The inclusion of Computational Thinking (CT) in the classroom along with the promotion of positive attitudes in early ages towards technology have great relevance in the current educational paradigm. This study analyses whether CT instruction may improve pupils' attitudes towards technology, and also considers whether instructional approaches and gender are influencing factors. The study was conducted with 84 second graders using a quasi-experimental design. The students' attitudes towards technology were measured before and after the intervention using the Pupils’ Attitudes Toward Technology test. The results indicate that CT instruction improves children's attitudes towards technology and narrows the gender gap, regardless of the approach. The inclusion of formal activities for CT can have beneficial effects beyond this learning. The reduction of the gender gap in technology at these ages is a fundamental issue for the promotion of scientific vocations among girls.

将计算思维 (CT) 纳入课堂以及在早期促进对技术的积极态度与当前的教育范式有很大的相关性。本研究分析了CT教学是否可以改善学生对技术的态度，并考虑教学方法和性别是否是影响因素。该研究是使用准实验设计对 84 名二年级学生进行的。使用学生对技术的态度测试在干预前后测量学生对技术的态度。结果表明，无论采用何种方法，CT 教学都能改善儿童对技术的态度并缩小性别差距。将正式活动纳入 CT 可以产生超出此学习范围的有益效果。