General aim of the project

The project is designed to:

(a) promote and support computational thinking in order to improve the quality of remote teaching and learning;

(b) develop the concept/model of computational thinking.;

(c) provide high quality training to develop teachers’ knowledge and skills;

One of the most important goals of our project is showing how embedding computational thinking in various areas of learning can help students to understand the collaborative relationship between human thinking and computing. As we know, the programming languages are different from each other, but the problem-solving methods to implement them are quite similar.

The learning material include:

(a) Introduction to CT;
(b) Description of key concepts of CT;
(c) Role of digital literacy in modern education;
(d) Overview of CT Frameworks;
(e) Model of CT for Education Online;
(f) Description of teachers’ roles and responsibilities in facilitation of online learning;
(g) Activities for developing CT skills;
(h) Teaching Methods for CT;
(i) List of online tools which can be used to teach CT;
(j) Challenges for CT in Education;
(k) Benefits of teacher training in CT;
(l) List of tools and resources for self-study;
(m) List of good practices and other resources.

Benefits of teaching with Computational Thinking.

There are three main reasons educators of all grades should use CT. First, it helps students to cope with almost any problem providing them with a step-to-step procedure in order to reach to an end solution, through a variety of disciplines. Second, it exhibits the strength of computer technology and finally complements and enhances existing school curriculum (Waterman, Goldsmith, Pasquale, 2019).

Project results:

Handbook: “Model of CT for Online Education”

E-learning course - Using Computational Thinking in Online Education

Didactic materials: “A set of lesson plans for teaching with Computational Thinking”

The aim of the project:

  • General aim of the project is to make students use computational thinking.
  • It seems that once students start to think computationally they are able to perform better in problem-solving activities in class and in everyday life situations, as they are able to better understand and express a problem and its appropriate solution by effectively.
  • Once students start to think computationally, they will be able to perform better problem-solving activities in and outside the classroom, they are able to better understand and express a problem and its appropriate solution by effectively.
  • CT cultivates the learners’ abilities to find problems, analyse problems, design algorithms, compare performance and solve problems by applying specific methods and principles.