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Item Introducing Coding and Computational Thinking in the Schools: The TACCLE 3 – Coding Project Experience(Springer, 2018-08-19) García-Peñalvo, F. J.; Reimann, D.; Maday, C.Several countries have usually adopted several priorities for developing ICT competences from kindergarten to secondary education. Most of them are focused on the development of key competences and/or coding skills. Although coding may be very attractive for young students and a very good practice or experience, it could be more interesting to develop students’ logical thinking skills and problem-solving skills throughout programming approaches or computational thinking. This is a very exciting challenge with lots of possibilities regarding coding, robots, mobiles devices, Arduino-based application, game-based learning and so on. Taccle3 - Coding is a European Union Erasmus+ KA2 Programme project that supports primary school staff and others who are teaching computing to 4-14 year olds. Specifically, TACCLE 3 project has three main objectives: 1) To equip fellow classroom teachers, whatever their level of confidence, with the knowledge and the materials they need to teach coding effectively; 2) To develop a website of easy-to-follow and innovative ideas and resources to aid teachers in teaching coding. They will also find a review of the current academic research and an overview of the resources currently available for teaching coding; and 3) To provide national and international in-service training courses and other staff development events to help support and develop confidence and competences in teaching coding. This chapter explains the work done in TACCLE 3 and the firsts experiences we have to near the computational thinking to the primary school teachers, with a special attention to the using of smart textile objects.Item Computational Thinking(IEEE, 2018-02-28) García-Peñalvo, F. J.Information technologies are the base of the world infrastructure. In this social context, education, like any productive or service sector, is affected by technology. Faced with this reality, educational systems must prepare our young people to live in the digital world, for which they must be proficient in a new language without which they will become digital illiterates. Therefore, in school we should not only train in linguistic and numerical literacy, but also in digital literacy. So far, the effort has been oriented mainly to convert our young people into users of computer tools. This has gone from being necessary to being insufficient, because the use of software applications means to manage a digital language that is obsolete in a time that is not proportional, in effort, to the time that has been invested in acquiring these skills. Therefore, the challenge is to prepare our young people to face the world in which they live, giving them the necessary cognitive tools to succeed in the digital world. That is, instead of teaching students only the syntax of a changing language, they should be instructed in the rules that allow them to know how the digital language is constructed. Thus, computational thinking emerges as a paradigm of work, and the programming is stablished as the tool to solve problems.