Computational Thinking Academy for inclusion

The CT Academy project is aimed at integrating computational thinking (CT) into education. There is a need for curriculum implementation, teacher competence, an integrated approach, research-based information and the reduction of math anxiety. The objectives are to deepen insights into CT in the curriculum, support teachers with a handbook, MOOC and CPD course, and improve CT competencies among students. The project was launched to adapt education to a technology-driven world. The Computational Thinking Academy (CT Academy) project arose from an international need to integrate computational thinking (CT) into education. The application for this project was submitted to address the following needs:Need for curriculum implementation: Policymakers and partners are constantly looking for ways to integrate CT into the curriculum. Need for teacher competence: Teachers need support to effectively integrate CT into their teaching practice. They often lack the ecessary training and tools to apply CT in the classroom. Need for research-based information: There is a shortage of online, research-based information about CT. The project aimed to support teachers in developing and improving their ability to implement CT in a cross-curricular way

The main goal of the Computational Thinking Academy (CT Academy) project was to integrate computational thinking (CT) in a comprehensive way into education, with a focus on the needs of teachers and students. This was pursued through a number of specific objectives: Increasing insights = the placement of CT in the curriculum, Providing support to teachers (handbook, MOOC and CPD-course), improving CT skills among students. The underlying idea was that CT is an essential skill for the 21st century and that it is important to support teachers in integrating CT into classroom practice. The project also aimed to reduce math anxiety among students by making greater use of CT in the curriculum. The ultimate goal was to create a sustainable effect, whereby the developed materials and expertise remain available to teachers, schools and policymakers, both during and after the project.

The Computational Thinking Academy (CT Academy) project comprised a series of activities aimed at implementing computational thinking (CT) in education. These activities were designed to improve teachers' competencies and integrate CT into classroom practice. Below is an overview of the most important activities: • Needs analysis (Intellectual Output 1): The project began with a thorough analysis of the needs of teachers, school leaders and other stakeholders. This analysis included interviews with teachers, an overview of existing curricula and professional development resources, and a review of academic literature. The goal was to create a shared understanding of what CT is and how it can be integrated into education, with special attention to the specific needs of teachers in different subject areas. • Development of a handbook (Intellectual Output 2): Based on the needs analysis, a handbook was developed that contained good intercultural practices and possibilities for CT. This handbook was intended as a practical guide for teachers, policymakers and other stakeholders to integrate CT into the classroom. The handbook would also serve as the basis for the development of the MOOC and the CPD course. • Development of a MOOC (Inte

The Computational Thinking Academy (CT Academy) project has produced various concrete outputs and results, which together contribute to the promotion of computational thinking (CT) in education. These outputs have been developed to support teachers, inspire students and inform policymakers about the possibilities of CT. Below is an overview of the most important results: • Needs analysis (Intellectual Output 1): The project has produced a comprehensive document analyzing needs. This analysis identifies the most important requirements for professional development of teachers with regard to CT and serves as a basis for the other intellectual outputs. The document includes: A qualitative survey of teachers about their perceptions, needs, doubts and questions about CT. An overview of European efforts in the field of CT and best practices at the national level. A review of available professional development resources and academic literature related to CT. A shared understanding of CT, the needs of teachers and a vision for the integration of CT in primary education, both for STEM and STEAM subjects. • CT Academy Handbook (Intellectual Output 2): Based on the needs analysis, a handbook has been developed that provides an overview of int