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Computational thinking (CT) is being located at the focus of educational innovation, as a set of problem-solving skills that must be acquired by the new generations of students to thrive in a digital world full of objects driven by software. However, there is still no consensus on a CT definition or how to measure it. In response, we attempt to address both issues from a psychometric approach. On the one hand, a Computational Thinking Test (CTt) is administered on a sample of 1,251 Spanish students from 5th to 10th grade, so its descriptive statistics and reliability are reported in this paper. On the second hand, the criterion validity of the CTt is studied with respect to other standardized psychological tests: the Primary Mental Abilities (PMA) battery, and the RP30 problem-solving test. Thus, it is intended to provide a new instrument for CT measurement and additionally give evidence of the nature of CT through its associations with key related psychological constructs. Results show statistically significant correlations at least moderately intense between CT and: spatial ability ( r = 0.44), reasoning ability ( r = 0.44), and problem-solving ability ( r = 0.67). These results are consistent with recent theoretical proposals linking CT to some components of the Cattel-Horn-Carroll (CHC) model of intelligence, and corroborate the conceptualization of CT as a problem-solving ability. [ABSTRACT FROM AUTHOR]

This paper presents the results of a study conducted in the University of Salamanca, on the behavioral intention of using mobile devices within the future teaching practice of pre-service primary education teachers. To this end we elaborated a technology adoption model based on the Technology Acceptance Model (TAM), to which we incorporated the constructs of self-efficacy and mobile anxiety. The study consisted of 678 participants from the Primary Education Teacher Bachelor's Degree at said university. The model was examined with the PLS-SEM technique. The analysis supported all the relational hypotheses proposed, and suggested that the stronger relationships were those established between perceived usefulness and behavioral intention, perceived ease of use and perceived usefulness, and self-efficacy and perceived ease of use. The multi-group analysis barely yielded any significant differences at a structural level controlling for gender and course year. However, we did find some significant differences between mean scores at an indicator level. The PLS-POS analysis of unobserved heterogeneity identified two groups with significant differences in their path coefficients. [ABSTRACT FROM AUTHOR]

This paper analyzes the key factors for the successful digital transformation of schools through the use of Educational Digital Resources (EDRs), paying special attention to school principals and their leadership from a strategic pedagogical perspective. A model is proposed to determine which aspects of principal leadership influence EDR use, and factor analysis is conducted with all the items included in the model. Partial Least Squares Structural Equation Modeling (PLS-SEM) variance analysis is then used to perform a factor analysis of the resulting dimensions. The model is tested with a sample of 142 Spanish school principals. The results show that how useful school principals perceive EDRs to be is the most influential variable in the digital transformation of schools. Other key factors include school contextual variables, the technical support and service related to the EDRs, and the principal's professional and personal profile. Educational policies for digital transformation should thus integrate principals into their core definition, considering factors such as their age or teaching and leadership experience. They should also consider contextual factors, such as school size and complexity and the school's digital culture. School principals' leadership can facilitate a digital culture transformation, not through their authority or bureaucratic influence, but rather their capacity to foster an open debate that allows educational communities to see the integration of EDRs into pedagogical models as an opportunity to improve outcomes. • Educational digital resources (EDRs) are key to schools' digital transformation. • School principal leadership influences the use of EDRs at schools. • Perceived EDR usefulness by principals is key to schools' digital transformation. • School contextual factors influence digital transformation and EDR integration. • Technical support and service are fundamental to EDR use at schools. [ABSTRACT FROM AUTHOR]