Computational thinking and programming with Arduino in education: A systematic review for secondary education.

The development of programming skills and computational thinking in the formal educational context is one of the most recent horizons set by many educational systems worldwide. Although the first computational thinking initiatives are being applied from the earliest school ages, this research focuses on the secondary education level. Specifically, the objective is the following: to analyse the implementation of Arduino, as well as the benefits and opportunities it brings to secondary school students. For this purpose, documentary research has been undertaken applying a systematic review according to the PRISMA 2020 framework following the PiCoS strategy. Atlas.ti 9 was used to analyse the information. Out of 316 papers identified, 37 were included in the research. In relation to the results, Arduino is primarily used in technology and physics subjects, although it is also used to develop interdisciplinary STEAM projects. As a rule, it is used to learn programming languages, but likewise as a resource to develop science experiments. LED lights, servomotors and breadboards are among the most commonly used resources together with the Arduino board. and Scratch was the most widely used software. The initiatives implemented have yielded both positive and negative results, for example, one drawback is that some projects are very difficult, and some achievements such as: increased motivation towards the contents addressed or also the development of some soft skills, such as problem solving.

The Spanish experience of future classrooms as a possibility of smart learning environments.

Developing advanced technologies and their integration into educational spaces generates new training opportunities. Examples of these are Future Classrooms (FC) and Smart Learning Environments (SLE), two concepts linked to educational innovation through technology but also have their differences. This paper aims to identify the similarities and differences between FC developed in the Spanish formal educational context concerning the theory of SLE. This study follows an exploratory research methodology using an ad hoc questionnaire applied transversally to a representative sample of teachers involved in the SLE (N = 66). SPSS V. 28 software was used. In relation to the results, some statistics (mean, standard deviation, kurtosis and skewness) were used to analyse the developed FC practices and professional satisfaction. In conclusion, the FC are at an initial stage of development in Spain, and although they could represent an approximation to what would be the practical basis of SLE, there are still several aspects to be developed, especially in relation to the technologies used and the dimension of attention to diversity. In relation to SLE technologies, they are related to the automation of certain processes and include artificial intelligence, learning analytics and sensors, among others. On the other hand, these technologies are not widely used in the FC, and the use of other more conventional technological resources, such as interactive whiteboards, online collaborative environments, LMS platforms, etc. In terms of attention to diversity, despite the existence of initiatives to personalise the learning experience in FC, assistive technologies are not considered, nor is automatic personalisation through certain SLE technologies.