Online course for the development of Computational Thinking through ScratchJr using the ADDIE Model

Abstract

Abstract Computational Thinking (CT) is a pivotal 21st-century competency, increasingly integrated into educational curricula through programming and robotics. However, many teachers lack the interdisciplinary training necessary to incorporate CT across various subjects, highlighting a critical need for professional development programs. This article details the design and evaluation of an online course for educators focused on CT and programming via ScratchJr, utilizing the ADDIE instructional model. Structured into five two-hour autonomous modules, the course offers a flexible learning framework. A qualitative case study was conducted during the implementation and evaluation phases, using questionnaires with undergraduate Pedagogy students. Results indicated a significant enhancement in participants’ programming and CT skills, alongside a more favorable outlook toward applying these tools in their future practice. Notably, 96.4% and 100% of students positively assessed the integration of these competencies, demonstrating the course’s potential to bridge the digital divide in initial teacher training. This initiative was selected for the Scratch Education Collaborative (2022-2024 cohort) and integrated into a MOOC for a Portuguese R&D project, underscoring its relevance in digital literacy.