Author: Carlos Casado Martínez
Programme: Doctoral Programme in Education and ICT (e-learning)
Language: Spanish
Supervisor: Dr Julio Meneses & Dr Teresa Sancho 
Faculty / Institute: eLearn Center
Subjects: Higher Education, Universities
Key words: education, childhood, programming, Catalonia, robotics

Area of knowledge: e-Learning

+ Link to project

Summary
This thesis studies the process followed by schools to introduce programming as a learning activity. For this purpose, a multiple case study was used, analysing six schools, selected according to the socioeconomic level of the area in which they are located and the level of formality of the education they provide. Three tools (the semi-structured interview, the focus group, and observation) were used on five groups: management, school coordination, teachers, families and children. The analysis of the cases was carried out using the Technology Appropriation Model, adapted for this work. In each case, a separate analysis was made of the three levels defined by the model: incorporation, adaptation and use. The results obtained show, among other things, that for management teams, teaching programming is both a way to facilitate social inclusion and an educational tool. As for families, it is an advantage that will facilitate their children's progress into the professional world. In terms of gender differences, out-of-school training centres fail to attract and retain girls. Some programming training now takes place outside of schools, and girls generally receive less training of this type.