COMPUTING AND FLIPPED SCHOOL MEANINGFUL LEARNING THROUGH NEW METHODOLOGIES

Abstract

The increasing integration of information and communication technologies in education has transformed the didactic approach, moving away from mere knowledge transmission. This essay examines how the combination of educational computing and the flipped classroom model can foster meaningful learning in basic and secondary education levels. Through a constructivist approach, it is argued that the flipped classroom allows for the reorganization of learning time and space, shifting theory outside the classroom and reserving in-person time for collaborative activities, critical analysis, and problem-solving. Educational computing, as an essential component of the curriculum, promotes skills in computational thinking, creativity, and digital competencies. These skills are fundamental in a world where technology plays a central role in everyday life. The article presents evidence of the effectiveness of these strategies in Latin America, discussing both the advantages and challenges of their implementation. It emphasizes that, although there are challenges such as teacher training and access to technological resources, the benefits outweigh the difficulties. Additionally, pedagogical proposals are suggested to facilitate the adoption of these methodologies. In conclusion, the fusion of educational computing and the flipped classroom has the potential to create more inclusive and participatory learning experiences, shaping autonomous and critical students capable of addressing the challenges of an increasingly complex and technologically mediated world.