Impact of teacher training in computational thinking on educational innovation and use of Artificial Intelligence

Impact of teacher training in computational thinking on educational innovation and use of Artificial Intelligence | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Systematic Review Impact of teacher training in computational thinking on educational innovation and use of Artificial Intelligence Inés María González Vidal, María del Carmen Romero García, Alain Antonio Rodríguez González This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-4311604/v2 This work is licensed under a CC BY 4.0 License Status: Posted Version 2 posted You are reading this latest preprint version Show more versions Abstract The increase in virtual educational spaces has meant that teachers develop digital skills required in the 21st century. However, few studies explore teacher training in virtual environments linked to the concept of universalization of computational thinking to improve their performance in virtual teaching environments. The objective of this work is to analyze the impact of teacher training in universalization of computational thinking to enhance educational innovation in virtual teaching environments and the use of artificial intelligence (AI). Supported by the Google Scholar, Scopus and Springerlink databases, a systematic review of 75 scientific publications was carried out, using quantitative and qualitative scientific methods, as well as the Prism Model, which allowed organizing quality and selection criteria. The results show that the definition of computational thinking changes as its understanding materializes and develops in new generations of teachers based on a contemporary vision of the concept applied to all citizens. The curricular integration of programming and robotics in teacher training improves their digital literacy. At the same time, the educational practices resulting from the dual dialectic: experiment-conceptualize and act-reflect, supported by Kold's model, could favor educational innovation and the use of AI in educational environments within an ethical and social framework. The TRACK model is pointed out as a strategy to implement computational thinking in teacher training, considering three types of knowledge (namely: technological, pedagogical and the contents of the discipline) necessary for STEAM education, as well as improving teacher performance. in virtual teaching environments. Educational Philosophy and Theory Digital literacy educational innovation Artificial Intelligence curricular integration programming and robotics in education systematic review Full Text Additional Declarations The authors declare no competing interests. Cite Share Download PDF Status: Posted Version 2 posted You are reading this latest preprint version Show more versions Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-4311604","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Systematic Review","associatedPublications":[],"authors":[{"id":294843133,"identity":"a160e982-fe33-428b-ac5c-ac149b03729e","order_by":0,"name":"Inés María González Vidal","email":"data:image/png;base64,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","orcid":"https://orcid.org/0000-0003-0559-0321","institution":"Universidad Internacional de la Rioja","correspondingAuthor":true,"prefix":"","firstName":"Inés","middleName":"María González","lastName":"Vidal","suffix":""},{"id":294843134,"identity":"8a5ad5ef-8206-4974-8e53-9dcfbe8b435f","order_by":1,"name":"María del Carmen Romero García","email":"","orcid":"https://orcid.org/0000-0003-3937-9399","institution":"Universidad Internacional de la Rioja","correspondingAuthor":false,"prefix":"","firstName":"María","middleName":"del Carmen Romero","lastName":"García","suffix":""},{"id":294843135,"identity":"71be565d-72c8-411a-934d-12a35de9fbcf","order_by":2,"name":"Alain Antonio Rodríguez González","email":"","orcid":"https://orcid.org/0009-0008-3949-3937","institution":"Centre for Automation and Robotics (CAR) CSIC-UPM","correspondingAuthor":false,"prefix":"","firstName":"Alain","middleName":"Antonio Rodríguez","lastName":"González","suffix":""}],"badges":[],"createdAt":"2024-04-23 11:18:07","currentVersionCode":2,"declarations":{"humanSubjects":false,"vertebrateSubjects":false,"conflictsOfInterestStatement":false,"humanSubjectEthicalGuidelines":false,"humanSubjectConsent":false,"humanSubjectClinicalTrial":false,"humanSubjectCaseReport":false,"vertebrateSubjectEthicalGuidelines":false},"doi":"10.21203/rs.3.rs-4311604/v2","doiUrl":"https://doi.org/10.21203/rs.3.rs-4311604/v2","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":55407789,"identity":"ed98e1e8-0e49-4bdf-a04c-cecb1f4261a1","added_by":"auto","created_at":"2024-04-26 22:04:25","extension":"pdf","order_by":1,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":496242,"visible":true,"origin":"","legend":"","description":"","filename":"BlindedManuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-4311604/v2_covered_dcc3b3cd-17c0-46f9-b7a1-d5b3adea5adf.pdf"}],"financialInterests":"The authors declare no competing interests.","formattedTitle":"Impact of teacher training in computational thinking on educational innovation and use of Artificial Intelligence","fulltext":[],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":false,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":true,"highlight":"","institution":"Universidad Internacional De La Rioja","isAcceptedByJournal":false,"isAuthorSuppliedPdf":true,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":true,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Digital literacy, educational innovation, Artificial Intelligence curricular integration, programming and robotics in education, systematic review","lastPublishedDoi":"10.21203/rs.3.rs-4311604/v2","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-4311604/v2","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThe increase in virtual educational spaces has meant that teachers develop digital skills required in the 21st century. However, few studies explore teacher training in virtual environments linked to the concept of universalization of computational thinking to improve their performance in virtual teaching environments. The objective of this work is to analyze the impact of teacher training in universalization of computational thinking to enhance educational innovation in virtual teaching environments and the use of artificial intelligence (AI). Supported by the Google Scholar, Scopus and Springerlink databases, a systematic review of 75 scientific publications was carried out, using quantitative and qualitative scientific methods, as well as the Prism Model, which allowed organizing quality and selection criteria. The results show that the definition of computational thinking changes as its understanding materializes and develops in new generations of teachers based on a contemporary vision of the concept applied to all citizens. The curricular integration of programming and robotics in teacher training improves their digital literacy. At the same time, the educational practices resulting from the dual dialectic: experiment-conceptualize and act-reflect, supported by Kold's model, could favor educational innovation and the use of AI in educational environments within an ethical and social framework. The TRACK model is pointed out as a strategy to implement computational thinking in teacher training, considering three types of knowledge (namely: technological, pedagogical and the contents of the discipline) necessary for STEAM education, as well as improving teacher performance. in virtual teaching environments.\u003c/p\u003e","manuscriptTitle":"Impact of teacher training in computational thinking on educational innovation and use of Artificial Intelligence","msid":"","msnumber":"","nonDraftVersions":[{"code":2,"date":"2024-04-26 21:48:14","doi":"10.21203/rs.3.rs-4311604/v2","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}},{"code":1,"date":"2024-04-24 06:38:13","doi":"10.21203/rs.3.rs-4311604/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"64a1a72d-f4a1-494b-984f-964ed9631c73","owner":[],"postedDate":"April 26th, 2024","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[{"id":31083631,"name":"Educational Philosophy and Theory"}],"tags":[],"updatedAt":"2024-04-24T06:38:13+00:00","versionOfRecord":[],"versionCreatedAt":"2024-04-26 21:48:14","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v2","identity":"rs-4311604","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-4311604","identity":"rs-4311604","version":["v2"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}