itself to enhance and improve computational thinking skills. A comparison is also made between two populations with different digital profiles in their user skills (general in the first case and engineering biased in the second).Peer Reviewe

Implementation of Web 2.0 Tools and Virtual Platforms to PBL Methodology: a Case Study

In problem-based learning (PBL), students work together in groups to solve real-world problems. This is a very promising methodology to prepare students for 21st century skills as leadership and think critically, and to develop a model for lifelong learning. Furthermore the rise of Web 2.0 as a collaborative platform offering a wide range of communication and website-based tools fits very well with this PBL learning mode. In this paper, we present a real experience supporting this thesis in a high school. The project has been possible thanks to the Educat 2.0 project in Catalonia schools that provides the technical infrastructure suitable for schools, teachers and mainly students to easily access internet and Web 2.0 tools.Peer Reviewe

Effects of intensive use of computers in secondary school on gender differences in attitudes towards ICT: a systematic review

This text is posted here by permission of transcript Verlag for personal use only, not for redistribution. There is a wealth of interventions focusing on the intensive use of computers in secondary schools, largely aiming at improving students ’ performance. However, global evidence on the effects of the use of computers on attitudinal outcomes has not been synthesised so far. Taking into account that the differences in the attitudes of boys and girls regarding the use of computers are one of the factors described as causes of the low number of girls following ICT studies, the aim of this article is to review the evidence on the effects of intensive use of computers in schools on gender differences in attitudes outcomes: anxiety, enjoyment, self-confidence and self-efficacy. Searches generated a total of 740 citations of which 59 were identified as relevant and nine were finally included. The methodological quality of included studies was poor to moderate. The results suggest that despite the intensive use of computers, boys are favoured in computer anxiety, self-confidence and self-efficacy; and suggest no differences in computer enjoyment. There is no evidence that intensive use of computers reduce gender differences in these outcomes. Further policy recommendations should be rooted on robust evaluations, which take into account implementations parameters, as well