MARC details
| 000 -LEADER |
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| campo de control de longitud fija |
03445naa a2200313 a 4500 |
| 003 - IDENTIFICADOR DE NÚMERO DE CONTROL |
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| campo de control |
AR-LpUFIB |
| 005 - FECHA Y HORA DE LA ÚLTIMA TRANSACCIÓN |
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| campo de control |
20240131171011.0 |
| 007 - CAMPO FIJO DE DESCRIPCIÓN FÍSICA--INFORMACIÓN GENERAL |
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| campo de control de longitud fija |
ta |
| 008 - DATOS DE LONGITUD FIJA--INFORMACIÓN GENERAL |
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| campo de control de longitud fija |
230201s2009 xx dr 000 0 spa d |
| 024 8# - IDENTIFICADOR DE OTROS ESTÁNDARES |
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| Número estándar o código |
DIF006271 |
| 040 ## - FUENTE DE CATALOGACIÓN |
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| Centro catalogador/agencia de origen |
AR-LpUFIB |
| Lengua de catalogación |
spa |
| Centro/agencia transcriptor |
AR-LpUFIB |
| 100 1# - ENTRADA PRINCIPAL--NOMBRE DE PERSONA |
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| Nombre de persona |
Díaz, Francisco Javier |
| 9 (RLIN) |
18936 |
| 245 10 - MENCIÓN DEL TÍTULO |
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| Título |
An attractive way to teach programming |
| 260 ## - PUBLICACIÓN, DISTRIBUCIÓN, ETC. |
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| Lugar de publicación, distribución, etc. |
ref_localidad@NULL : |
| Nombre del editor, distribuidor, etc. |
International Network for Engineering Education and Research, |
| Fecha de publicación, distribución, etc. |
2009 |
| 300 ## - DESCRIPCIÓN FÍSICA |
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| Extensión |
1 archivo (169,6 KB) |
| 500 ## - NOTA GENERAL |
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| Nota general |
Formato de archivo: PDF. -- Este documento es producción intelectual de la Facultad de Informática - UNLP (Colección BIPA/Biblioteca) |
| 520 ## - RESUMEN, ETC. |
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| Sumario, etc. |
In Argentina, the incorporation of ICTs (Information and Communication Technologies) to the classrooms is manifested in many different ways. In most of the cases, it is present when teaching of tools and products which are mainly oriented to Offimatics and Internet access. Although these tools are extremely necessary in today's world, they themselves are not sufficient to stimulate the interest of the students in ICTs. The schools that teach programming generally do so by means of traditional techniques, such as procedural languages, in the likes of Pascal or C, or event oriented visual languages, such as Visual Basic. This article presents a proposal to bring the new technologies to the classroom in an untraditional way. It consists of using personal robots for the resolution of problems by means of the development of algorithms written in Python. The robots which would be used have sensors and a digital camera, by means of which they allow to manipulate and program dynamic trajectories, and work on the images captured by them. On the other hand, the use of Python [1] allows to introduce free software philosophical concepts to students and teachers, an activity which the UNLP has been promoting for many years. [2][3][4] This proposal is based on the RobotEducation[5] initiative presented in the event “Latinamerican Academic Summit 2008” organized by Microsoft Research in the city of Panama. From this experience we will adapt the manuals and resources available to the particular characteristics of our region. This article explains the process of adequation and adaptation of the required teaching resources, as well as the update of the curricula in the involved schools. We will describe the pilot school selection mechanisms and the training process undergone by the teachers in order to implement this project in the classrooms. This is an innovative training proposal, in which complex knowledge such as problem resolution and programming are transmitted by means of simple tools and mechanisms which stimulate and promote the teaching process and the creativity of the students in the formulation of the activities to be performed with the robots. |
| 534 ## - NOTA SOBRE LA VERSIÓN ORIGINAL |
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| Encabezamiento principal del original |
International Conference on Engineering Education (15ta. : 2009 ago. 23-28 : Seúl, Corea del Sur) |
| 650 #4 - PUNTO DE ACCESO ADICIONAL DE MATERIA--TÉRMINO DE MATERIA |
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| Término de materia o nombre geográfico como elemento de entrada |
TECNOLOGÍAS DE LA INFORMACIÓN Y DE LA COMUNICACIÓN (TICS) |
| 9 (RLIN) |
253294 |
| 650 #4 - PUNTO DE ACCESO ADICIONAL DE MATERIA--TÉRMINO DE MATERIA |
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| Término de materia o nombre geográfico como elemento de entrada |
ENSEÑANZA DE LA INFORMÁTICA |
| 9 (RLIN) |
253759 |
| 650 #4 - PUNTO DE ACCESO ADICIONAL DE MATERIA--TÉRMINO DE MATERIA |
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| Término de materia o nombre geográfico como elemento de entrada |
LENGUAJES DE PROGRAMACIÓN |
| 9 (RLIN) |
43382 |
| 650 #4 - PUNTO DE ACCESO ADICIONAL DE MATERIA--TÉRMINO DE MATERIA |
|---|
| Término de materia o nombre geográfico como elemento de entrada |
ROBÓTICA |
| 9 (RLIN) |
32231 |
| 650 #4 - PUNTO DE ACCESO ADICIONAL DE MATERIA--TÉRMINO DE MATERIA |
|---|
| Término de materia o nombre geográfico como elemento de entrada |
PYTHON |
| 9 (RLIN) |
254288 |
| 700 1# - ENTRADA AGREGADA--NOMBRE PERSONAL |
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| Nombre de persona |
Banchoff Tzancoff, Claudia Mariana |
| 9 (RLIN) |
252337 |
| 700 1# - ENTRADA AGREGADA--NOMBRE PERSONAL |
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| Nombre de persona |
Harari, Ivana |
| 9 (RLIN) |
251544 |
| 700 1# - ENTRADA AGREGADA--NOMBRE PERSONAL |
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| Nombre de persona |
Harari, Viviana |
| 9 (RLIN) |
252354 |
| 856 40 - LOCALIZACIÓN Y ACCESO ELECTRÓNICOS |
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| Identificador Uniforme de Recursos |
<a href=" http://catalogo.info.unlp.edu.ar/meran/getDocument.pl?id=917"> http://catalogo.info.unlp.edu.ar/meran/getDocument.pl?id=917</a> |
| 942 ## - ELEMENTOS DE ENTRADA SECUNDARIOS (KOHA) |
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| Tipo de ítem Koha |
Capítulo de libro |