Inclusive Computational Thinking in Public Schools: A Case Study from Lisbon

被引：0

作者：

Pires A.C. ^{[1
,2
]}

Rocha F. ^{[1
]}

Guerreiro T. ^{[1
,3
]}

Nicolau H. ^{[1
]}

机构：

[1] The Interactive Technologies Institute, LARSyS at the University of Lisbon

[2] The Faculty of Sciences, The University of Lisbon

来源：

Interactions (N.Y.) | 2024年 / 31卷 / 04期

关键词：

D O I：

10.1145/3665992

中图分类号：

学科分类号：

摘要：

In conclusion, although we might not have all the solutions at our disposal, we have offered insights to enhance inclusivity and learning through technology in public schools. Beyond CT, integrating AI into children’s education is also crucial. Children have evolved from passive consumers to active technology users, capable of expressing themselves and influencing their environment.

引用

页码：32 / 37

页数：5

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