Innovative Flipped Classroom Strategy by Computational Thinking
DOI: 10.23977/aetp.2018.21028 | Downloads: 39 | Views: 406
Zhen Kong 1, Kun Bai 2, Linghan Kong 3
1 Beijing Information Technology College, No. 5, Fangyuanxilu, Chaoyang District, Beijing, China
2 University of International Relations, No. 12, Poshangcun, Haidian District, Beijing, China
3 Beijing Bayi School, No. 29, Suzhoujie, Haidian District, Beijing, China
Corresponding AuthorKun Bai
The rapidly increasing use of computers in education has caused a resurgence of interest among educators. Computational thinking is going to be a defining feature of the future—and it’s an incredibly important thing to be teaching today. There’s always lots of discussion (and concern) about how to teach traditional mathematical thinking to students. But look to the future, this pale in comparison to the importance of teaching computational thinking. But computational thinking is going to be needed everywhere. And doing it well is going to be a key to success in almost all education settings. Educational technology must be engaging, interactive, and motivating. Integrating information and communications technologies into the classroom examines topics critical to innovation and entrepreneurship. The ideal model for flipped instruction stands on four pillars: a platform for instructional delivery, availability of student and faculty resources, creation of an online community, and faculty assessment. An educational technology that incorporates a high degree of social and community-building opportunities is more effective and successful.
KEYWORDSFlipped-classroom, Pedagogy, Innovation, Education, Computational thinking.
CITE THIS PAPER
Zhen, K., Kun, B., Linghan, K., Innovative Flipped Classroom Strategy by Computational Thinking, Advances in Educational Technology and Psychology (2018) 2: 252-257.
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