Technology Enhanced Learning Video Series S01E04: Dr. Siu Cheung Kong

Описание: Computational Thinking (CT) can be understood as the process of solving problems using computation concepts. In this episode of Technology-Enhanced Learning, Professor Siu Cheung Kong talks about the importance of training young learners to become critical thinkers. He points out the lack of teachers who have critical thinking competency specifically in relation to programming. Hence, developing teacher development programs to address the situation is crucial. He talks about his proposed pedagogy – to play, to think, to code – which encourages playing around as an entry point to understanding a problem. He also gives advice for young researchers who are just starting their careers as academic authors.

Professor Siu Cheung Kong is currently Professor of the Department of Mathematics and Information Technology and Director of Centre for Learning, Teaching and Technology at (LTTC) at the Education University of Hong Kong. His research work are focused on the areas of pedagogy in the digital classroom and online learning, teacher professional development, and computational thinking, among others. Professor Kong is serving as the Editor-in-Chief of the Research and Practice in Technology Enhanced Learning (RPTEL) and the Journal of Computers in Education (JCE). He served as the President of the Asia-Pacific Society for Computers in Education in 2014 and 2015 and is an APSCE fellow.

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Technology-Enhanced Learning is a joint production of the Ateneo Laboratory for the Learning Sciences and the Asia Pacific Society for Computers in Education.

Host: Dr. Maria Mercedes T. Rodrigo
Video Production Lead: Mr. Jonathan Casano, MS
Video Production Assistant: Dr. Jenilyn L. Agapito
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1:54 Teacher professional development in computational thinking (CT)
4:18 Teaching computational thinking and their proposed pedagogy: Play-Think-Code
7:46 How can we introduce computational thinking in contexts with limited resources?
11:02 Advice for young researchers who are starting off as academic authors