Font Size: 

Modern approaches to school curricula perceive digital technologies both as a subject of new literacies (acquaintance with technologies, creative expression through technologies, understanding their place in society and culture), and as cognitive tools with transversal uses (communication, collaboration, investigation, experimentation and discovery, problem solving, creativity development, critical thinking) in all disciplines. Therefore, Computer Science and Information Technologies are included in school curriculum aiming to enhance learning, the continuous development of students and the preparation of their participation in the Knowledge Society by cultivating life skills. Digital Literacy is one of the main directions of the curricula, referring to a whole range of those abilities that students have to own and are related to the use of Digital Technologies in order to: a) search, collect, evaluate and manage the information from a variety of media and sources, b) create digital content and new information and c) the communicate and share information with others to build knowledge and solve problems. Another important concept in curricula Computing Literacy, which concerns the in-depth building of knowledge about basic concepts of Computer Science and the way computational technology works. This paper aims to present those scientific and pedagogical assumptions that highlight the fundamental role of Digital and Computing Literacy as main pillars of the school curriculum in the era of Digital Revolution and the Knowledge Society.