Today, the necessity of people from different cultures to live together, scientific and technological developments, war and natural disasters affect the human life socially and culturally, making it compulsory for individuals to adapt to this situation. While individuals were trying to adapt to this situation, information started to spread rapidly and reached wide masses. On the other hand, the meaning and value of information has changed. It has become important for individuals to select, analyze and evaluate the rapidly disseminating information and revealed new skill concepts called 21st century skills. In line with these concepts, effective educators in preparing students for changing world conditions should be equipped with key skills consisting of computational thinking steps such as Critical Thinking, Finding Problem Solving Patterns, Developing Algorithms, Building Bridges Between Different Social Environments and Effective Leadership. Because, the computational thinking skills that enable individuals to meet the needs of the century they live, to sustain their lives, to be productive can be gained to a great extent through education. When the education programs of the partner countries are examined in the context of the project, the rationale for the emergence of the project is: - The fact that computational thinking is not fused as a field-specific or interdisciplinary subject in education programs, - The fact that alternative skills for the solution of complex problems cannot be developed due to the easier access to information and the increasing use of technology, - Being asked to be taught of computational thinking skills similar to problem solving and critical thinking skills, - Failure to combine critical thinking skills with powerful digital tools in course curricula, - The fact that as the abilities of individuals improve in the learning process, the concepts to be taught cannot be listed based on algorithm, - The fact the professional competencies of educators cannot be enriched with 21st century skills. Objectives: - Associating cognitive thinking skills with other aspects of the curriculum and /or real life, - Using collaborative working strategies in classroom learning, - Solving daily problems through human-computer cooperation by using various thinking forms that are specific to the field of computer science and not, - Integrating tools to be used in concept teaching with the learning process, - Developing students' computational thinking concept and process skills such as abstraction, algorithmic thinking and problem solving through various learning activities, - Entrepreneurship and Self-Management, Social and Intercultural Interaction, Creativity and Reliability, - Being able to sustain the lives of individuals with computational thinking skills in a more qualified way, - Being able to solve the problems more easily, to look at the events in the environment or the society from different perspectives, -Using information to solve the problem faced, providing information flow from various sources, -Enriching the learning process by providing interdisciplinary transition in education, -Being able to handle computational thinking with an interdisciplinary approach. It will be contributed to the renewal of the learning and teaching process by including computational thinking in educational programs. With this contribution, the competencies of educators and students will be equipped with 21st century skills depending on the enrichment and renewal of the course contents. The project period is 24 months and it will be carried out under the coordination of the Regional Department of Education - Burgas, in cooperation with the Directorate of Secondary Education of Heraklion, Yalova Provincial Directorate of National Education, Vaslui County School Inspectorate, Conselleria De Cultura Educacion e Universidade ( xuntda de Galicia) and Information Strategies Association. In the project; there are intellectual outputs of Discovering Algorithms, Finding Patterns and Developing Algorithms, and learning, teaching, training activities of Computational Thinking and Its Terminologies, Dimensions of Computational Thinking, Implementing Computational Thinking.
The aim of the project "Computational Thinking in the Covid-19" is to study the relevance of computational thinking as a fundamental part of the teaching-learning process and in the Covid-19 times, in accordance with the European Policies. With this in mind, other more specific objectives are set out: To raise awareness of the importance of knowing the basics of computational thinking as a necessary methodology in the new European curricula. To train teachers to develop the necessary skills to implement it in the classroom with students. To bring the use of computational thinking closer to non-technological subjects. To create educational materials based on computational thinking including course on the Moodle platform with teacher guides and user guides. To promote computational thinking among the younger population to move towards a more technological and digital future. Fulfilling these objectives requires initiatives that change the conception of the teaching-learning process, which is why the project is aimed directly at teachers and, consequently, at secondary school students, who are at a key stage in the development of their professional skills and the acquisition of knowledge that will mark them for the rest of their personal and professional careers. In addition, the younger population will be responsible for disseminating the knowledge acquired among their circle of relatives and acquaintances, which will increase the impact of the project on the general population.
Today, the necessity of people from different cultures to live together, scientific and technological developments, war and natural disasters affect human life socially and culturally, making it compulsory for individuals to adapt to this situation. While individuals were trying to adapt to this situation, information started to spread rapidly and reached wide masses. On the other hand, the meaning and value of information has changed. It has become important for individuals to select, analyze and evaluate the rapidly disseminating information and revealed new skill concepts called 21st century skills. In line with these concepts, effective educators in preparing students for changing world conditions should be equipped with key skills consisting of computational thinking steps such as Critical Thinking, Finding Problem Solving Patterns, Developing Algorithms, Building Bridges Between Different Social Environments and Effective Leadership. Since computational thinking skills that enable individuals to meet the needs of the century they live in, to sustain their lives, to be productive can be gained to a great extent through education. When the education programs of the partner countries were examined in the context of the project, the rationale for the emergence of the project came to the surface: - The fact that computational thinking not fused as a field-specific or interdisciplinary subject in education programs, - The fact that alternative skills for the solution of complex problems cannot be developed due to the easier access to information and the increasing use of technology, - Being asked to be taught of computational thinking skills similar to problem solving and critical thinking skills, - Failure to combine critical thinking skills with powerful digital tools in course curricula, - The fact that as the abilities of individuals improve in the learning process, the concepts to be taught cannot be listed based on algorithm, The fact the professional competencies of educators cannot be enriched with 21st century skills Today, the necessity of people from different cultures to live together, scientific and technological developments, war and natural disasters affect the human life socially and culturally, making it compulsory for individuals to adapt to this situation. While individuals were trying to adapt to this situation, information started to spread rapidly and reached wide masses. On the other hand, the meaning and value of information has changed. It has become important for individuals to select, analyze and evaluate the rapidly disseminating information and revealed new skill concepts called 21st century skills. In line with these concepts, effective educators in preparing students for changing world conditions should be equipped with key skills consisting of computational thinking steps such as Critical Thinking, Finding Problem Solving Patterns, Developing Algorithms, Building Bridges Between Different Social Environments and Effective Leadership. Because, the computational thinking skills that enable individuals to meet the needs of the century they live, to sustain their lives, to be productive can be gained to a great extent through education. When the education programs of the partner countries are examined in the context of the project, the rationale for the emergence of the project is: - The fact that computational thinking is not fused as a field-specific or interdisciplinary subject in education programs, - The fact that alternative skills for the solution of complex problems cannot be developed due to the easier access to information and the increasing use of technology, - Being asked to be taught of computational thinking skills similar to problem solving and critical thinking skills, - Failure to combine critical thinking skills with powerful digital tools in course curricula, - The fact that as the abilities of individuals improve in the learning process, the concepts to be taught cannot be listed based on algorithm, The fact the professional competencies of educators cannot be enriched with 21st century skills