HR4RS stamp
Irene Vega
Computational thinking refers to the application of skills and techniques to detect or solve problems in the world around us using a logical and orderly sequence. These techniques are mainly based on the use of algorithms, that is, a set of instructions to solve a problem step by step.
The objective of the CoTEDI project (Computational Thinking Education for Diversity and Inclusion) will be to identify, develop and implement a new methodology to teach how to use computational thinking in schools. Furthermore, this initiative aims to create common bases for its implementation, focusing on the professionalization of teachers and the training of students. This model will also pay special attention to inclusion, special educational needs and issues of cultural or social diversity.
“In the coming months we will work on extracting the context and educational needs of the students in the schools of the entities involved in the project. To do this, we are going to make different testing that measure computational thinking in students in Primary Education centers,” says Estefanía Martín, researcher at the LITE group (Laboratory of Information Technologies in Education). "We will also conduct questionnaires to teachers and management teams to learn first-hand about the context of the school, the real experience of teachers in teaching computational thinking and the needs of students to subsequently be able to address diversity thanks to the educational programs that are developed,” he adds.
The project, started in early 2024, will last three years. Throughout the different phases that will be developed, different activities, applications (apps) and materials will be created, selected or adapted for the learning and evaluation of computational thinking. “The activities will be both electronic and unplugged (unplugged, in English), taking into account the diversity of each country, the needs and characteristics of the students. These activities can be (video) games, educational robotics, programming environments, simulations, concrete materials, intelligent games, hackathons, etc,” says Estefanía Martín.
These resources will be validated in the Primary Education schools that are partners of the project and training activities will also be carried out with teachers from all the countries involved with the aim of training them in the teaching of computational thinking.
Creation of educational programs
The URJC is involved in all the work packages of this project and is the coordinator of a specific part in charge of creating educational programs for teaching computational thinking. These programs will be specially designed for Primary Education schools with the aim of promoting the teaching and evaluation of computational thinking in these very early stages.
“The final objective of this project is the realization of these educational programs that allow computational thinking to be taught with new teaching methodologies in the Primary Education stage, including students with special educational needs. Teachers will acquire skills to be able to teach computational thinking in the classrooms and the resources generated in the project will be available free of charge to the entire society so that other schools can use them,” concludes the researcher.