Computational thinking and technology-enhanced learning (TEL)

This chapter argues that technology is introduced to children - who must develop skills in order to use these tools - and thus disputing Prensky's claim. Technology provides several vehicles and platforms upon which pupils' creations can be constructed; the benefits of these are discussed more fully in the following section. The chapter also argues that Computing in primary schools needs to involve pupils accessing appropriate tools and employing computational thinking and problem-solving skills to develop confidence and autonomy with these tools through a child-centred, child-led approach. From this in-depth case study of Wingfield Primary School, key themes that emerge revolve around teacher knowledge, purpose of tools, and pupil autonomy. In the Western ‘digital culture’, children are born into the world of technology and social media. Prensky initially labelled these children as ‘digital natives’, implying that these children inherited a natural relationship with computers, the internet, and technological tools from birth, and thus are ‘native speakers’ of digital language.