Computational Thinking and Educational Technology: A Scoping Review of the Literature
Interest in computational thinking (CT) in the scientific community has increased significantly in the last 4 years, as evidenced by the numerous systematic reviews carried out. However, there is a lack of reviews that update the emerging conceptualization of CT and which also examine the roles of t...
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| Format: | Article |
| Language: | English |
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MDPI AG
2022-01-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/12/1/39 |
| _version_ | 1797494589642244096 |
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| author | Jesús Acevedo-Borrega Jesús Valverde-Berrocoso María del Carmen Garrido-Arroyo |
| author_facet | Jesús Acevedo-Borrega Jesús Valverde-Berrocoso María del Carmen Garrido-Arroyo |
| author_sort | Jesús Acevedo-Borrega |
| collection | DOAJ |
| description | Interest in computational thinking (CT) in the scientific community has increased significantly in the last 4 years, as evidenced by the numerous systematic reviews carried out. However, there is a lack of reviews that update the emerging conceptualization of CT and which also examine the roles of the school curriculum and teachers in the face of CT. A systematic literature review (SLR) consists of a collection of research conducted according to previous criteria with the aim of answering research questions with validity and quality. For this reason, the PRISMA-ScR statement was followed. Articles published in scientific journals, from Scopus and WoS, between January 2018 and August 2021 were included, in the English or Spanish language. The initial search resulted in 492 articles, to which the inclusion-exclusion criteria were applied. The final sample of texts for the present systematic review was <i>n</i> = 145. The texts were analyzed from three perspectives: conceptual, documentary and pedagogical. Thus, a renewal of previous literature reviews was carried out, updating the situation with research from recent years and new data, obtained to contribute to the collective intelligence on methodological strategies (80% of the sample was divided into “plugged” and “unplugged”); educational (more than 50% studied CT evaluation); and resources, including a collection of more than 119 educational resources. |
| first_indexed | 2024-03-10T01:36:30Z |
| format | Article |
| id | doaj.art-7d1da46ef8ea45419dd4d01d9ef12eba |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-03-10T01:36:30Z |
| publishDate | 2022-01-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-7d1da46ef8ea45419dd4d01d9ef12eba2023-11-23T13:32:56ZengMDPI AGEducation Sciences2227-71022022-01-011213910.3390/educsci12010039Computational Thinking and Educational Technology: A Scoping Review of the LiteratureJesús Acevedo-Borrega0Jesús Valverde-Berrocoso1María del Carmen Garrido-Arroyo2Department of Education Sciences, Faculty of Teacher Education, University of Extremadura, Avenida de la Universidad s/n, 10003 Cáceres, SpainDepartment of Education Sciences, Faculty of Teacher Education, University of Extremadura, Avenida de la Universidad s/n, 10003 Cáceres, SpainDepartment of Education Sciences, Faculty of Teacher Education, University of Extremadura, Avenida de la Universidad s/n, 10003 Cáceres, SpainInterest in computational thinking (CT) in the scientific community has increased significantly in the last 4 years, as evidenced by the numerous systematic reviews carried out. However, there is a lack of reviews that update the emerging conceptualization of CT and which also examine the roles of the school curriculum and teachers in the face of CT. A systematic literature review (SLR) consists of a collection of research conducted according to previous criteria with the aim of answering research questions with validity and quality. For this reason, the PRISMA-ScR statement was followed. Articles published in scientific journals, from Scopus and WoS, between January 2018 and August 2021 were included, in the English or Spanish language. The initial search resulted in 492 articles, to which the inclusion-exclusion criteria were applied. The final sample of texts for the present systematic review was <i>n</i> = 145. The texts were analyzed from three perspectives: conceptual, documentary and pedagogical. Thus, a renewal of previous literature reviews was carried out, updating the situation with research from recent years and new data, obtained to contribute to the collective intelligence on methodological strategies (80% of the sample was divided into “plugged” and “unplugged”); educational (more than 50% studied CT evaluation); and resources, including a collection of more than 119 educational resources.https://www.mdpi.com/2227-7102/12/1/39computational thinkingproblem solving21st-century skillseducationsystematic literature review |
| spellingShingle | Jesús Acevedo-Borrega Jesús Valverde-Berrocoso María del Carmen Garrido-Arroyo Computational Thinking and Educational Technology: A Scoping Review of the Literature Education Sciences computational thinking problem solving 21st-century skills education systematic literature review |
| title | Computational Thinking and Educational Technology: A Scoping Review of the Literature |
| title_full | Computational Thinking and Educational Technology: A Scoping Review of the Literature |
| title_fullStr | Computational Thinking and Educational Technology: A Scoping Review of the Literature |
| title_full_unstemmed | Computational Thinking and Educational Technology: A Scoping Review of the Literature |
| title_short | Computational Thinking and Educational Technology: A Scoping Review of the Literature |
| title_sort | computational thinking and educational technology a scoping review of the literature |
| topic | computational thinking problem solving 21st-century skills education systematic literature review |
| url | https://www.mdpi.com/2227-7102/12/1/39 |
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