Programming with Scratch in educational scenarios: assimilation of guidelines or joint construction of technologies for social inclusion?

  • Natalia Monjelat Universidad de Alcalá
  • Patricia Silvana San Martín Instituto Rosario de Investigaciones en Ciencias de la Educación

DOI:

https://doi.org/10.19137/praxiseducativa-2016-200106

Keywords:

computational programming, educational mediated practices, socio-technique approach, dynamic hypermedia device, Scratch

Abstract

Nowadays there is an increasing interest in the use of different tools, such as Scratch, to teach and learn programming in educational contexts. The present article inquires about Scratch developers´ discourses and their guidance for teaching and learning programming, aiming to promote Mediated Educational Practices that make possible the co-construction of technologies for social inclusion in formal and non-formal contexts. Sociotechnical approach and the methodological framework of Dynamic Hypermedia Device are the theoretical bases of this exploratory and qualitative study. From results´ analysis it can be concluded that barriers for co-constructions of technologies for social inclusion in educational contexts are not related to limitations of the tool itself, but to the instrumental orientation of the educational practices.

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Author Biographies

Natalia Monjelat, Universidad de Alcalá

Patricia Silvana San Martín, Instituto Rosario de Investigaciones en Ciencias de la Educación

Doctora en Humanidades y Artes. Directora del Programa Dispositivos Hipermediales Dinámicos (IRICE. CONICET-UNR). Profesora Titular Escuela de Música de la Facultad de Humanidades y Artes, UNR.

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Published

2016-04-17

How to Cite

Monjelat, N., & San Martín, P. S. (2016). Programming with Scratch in educational scenarios: assimilation of guidelines or joint construction of technologies for social inclusion?. Praxis Educativa, 20(1), 61–71. https://doi.org/10.19137/praxiseducativa-2016-200106

Issue

Vol. 20 No. 1 (2016): enero-abril

Section

Artículos

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