DIGITAL CULTURE, COMPUTATIONAL THINKING AND DIGITAL WORLD: INTERTWININGS IN TEACHER IDENTITY
TL;DR
The findings indicate that the incorporation of digital culture and computational thinking creates new demands for teacher education, requiring educators to develop broader competencies for the critical, ethical, and pedagogical use of digital technologies.
Abstract
This study aims to analyze how the triad of Digital Culture, Computational Thinking, and the Digital World (CPM) influences the construction of teacher identity, seeking to understand the challenges and opportunities arising from the implementation of these dimensions in pedagogical practice. The research is based on a qualitative, bibliographic approach, grounded in the analysis of scientific literature and official documents addressing the integration of digital technologies into education and their implications for teaching. In this context, the study examines how these transformations affect teachers' professional education, practice, and identity in contemporary society. The findings indicate that the incorporation of digital culture and computational thinking creates new demands for teacher education, requiring educators to develop broader competencies for the critical, ethical, and pedagogical use of digital technologies. At the same time, the results highlight challenges related to initial and continuing teacher education, working conditions, and the adaptation of pedagogical practices. It is concluded that the CPM triad represents a structuring element of contemporary education while reshaping teacher identity and requiring new knowledge and practices for teaching in the digital society.