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Digital Turn in Schools—Research, Policy, Practice pp 123–137Cite as

Computational Pedagogy: Thinking, Participation, Reflection

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Abstract

The chapter, introducing the notion of computational pedagogy and pedagogical design underpinning its development as sociotechnical engineering of activity means and scenarios, aimed at building students’ skills of computational thinking, computational participation, and computational reflection. The interrelated development of computational thinking, computational participation, and computational reflection is demonstrated in the case study of network collaboration setup in the Scratch environment and community.

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Author information

Authors and Affiliations

  1. Moscow City University, Moscow, Russia

    Evgeny Patarakin & Vasiliy Burov

  2. NOTO, Moscow, Russia

    Boris Yarmakhov

Authors
  1. Evgeny Patarakin
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  2. Vasiliy Burov
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  3. Boris Yarmakhov
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Corresponding author

Correspondence to Evgeny Patarakin .

Editor information

Editors and Affiliations

  1. School of Educational Sciences, Tallinn University, Tallinn, Estonia

    Terje Väljataga

  2. School of Digital Technologies, Tallinn University, Tallinn, Estonia

    Mart Laanpere

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Patarakin, E., Burov, V., Yarmakhov, B. (2019). Computational Pedagogy: Thinking, Participation, Reflection. In: Väljataga, T., Laanpere, M. (eds) Digital Turn in Schools—Research, Policy, Practice. Lecture Notes in Educational Technology. Springer, Singapore. https://doi.org/10.1007/978-981-13-7361-9_9

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  • DOI: https://doi.org/10.1007/978-981-13-7361-9_9

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  • Print ISBN: 978-981-13-7360-2

  • Online ISBN: 978-981-13-7361-9

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