[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-588491-105":59,"doc-detail-588491-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","ict-competences-algorithmic-thinking-volume-5-number-2-abstract","ICT COMPETENCES: ALGORITHMIC THINKING - Volume 5 Number 2 - Abstract","","A paper examines why ICT should be taught in primary and secondary education, focusing on the role of competences as practical actions and problem-solving tasks. It presents an overview of European and Hungarian competence frameworks, explains what ICT competence includes in everyday learning and work, and introduces algorithmic thinking as a key competence. The work outlines related components such as data modelling, real-world modelling, and problem solving.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/ict-competences-algorithmic-thinking-volume-5-number-2-abstract/588491/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/ict-competences-algorithmic-thinking-volume-5-number-2-abstract/588491.png","ImageObject",300,407,{"name":92,"@type":93},"Putri","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the paper’s main focus regarding ICT competences?","Question",{"text":112,"@type":113},"It centers on algorithmic thinking as a core ICT competence and discusses its deeper meaning within primary and secondary education.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the paper define competences in the context of ICT curricula?",{"text":117,"@type":113},"Competences are described as actions and tasks people can perform; an individual is considered competent when they can solve common tasks related to a field.",{"name":119,"@type":110,"acceptedAnswer":120},"What competences and components are introduced besides algorithmic thinking?",{"text":121,"@type":113},"The text also covers data modelling, modelling the real world, and problem solving as components within ICT competences.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588491,1792484260,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},962085571259,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Volume 5 Number 2, 2012  \nICT COMPETENCES: ALGORITHMIC THINKING  \nLászló Zsakó, Péter Szlávi  \nAbstract: A lot has been said about what to teach in ICT in primary and secondary education.  \nThere are serious discussions even debates about it. Much less has been said about why ICT should be taught. [1] Competences are related actions and tasks done by people (somebody is competent in a certain field if they are able to solve common tasks related to that field) . ICT curricula contain these competences, together with development tasks, activities, abilities and skills, always assuming a knowledge system you can rely on. One of the most important competences, which is gathering more and more ground in primary and secondary education of dynamically developing countries, is algorithmic thinking. This paper is aimed at dealing with its depths.  \nKey words: Informatics and education; Curriculum; Primary and secondary education; Algorithmic thinking; Problem solving  \n1. Introduction  \nThe key competences set in the Hungarian National Curriculum are based on the Recommendation of the European Parliament and of the Council of 18 December 2006 on Key Competences for Lifelong Learning (2006/962/EC) . [2]  \nThe European Union has developed a key competence framework system consisting of 8 elements, which all individuals need for a successful life in today’s modern economy and society, for acquiring and renewing knowledge, for evolving the paradigm of lifelong learning and the demand for being well-educated, and for personal self-realization (communication in your mother tongue, communication in a foreign language, mathematical and scientific, digital, learning, social competence, entrepreneurship and cultural expressiveness) .  \nThe Hungarian National Curriculum, rephrasing the above a bit, defines the following 9 key competences: [3]  \n1. Communication in mother tongue  \n2. Communication in a foreign language  \n3. Mathematical competence  \n4. Scientific competence  \n5. Digital competence  \n6. Efficient independent learning  \n7. Social and civil competence  \n8. Initiative and entrepreneur’s competence  \n9. Aesthetic-art awareness and expressiveness  \nRelying on these key competences and subjects, competences can be defined for certain subjects and knowledge areas.  \nPossessing ICT competencies, you are able to apply basic ICT tools and methods for learning and problem solving in everyday life, at home and at work. Your knowledge can be applied practically in learning and operating new technologies and methods, in problem solving, in acquiring individual and community objectives as well as in making decisions that require understanding the possibilities of information society. [2]  \nTherefore, ICT competence includes main computer applications such as word-processing, data tables, databases, information storage and management, communication through the internet and electronic  \nmedia in the fields of free time, information sharing, cooperative networking, learning and research. In addition, you must be aware of the problems concerning the credibility and reliability of accessible information and the ethic principles related to the interactive use of ICT tools.  \nThe necessary skills cover finding, collecting and processing information, its critical application as well as distinguishing real and virtual relationships. It also involves the use of devices and tools that help producing, demonstrating and understanding complex information as well as access to Internetbased services, their use in research, applying ICT methods in critical thinking, creativity and innovation.  \nMany competences partly overlap and entwine: elements necessary for one area support the competences of another one.  \n2. The components of ICT competences  \nSince our starting point is the National Curriculum, ICT competences are also defined for the participants of primary and secondary education. Naturally, these competences could be expanded with respect to ICT special","cbCait4zsPtaC0Yu","https://ap.wps.com/l/cbCait4zsPtaC0Yu","pdf",188703,"English","# Introduction\n## The key competences set in the Hungarian National Curriculum\n## The EU key competence framework\n# The components of ICT competences\n## Algorithmic thinking\n## Data modelling\n## Modelling the real world\n## Problem solving","[{\"question\":\"What is the paper’s main focus regarding ICT competences?\",\"answer\":\"It centers on algorithmic thinking as a core ICT competence and discusses its deeper meaning within primary and secondary education.\"},{\"question\":\"How does the paper define competences in the context of ICT curricula?\",\"answer\":\"Competences are described as actions and tasks people can perform; an individual is considered competent when they can solve common tasks related to a field.\"},{\"question\":\"What competences and components are introduced besides algorithmic thinking?\",\"answer\":\"The text also covers data modelling, modelling the real world, and problem solving as components within ICT competences.\"}]","ICT COMPETENCES: ALGORITHMIC THINKING - Volume 5 Number 2 - Abstract | PDF",1792065355,25]