The incredible growth in the popularity of digital technologies and education has led to the emergence of “computational thinking”. The dramatic demand and popularization of this notion ignited the redesign of educational standards and the upsurge of literature on this subject. During the extensive literature review, we found that it is not always clear what computational thinking really is, what aspects it entails, and how to think about it in simple yet robust terms. In this paper, we have examined the meaning of this concept, its importance in modern digital education, and drawn an analogy between computational thinking and the skills of writing ordinary text to facilitate its reliable understanding.