Implementing a Coding Curriculum in Uruguay: Teachers Navigating Power, Autonomy, and Classroom Dynamics
In the global effort to develop computational thinking and coding skills in children since the late ’90s, this study examines the dynamics between second-grade teachers and their students during the implementation of a coding curriculum in public schools across two departments in Uruguay. Using narr...
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| Natura: | article |
| Lingua: | inglese |
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2025
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| Accesso online: | https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/4145 http://hdl.handle.net/20.500.11968/7672 |
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| _version_ | 1868890219738038272 |
|---|---|
| author | Carocca P., Francisca |
| author2 | Bers, Marina U. |
| author2_role | author |
| author_browse | Bers, Marina U. Carocca P., Francisca |
| author_facet | Carocca P., Francisca Bers, Marina U. |
| author_role | author |
| collection | RAD |
| dc.creator.none.fl_str_mv | Carocca P., Francisca Bers, Marina U. |
| dc.date.none.fl_str_mv | 2025-09-29 |
| dc.format.none.fl_str_mv | application/pdf text/html text/xml |
| dc.identifier.none.fl_str_mv | https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/4145 10.18861/cied.2025.16.2.4145 http://hdl.handle.net/20.500.11968/7672 |
| dc.language.none.fl_str_mv | eng |
| dc.publisher.none.fl_str_mv | Universidad ORT Uruguay |
| dc.relation.none.fl_str_mv | https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/4145/4597 https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/4145/4642 https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/4145/4643 |
| dc.rights.none.fl_str_mv | http://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
| dc.source.none.fl_str_mv | Cuadernos de Investigación Educativa; Vol. 16 No. 2 (2025) Cuadernos de Investigación Educativa; Vol. 16 Núm. 2 (2025) Cuadernos de Investigación Educativa; v. 16 n. 2 (2025) 1688-9304 1510-2432 10.18861/cied.2025.16.2 reponame:RAD instname:Universidad ORT Uruguay instacron:Universidad ORT |
| dc.subject.none.fl_str_mv | early childhood programming power autonomy agency adaptation primera infancia programación dinámicas de poder autonomía agencia adaptación primeira infância programação dinâmicas de poder autonomia agência adaptação |
| dc.title.none.fl_str_mv | Implementing a Coding Curriculum in Uruguay: Teachers Navigating Power, Autonomy, and Classroom Dynamics Implementación de un currículo de programación en Uruguay: docentes frente al poder, la autonomía y las dinámicas del aula Implementação de currículo de programação no Uruguai: os professores diante do poder, da autonomia e das dinâmicas na sala de aula |
| dc.type.none.fl_str_mv | info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion info:eu-repo/semantics/publishedVersion |
| description | In the global effort to develop computational thinking and coding skills in children since the late ’90s, this study examines the dynamics between second-grade teachers and their students during the implementation of a coding curriculum in public schools across two departments in Uruguay. Using narrative analysis, the findings are organized into three overarching themes to illustrate how power structures between teachers and students were negotiated and, in some cases, redefined while introducing new technology in the classroom. Seventeen teachers participated in 45-minute focus groups, sharing their successes, challenges, and strategies for navigating students’ agency and demand for independence in their learning processes. Grounded in the Positive Technological Development (PTD) framework, this study highlights the value of flexibility in instructional approaches, encouraging teachers to further adapt lessons and respond to students’ needs, pace, and preferences to foster inclusive, developmentally appropriate, and meaningful technology-rich environments. Additionally, these results underscore how technology serves not merely as a passive tool for instruction but as a means of self-expression, communication, and ownership of the learning journey once the power structures have become fluid and shared. |
| eu_rights_str_mv | openAccess |
| format | article |
| id | anni_e671af57bcdeba2cc7342c2323e6d326 |
| identifier_str_mv | 10.18861/cied.2025.16.2.4145 |
| instacron_str | Universidad ORT |
| institution | Universidad ORT |
| instname_str | Universidad ORT Uruguay |
| language | eng |
| network_acronym_str | anni |
| network_name_str | oai-lr-anni |
| oai_identifier_str | oai:rad.ort.edu.uy:20.500.11968/7672 |
| publishDate | 2025 |
| publishDateSort | 2025 |
| publisher.none.fl_str_mv | Universidad ORT Uruguay |
| reponame_str | RAD |
| repository.mail.fl_str_mv | |
| repository.name.fl_str_mv | |
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| rights_invalid_str_mv | http://creativecommons.org/licenses/by/4.0 |
| spelling | Implementing a Coding Curriculum in Uruguay: Teachers Navigating Power, Autonomy, and Classroom DynamicsImplementación de un currículo de programación en Uruguay: docentes frente al poder, la autonomía y las dinámicas del aulaImplementação de currículo de programação no Uruguai: os professores diante do poder, da autonomia e das dinâmicas na sala de aulaCarocca P., FranciscaBers, Marina U.early childhoodprogrammingpowerautonomyagencyadaptationprimera infanciaprogramacióndinámicas de poderautonomíaagenciaadaptaciónprimeira infânciaprogramaçãodinâmicas de poderautonomiaagênciaadaptaçãoIn the global effort to develop computational thinking and coding skills in children since the late ’90s, this study examines the dynamics between second-grade teachers and their students during the implementation of a coding curriculum in public schools across two departments in Uruguay. Using narrative analysis, the findings are organized into three overarching themes to illustrate how power structures between teachers and students were negotiated and, in some cases, redefined while introducing new technology in the classroom. Seventeen