Link to the project on the European platform with all the information.
Computational thinking (CT) has been identified as one of the key competences of the 21st century and has started to receive a more important place in schools' curricula. Schools have started to integrate CT in traditional subjects or to reform their ICT curriculum by implementing computational thinking and computer science. Despite the high level of interest in developing CT skills among school children, a range of issues and challenges still needs to be addressed for an effective integration of CT in compulsory education. Teachers, especially primary-level ones, do not feel confident in teaching CT, as it is a new subject which they themselves never experienced when they were students. They also wonder how they can motivate girls to learn and achieve at the highest levels in learning outcomes for CT and STEM subjects.
The aim of this project was to bring CT closer to the teachers and thereby bridging the gender gap. The project aimed to provide role models, hand-on experience and encourage a growth mindset by creating environments where questions, discovery and even failure are treated as positive parts of the learning process. We showed teachers how core characteristics of CT can be integrated into compulsory education. We provided concrete tools for an effective teacher training and explain how teachers can integrate CT in their own teaching practice as an innovative cross-curricular topic, with particular attention to the STEM discipline and gender equality. The project-team has developed a Computational Thinking Academy (CT-Academy): a collection of resources specifically designed for primary school teachers to help to integrate CT in their courses.
The academy provides:
1) a handbook designed for teachers illustrating the cultural and scientific aspects related to CT;
2) a Massive Open Online Course (MOOC) on the technological aspects;
3) a CPD course that helps teachers to embed CT in a cross-cutting and gender equality way within their own school all based on the research conducted at the beginning of the project on the needs and challenges in integrating computational thinking (CT) in education, with a specific focus on the European context.
In this document CT-Academy Needs Analysis, we describe the research conducted at the beginning of the project on the needs and challenges in integrating computational thinking (CT) in education, with a specific focus on the European context. This shows that CT is a crucial skill in the digital society and provides an essential tool for problem-solving and digital literacy. CT is defined as a thinking process that structures problems and formulates solutions that can be executed by both humans and machines. It is distinguished from programming and coding by its broader scope and cognitive focus.
One of the biggest challenges in integrating CT into education is the lack of knowledge and confidence among teachers. Many teachers have received little or no training in this area, making them feel insecure about teaching CT. This is further complicated by limited access to technology and appropriate teaching materials. Moreover, CT competes with other subjects in an already overcrowded curriculum. The perception that CT is exclusively related to computer science or that it is too technical also hampers its wide acceptance.
The paper highlights several effective pedagogical strategies to introduce CT in education. Methodologies such as Use-Modify-Create (UMC) and Predict-Run-Investigate-Modify-Make (PRIMM) are recommended, as they offer a step-by-step and practical approach. Iterative learning, where making mistakes and improving are encouraged, and connecting CT with real-world contexts make the learning process more engaging and relevant for students.
The analysis also includes insights from questionnaires completed by teachers from Belgium, Italy and Sweden. These teachers name a lack of time, resources and training as the biggest obstacles to integrating CT into their lessons. At the same time, they recognise the potential of CT to develop cross-cutting skills such as critical thinking, collaboration and creativity. Many teachers see CT as a valuable addition to teaching, but feel constrained by a lack of support and clear guidelines.
The paper makes several recommendations to address these challenges. Professional development plays a central role, with regular and accessible training focused on practical applications and teacher collaboration. It also recommends explicit inclusion of CT in national curricula, supported by clear guidelines and responsibilities for teachers. Investment in digital infrastructure and affordable resources for schools are essential to make CT widely accessible. It also recommends developing both formative and summative assessment methods to measure and improve the effectiveness of CT education.
In summary, the paper emphasises that integrating CT into education requires a systematic approach. Empowering teachers, adapting curricula and improving digital infrastructure are crucial steps. Through collaboration, targeted training and policy strategies, CT can be effectively implemented, contributing to an inclusive and digital future for learners.
