THE LANGUAGE OF TECHNOLOGY IN DECIPHERING COMPUTATIONAL THINKING IN EDUCATION

Abstract

This research discusses the relationship between technological language and computational thinking in education, highlighting the need to decode digital codes as a formative strategy in the 21st century. Based on bibliographic review and a qualitative approach, the study analyzes technology as a mediating learning language, computational thinking as a transversal cognitive competence, and pedagogical practices that integrate these elements into school routines. The findings indicate that the critical appropriation of computational thinking depends on teacher training, curricular reorganization, and the creation of interactive and reflective environments. The study concludes that technological language, when integrated with pedagogical mediation, enhances student autonomy and contributes to the development of a more democratic, creative, and digitally connected school.