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Creation of a Digital Learning Ecosystem Using Research-Based Learning for Future Programming Teachers

Creation of a Digital Learning Ecosystem Using Research-Based Learning for Future Programming Teachers

Susana Sastre-Merino, José Luis Martín-Núñez, Amparo Verdu-Vazquez
Copyright: © 2022 |Volume: 15 |Issue: 1 |Pages: 14
ISSN: 1938-7857|EISSN: 1938-7865|EISBN13: 9781683180340|DOI: 10.4018/JITR.298324
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MLA

Sastre-Merino, Susana, et al. "Creation of a Digital Learning Ecosystem Using Research-Based Learning for Future Programming Teachers." JITR vol.15, no.1 2022: pp.1-14. http://doi.org/10.4018/JITR.298324

APA

Sastre-Merino, S., Martín-Núñez, J. L., & Verdu-Vazquez, A. (2022). Creation of a Digital Learning Ecosystem Using Research-Based Learning for Future Programming Teachers. Journal of Information Technology Research (JITR), 15(1), 1-14. http://doi.org/10.4018/JITR.298324

Chicago

Sastre-Merino, Susana, José Luis Martín-Núñez, and Amparo Verdu-Vazquez. "Creation of a Digital Learning Ecosystem Using Research-Based Learning for Future Programming Teachers," Journal of Information Technology Research (JITR) 15, no.1: 1-14. http://doi.org/10.4018/JITR.298324

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Abstract

Training future programming teachers requires an innovative approach. Not only students need to handle the most current trends in technologies and teaching-learning methodologies, but also they must develop the capacity and criteria to search and select the most adequate to their context. This work analyzes the application of a collaborative Research-Based Learning methodology in the Programming subject of a master's degree in teacher training. The objective was to create a digital learning ecosystem and analyze the impact on the development of programming teaching skills. The results show that students perceive positive effects on the development of teaching skills, generating useful resources. However, teamwork has conditioned the quality of such resources. The digital ecosystem has allowed students to share knowledge with their peers and forthcoming students. Students who already had the generated ecosystem available valued it very positively. Future programming teachers require lifelong learning which can be supported by this living ecosystem.