¿Cómo enseñar programación y pensamiento computacional?

Fue la pregunta principal del webinar homónimo, organizado por la Facultad de Educación de la Universidad Católica, que contó con la charla magistral del experto internacional Francisco Vico.

Desde la llegada de los computadores modernos y su acceso masivo en la población, la enseñanza de habilidades computacionales ha estado presente en el debate educativo. Más recientemente, en el 2019, el Ministerio de Educación, a través de su Centro de Innovación , desarrolló el Plan Nacional de Lenguajes Digitales que busca introducir a las y los profesores del país en los conceptos de pensamiento computacional, habilidad que fue recientemente integrada en el currículum escolar.

Se trata de “avances en la formación de estudiantes en un lenguaje de creciente importancia en la vida escolar y cotidiana”, señaló Pilar Cox , decana subrogante de la Facultad de Educación UC, quien abrió el webinar “¿Cómo enseñar programación y pensamiento computacional?”, organizado por la unidad el viernes 8 de julio. Sin embargo, agregó, aún queda mucho por hacer ya que enseñar programación implica, también, desafíos de género y clase, atravesados por una fuerte brecha digital en Chile y América Latina.

¿Cómo avanzar para incorporar nuevas didácticas de programación y pensamiento computacional en Chile? Y ¿Qué se necesita para implementar estas habilidades en las escuelas? El académico de la Universidad de Málaga, Francisco Vico , respondió a estas preguntas en su charla magistral.

Un avance tímido

Según Francisco Vico, expositor principal del webinar “¿Cómo enseñar programación y pensamiento computacional?” , se ha avanzado poco en la enseñanza de la programación: “Los intentos de incluir la alfabetización computacional han sido tímidos, ya que no ha habido una continuidad o insistencia en una línea concreta a nivel iberoamericano”. Muestra de lo anterior es que “el índice de alfabetización computacional, o de personas que saben programar, es del 1% en la región. Y, más preocupante aún, de ese porcentaje, nueve de cada diez son hombres, es decir, hay una brecha de género importantísima", agregó.

Según el académico, aprender cómo funcionan las tecnologías permite fortalecer la capacidad de resolver problemas , competencia presente en el currículum nacional: “Pensar computacionalmente da una nueva forma de abordar problemas, pero programar, además de esto, permite en la práctica resolver muchos de ellos”. Además, tiene gran valor para la economía de los países, añadió, ya que permite formar profesionales más competitivos en las áreas de STEAM (ciencias, tecnologías, ingeniería, matemáticas y artes integradas), “trabajos a los que no están pudiendo acceder mujeres debido a la brecha de género”.

Enseñar a programar

Para Vico, enfrentar estos desafíos requiere potenciar la enseñanza de la programación y el pensamiento computacional, lo que comparó con enseñar a conducir, donde con ciertas nociones básicas se puede lograr controlar el volante. “El carro te dice cómo conducirlo'', explicó.

¿Qué es programar? Según el experto de la Universidad de Málaga , programar no es armar robots, aplicaciones, sitios web, imprimir en 3D, manejar drones, etc. Si bien, estas habilidades tienen componentes de programación, “despistan del fondo, de lo que realmente importa que es aprender un lenguaje. Enseñar a programar es un lenguaje muy básico, tiene sintaxis explícita y clara y unas estructuras computacionales elementales, y se debe enseñar a dominar esta sintaxis. Cuando un niño o niña conoce esto y es capaz de combinarlo para resolver problemas, sabe programar", dijo.

Y ¿qué se necesita para potenciar la enseñanza del pensamiento computacional? “Voluntad política, educadores con formación, conocedores de tecnología y de bases de programación, y mayor acceso a ordenadores”, señaló el experto. Asimismo, resumió en cinco los elementos base para introducir la programación en los ambientes escolares:

Entender el lenguaje de programación como lo más próximo al lenguaje humano. Que sea como leer un texto, sin más abstracciones, y que permita entender un programa sin explicaciones previas.