A handbook focusing on introducing computational thinking (CT) and its importance in modern education. The book starts with an Introduction to Computational Thinking (CT): CT is described as an essential skill for modern society, bridging problem-solving, coding, and programming. The handbook emphasizes the difference between CT, programming, and coding, stressing that CT involves understanding underlying digital concepts to solve problems.
The handbook highlights the importance of integrating CT into K-12 curricula due to its growing relevance in today’s digital and interconnected world. This effort is supported by initiatives like the European Commission's Digital Education Action Plan (DEAP 2021-2027).
The handbook explores educational theories like constructivism and constructionism, specifically citing Piaget and Seymour Papert. It emphasizes active learning, where students construct knowledge through hands-on experiences, and the importance of scaffolding to support students as they develop problem-solving and computational skills.
The handbook provides examples and activities that educators can implement in the classroom to promote CT, such as “Tinkering” and “Unplugged Activities.” These methods allow students to engage in CT without requiring access to computers, making use of physical objects and collaborative learning to break down complex digital concepts.
The handbook also discusses Scratch, a graphical programming environment designed to help students learn programming in an intuitive and playful manner. The emphasis is on using Scratch to promote project-based learning, creativity, and problem-solving, encouraging students to experiment and collaborate with peers.
The handbook promotes the Use-Modify-Create (UMC) and Predict-Run-Investigate-Modify-Make (PRIMM) models, which scaffold the process of teaching programming. These models emphasize gradual progression from analyzing existing code to modifying and creating new programs.
With this handbook the project team aims to encourage educators to integrate CT into their teaching, showing that it can be applied across disciplines, not just in science and math, but also in the humanities and other areas. Here you can find the CT handbook
The MOOC "Computational Thinking for Teachers" provides educators with a foundational understanding of computational thinking, focusing on problem-solving, decomposition, pattern recognition, abstraction, and algorithms. The course is designed to help teachers apply these concepts in the classroom, particularly for upper elementary students. With 57 minutes of on-demand video, it aims to equip educators with both the knowledge and practical tools to teach computational thinking to young learners.
You can explore the course further here on Udemy.
This course is a comprehensive program aimed at enhancing the professional skills of educators, specifically focusing on the integration of computational thinking in their daily practice in class. The course is designed to provide teachers and teacher trainers with the necessary tools, methodologies, and resources to improve their teaching practices/teacher trainings and ultimately enhance learners outcomes.
1. Track for classroom teachers: This track is designed for teachers who want to integrate computational thinking into their daily lessons. It provides practical lesson ideas, activities, and methods to teach students computational skills and apply them in the classroom setting
2. Track for teacher support staff and teacher trainers: This track is aimed at education support staff such as ICT coordinators, mentors and teacher trainers. The focus here is on offering guidance and tools to help teachers effectively implement and support computational thinking in education in general and more specific in their daily practices.
The course begins by outlining its primary objective: to equip educators with the skills needed to effectively incorporate computational thinking in general and more specific the 4 cornerstones of computational thinking. It emphasizes the importance of these 4 cornerstones in fostering a more holistic educational experience for learners. Our CT CPD course is a valuable resource for educators looking to enhance their teaching methods and integrate computational thinking into their curriculum. It provides a structured and supportive environment for professional growth, ensuring that educators are well-equipped to meet the evolving demands of modern education. For more information, educators can dive into the CT-handbook or the CT-MOOC.
By adhering to the Erasmus+ open access requirement, we have ensured that all intellectual outputs and tangible deliverables from our ERASMUS KA2 Computational Thinking Academy for inclusion project (2021-1-BE02-KA220-SCH-000034359) are freely accessible to the public. The use of the CC BY 4.0 license facilitates widespread dissemination and utilization of the materials, promoting educational innovation and inclusivity. We have adopted the Creative Commons Attribution 4.0 International (CC BY 4.0) license for all our deliverables. This license permits others to share, copy, distribute, and transmit the work, as well as to adapt and build upon it, even commercially, as long as they attribute the original creation to our project. This approach ensures maximum dissemination and use of the project materials, promoting educational innovation and improvement beyond the immediate project participants.
