University of the Basque Country (UPV/EHU) (SPAIN)
About this paper:
Appears in: INTED2019 Proceedings
Publication year: 2019
Pages: 8783-8789
ISBN: 978-84-09-08619-1
ISSN: 2340-1079
doi: 10.21125/inted.2019.2190
Conference name: 13th International Technology, Education and Development Conference
Dates: 11-13 March, 2019
Location: Valencia, Spain
Currently, several and quick changes are taking place in the educational world and, especially, in the labour world, mainly related to the rise of technology and its presence in any activity. On the one hand, students must face the digitalization of the different areas of knowledge, and on the other hand, teachers must be trained to guide students in their learning process. Thus, digital competence is then shown as indispensable and has entered the education system all around the world. But in recent years, another idea, computational thinking, has burst in force and is taking on the challenge of digital competence.

However, today there is no single definition of this concept. Most of the time, computational thinking is combined with computer science and/or programming and robotics. Many schools of thought also extend the capabilities of computational thinking to the so-called STEM subjects. In this paper, we propose a definition of computational thinking that can be applied to any area of knowledge, from the Humanities to the Technical areas, distancing us in a certain sense from the link that some people make only with coding.
Computational thinking, digital competence, programming, STEM, technology, learning.