Generar evidencia científica y diseñar un currículum basado en experiencias previas en el aula.

Brindar acceso a computadores y software que permitan desarrollar la programación, desde los conceptos más básicos hasta los más avanzados.

Soberanía de los datos. Al enseñar a programar de forma generalizada, los metadatos de enseñanza deben ser almacenados en el país que los genera, de acuerdo a sus propias normas.

Y contar con un profesorado acreditado para la enseñanza de programación que logre la motivación necesaria para que sus estudiantes adquieran las competencias.

En el encuentro también contó con la presencia de Martín Cáceres, director del Centro de Innovación del Ministerio de Educación, Claudia Jaña, gerenta de Educación de Fundación Kodea, María José Seckel, académica de la Facultad de Educación de la Universidad Católica de la Santísima Concepción, y Álvaro Salinas, director del Observatorio de Prácticas Educativas Digitales.

Revive la charla aquí:

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1 × SELECT `session_id` FROM `educacion_session`
1 × SELECT `file` FROM educacion_rsfirewall_hashes
1 × SELECT * FROM educacion_rsfirewall_configuratio
1 × SELECT alias, catid FROM educacion_content
1 × SELECT `params` FROM educacion_extensions
1 × SELECT m.id, m.menutype, m.title, m.alias, m.note, m.path AS route, m.link, m.type, m.level, m.language,m.browserNav, m.access, m.params, m.home, m.img, m.template_style_id, m.component_id, m.parent_id,e.element as component FROM educacion_menu AS m LEFT JOIN educacion_extensions AS e ON m.component_id = e.extension_id
1 × SELECT * FROM educacion_languages
1 × SELECT `data` FROM `educacion_session`

OTRAS Tablas:

1 × UPDATE `educacion_session` SET `data` = '__default|a:8:{s:15:\"session.counter\";i:1;s:19:\"session.timer.start\";i:1732293210;s:18:\"session.timer.last\";i:1732293210;s:17:\"session.timer.now\";i:1732293210;s:24:\"session.client.forwarded\";s:13:\"18.221.68.196\";s:8:\"registry\";O:9:\"JRegistry\":1:{s:7:\"\0*\0data\";O:8:\"stdClass\":0:{}}s:4:\"user\";O:5:\"JUser\":25:{s:9:\"\0*\0isRoot\";b:0;s:2:\"id\";i:0;s:4:\"name\";N;s:8:\"username\";N;s:5:\"email\";N;s:8:\"password\";N;s:14:\"password_clear\";s:0:\"\";s:8:\"usertype\";N;s:5:\"block\";N;s:9:\"sendEmail\";i:0;s:12:\"registerDate\";N;s:13:\"lastvisitDate\";N;s:10:\"activation\";N;s:6:\"params\";N;s:6:\"groups\";a:0:{}s:5:\"guest\";i:1;s:13:\"lastResetTime\";N;s:10:\"resetCount\";N;s:10:\"\0*\0_params\";O:9:\"JRegistry\":1:{s:7:\"\0*\0data\";O:8:\"stdClass\":0:{}}s:14:\"\0*\0_authGroups\";a:1:{i:0;i:1;}s:14:\"\0*\0_authLevels\";a:2:{i:0;i:1;i:1;i:1;}s:15:\"\0*\0_authActions\";N;s:12:\"\0*\0_errorMsg\";N;s:10:\"\0*\0_errors\";a:0:{}s:3:\"aid\";i:0;}s:20:\"com_rsfirewall.geoip\";s:2:\"US\";}' , `time` = '1732293211'
1 × UPDATE educacion_content SET hits = hits + 1
1 × SHOW FULL COLUMNS FROM `educacion_rsfirewall_logs
1 × INSERT INTO `educacion_session` (`session_id`, `client_id`, `time`) VALUES ('e6b88cfad4275f477f58fcf4fa18344f', 0, '1732293210'

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44 Registro Consultas

34 Tipos de consultas del registro, Ordenado por acontecimientos.

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