Informatics and Applications

2020, Volume 14, Issue 4, pp 100-107


  • V. B. Betelin
  • A. G. Kushnirenko
  • A. L. Semenov
  • S. F. Soprunov


Digital literacy is becoming a key characteristic of a XXI century person. It can and should be formed from an early age. Digital environments can be environments for achieving subject, metasubject, and personal educational outcomes. The work analyzes domestic and international experience in this direction, beginning in 1960s, offers a general view of the "big ideas" mastered in digital environments and provides a system of principles that ensure the effectiveness for educational purposes of digital environments and systems developed under the guidance with the participation of the authors, they are effectively used in the Russian Federation in the formation of digital literacy in young children, the basis for computational thinking _ systemic thinking of the XXI century. The article gives an overview of the results obtained in this direction over the last years. Special attention is paid to the problem of visualization and representation in the real world of algorithmic processes and the programs that set them.

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