Computational thinking has become an increasingly prominent competence in educational debates, especially because of its connection with problem-solving, creativity, and adaptation to a constantly changing digital environment.
The article by Gema Ortuño Meseguer and José Luis Serrano analyzes how this competence is being implemented in primary education and what kind of training teachers receive in order to integrate it into the classroom. Through a systematic review of empirical studies published between 2006 and 2023, the article offers a critical perspective on a field that is advancing rapidly, but still requires greater pedagogical and training-related clarity.
One of the study’s most relevant findings is that robotics and visual block-based programming, especially through tools such as Scratch or robotics kits, are the most common strategies for developing computational thinking in primary education. However, the review also reveals some important gaps: there are few studies focused on the early years of primary education, unplugged activities (those that work on computational concepts without digital devices) remain underused, and the assessment of computational thinking continues to be a challenge.
Although instruments such as Bebras tasks, specific tests, or programming-related tools are available, the article stresses the need to combine different approaches in order to assess the components of this competence more comprehensively.
The article’s main warning concerns teacher training. Many teachers attempt to incorporate computational thinking into their classrooms without sufficient preparation, and the training experiences analyzed tend to focus more on technical aspects (programming or robotics) than on solid pedagogical criteria.
For this reason, the study highlights the role of Faculties of Education in designing and evaluating initial and in-service teacher training programs that help teachers integrate computational thinking in a gradual, interdisciplinary, and meaningful way. Rather than introducing technology for its own sake, the challenge is to train teachers who are capable of turning computational thinking into a tool for learning, creating, collaborating, and solving problems from the earliest educational stages.
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How to Cite: Ortuño Meseguer, G., & Serrano, J. L. (2024). Implementation and training of primary education teachers in computational thinking: a systematic review. RIED-Revista Iberoamericana de Educación a Distancia, 27(1), 255–287. https://doi.org/10.5944/ried.27.1.37572