teachers participated in 45-minute focus groups, sharing their successes, challenges, and strategies for navigating students’ agency and demand for independence in their learning processes. Grounded in the Positive Technological Development (PTD) framework, this study highlights the value of flexibility in instructional approaches, encouraging teachers to further adapt lessons and respond to students’ needs, pace, and preferences to foster inclusive, developmentally appropriate, and meaningful technology-rich environments. Additionally, these results underscore how technology serves not merely as a passive tool for instruction but as a means of self-expression, communication, and ownership of the learning journey once the power structures have become fluid and shared.En el marco del esfuerzo global por desarrollar el pensamiento computacional y las habilidades de programación en la infancia desde finales de los años 90, este estudio examina las dinámicas entre docentes de segundo grado y sus estudiantes, durante la implementación de un plan de estudios de programación en escuelas públicas de dos departamentos de Uruguay. A través del análisis narrativo, los hallazgos se organizan en tres grandes temas que ilustran cómo se negociaron y, en algunos casos, se redefinieron las estructuras de poder entre docentes y estudiantes al introducir nuevas tecnologías en el aula. Diecisiete docentes participaron en grupos focales de 45 minutos, donde compartieron sus logros, desafíos y estrategias para gestionar la agencia de los estudiantes y su demanda de independencia en los procesos de aprendizaje. Basado en el enfoque de Desarrollo Tecnológico Positivo (PTD, por sus siglas en inglés), este estudio destaca el valor de la flexibilidad en las prácticas pedagógicas, alentando a los docentes a adaptar aún más sus lecciones y responder a las necesidades, ritmos y preferencias de sus estudiantes para promover entornos inclusivos, adecuados al desarrollo y con una integración significativa de la tecnología. Además, los resultados subrayan cómo la tecnología no actúa simplemente como una herramienta pasiva de instrucción, sino como un medio para la autoexpresión, la comunicación y la apropiación del proceso de aprendizaje, una vez que las estructuras de poder se tornan más fluidas y compartidas.No contexto do esforço global para desenvolver o pensamento computacional e as habilidades de programação em crianças desde o final dos anos 1990, este estudo examina as dinâmicas entre professores do segundo ano do ensino fundamental e seus alunos durante a implementação de um currículo de programação em escolas públicas de dois departamentos do Uruguai. Utilizando análise narrativa, os resultados são organizados em três grandes temas que ilustram como as estruturas de poder entre professores e alunos foram negociadas e, em alguns casos, redefinidas com a introdução de novas tecnologias na sala de aula. Dezessete professores participaram de grupos focais de 45 minutos, nos quais compartilharam seus sucessos, desafios e estratégias para lidar com a agência dos alunos e sua demanda por independência nos processos de aprendizagem. Com base no referencial do Desenvolvimento Tecnológico Positivo (PTD, na sigla em inglês), este estudo enfatiza a importância da flexibilidade pedagógica. Incentiva os professores a adaptarem ainda mais suas aulas às necessidades, ritmos e preferências dos estudantes, promovendo ambientes inclusivos, adequados ao desenvolvimento e com uma integração significativa da tecnologia. Além disso, os resultados ressaltam que a tecnologia não funciona apenas como ferramenta passiva de instrução, mas também como meio de autoexpressão, comunicação e apropriação da aprendizagem, à medida que as estruturas de poder se tornam mais fluidas e compartilhadas.Universidad ORT Uruguay2025-09-29info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/publishedVersionapplication/pdftext/htmltext/xmlhttps://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/414510.18861/cied.2025.16.2.4145http://hdl.handle.net/20.500.11968/7672Cuadernos de Investigación Educativa; Vol. 16 No. 2 (2025)Cuadernos de Investigación Educativa; Vol. 16 Núm. 2 (2025)Cuadernos de Investigación Educativa; v. 16 n. 2 (2025)1688-93041510-243210.18861/cied.2025.16.2reponame:RADinstname:Universidad ORT Uruguayinstacron:Universidad ORTenghttps://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/4145/4597https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/4145/4642https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/4145/4643http://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessoai:rad.ort.edu.uy:20.500.11968/76722026-06-16T04:12:26Z |
| spellingShingle | Implementing a Coding Curriculum in Uruguay: Teachers Navigating Power, Autonomy, and Classroom Dynamics Carocca P., Francisca early childhood programming power autonomy agency adaptation primera infancia programación dinámicas de poder autonomía agencia adaptación primeira infância programação dinâmicas de poder autonomia agência adaptação |
| status_str | publishedVersion |
| title | Implementing a Coding Curriculum in Uruguay: Teachers Navigating Power, Autonomy, and Classroom Dynamics |
| title_full | Implementing a Coding Curriculum in Uruguay: Teachers Navigating Power, Autonomy, and Classroom Dynamics |
| title_fullStr | Implementing a Coding Curriculum in Uruguay: Teachers Navigating Power, Autonomy, and Classroom Dynamics |
| title_full_unstemmed | Implementing a Coding Curriculum in Uruguay: Teachers Navigating Power, Autonomy, and Classroom Dynamics |
| title_short | Implementing a Coding Curriculum in Uruguay: Teachers Navigating Power, Autonomy, and Classroom Dynamics |
| title_sort | Implementing a Coding Curriculum in Uruguay: Teachers Navigating Power, Autonomy, and Classroom Dynamics |
| topic | early childhood programming power autonomy agency adaptation primera infancia programación dinámicas de poder autonomía agencia adaptación primeira infância programação dinâmicas de poder autonomia agência adaptação |
| url | https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/4145 http://hdl.handle.net/20.500.11968/7672 |