Computational Thinking Relationship with Digital Competence
The European Commission Science Hub has been promoting Computational Thinking (CT) as an important 21st century skill or competence. However, "despite the high interest in developing computational thinking among schoolchildren and the large public and private investment in CT initiatives, there...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Vilnius University
2018-10-01
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| Series: | Informatics in Education |
| Subjects: | |
| Online Access: | https://infedu.vu.lt/doi/10.15388/infedu.2018.14 |
| _version_ | 1818022282324344832 |
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| author | Anita JUŠKEVIČIENĖ Valentina DAGIENĖ |
| author_facet | Anita JUŠKEVIČIENĖ Valentina DAGIENĖ |
| author_sort | Anita JUŠKEVIČIENĖ |
| collection | DOAJ |
| description | The European Commission Science Hub has been promoting Computational Thinking (CT) as an important 21st century skill or competence. However, "despite the high interest in developing computational thinking among schoolchildren and the large public and private investment in CT initiatives, there are a number of issues and challenges for the integration of CT in the school curricula". On the other hand, the Digital Competence (DC) Framework 2.0 (DigCom) is promoted in the same European Commission Science Hub portal. It shows that both topics have many things in common. Thus, there is the need of research on the relationship between CT and digital competence.
The goal of this paper is to analyse and discuss the relationship between DC and CT, and to help educators as well as educational policy makers to make informed decisions about how CT and DC can be included in their local institutions. We begin by defining DC and CT and then discuss the current state of both phenomena in education in multiple countries in Europe. By analysing official documents, we try to find the underlying commonness in both DC and CT, and discover all possible connections between them. Possible interconnections between the component groups of approaches are presented in Fig. |
| first_indexed | 2024-04-14T08:29:21Z |
| format | Article |
| id | doaj.art-bfc06faafb78415d880b412febd5e5a1 |
| institution | Directory Open Access Journal |
| issn | 1648-5831 2335-8971 |
| language | English |
| last_indexed | 2024-04-14T08:29:21Z |
| publishDate | 2018-10-01 |
| publisher | Vilnius University |
| record_format | Article |
| series | Informatics in Education |
| spelling | doaj.art-bfc06faafb78415d880b412febd5e5a12022-12-22T02:03:57ZengVilnius UniversityInformatics in Education1648-58312335-89712018-10-0117226528410.15388/infedu.2018.14Computational Thinking Relationship with Digital CompetenceAnita JUŠKEVIČIENĖ0Valentina DAGIENĖ1Vilnius University Institute of Data Science and Digital Technologies Akademijos str. 4, LT-08663 Vilnius, LithuaniaVilnius University Institute of Data Science and Digital Technologies Akademijos str. 4, LT-08663 Vilnius, LithuaniaThe European Commission Science Hub has been promoting Computational Thinking (CT) as an important 21st century skill or competence. However, "despite the high interest in developing computational thinking among schoolchildren and the large public and private investment in CT initiatives, there are a number of issues and challenges for the integration of CT in the school curricula". On the other hand, the Digital Competence (DC) Framework 2.0 (DigCom) is promoted in the same European Commission Science Hub portal. It shows that both topics have many things in common. Thus, there is the need of research on the relationship between CT and digital competence. The goal of this paper is to analyse and discuss the relationship between DC and CT, and to help educators as well as educational policy makers to make informed decisions about how CT and DC can be included in their local institutions. We begin by defining DC and CT and then discuss the current state of both phenomena in education in multiple countries in Europe. By analysing official documents, we try to find the underlying commonness in both DC and CT, and discover all possible connections between them. Possible interconnections between the component groups of approaches are presented in Fig.https://infedu.vu.lt/doi/10.15388/infedu.2018.14Computational Thinkingdigital competenceeducation |
| spellingShingle | Anita JUŠKEVIČIENĖ Valentina DAGIENĖ Computational Thinking Relationship with Digital Competence Informatics in Education Computational Thinking digital competence education |
| title | Computational Thinking Relationship with Digital Competence |
| title_full | Computational Thinking Relationship with Digital Competence |
| title_fullStr | Computational Thinking Relationship with Digital Competence |
| title_full_unstemmed | Computational Thinking Relationship with Digital Competence |
| title_short | Computational Thinking Relationship with Digital Competence |
| title_sort | computational thinking relationship with digital competence |
| topic | Computational Thinking digital competence education |
| url | https://infedu.vu.lt/doi/10.15388/infedu.2018.14 |
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