Trends in tools used to teach computational thinking through elementary coding

Abstract

In this study, we attempted to curate a list of tools whose primary intent is to enable and teach children to code. From this list, we developed a framework for the classification of coding tools and reviewed current research to determine how tools are used to teach coding in elementary education. The catalog grew to over 300 specific tools intended to teach coding to children. We subsequently searched Google Scholar for studies of computational thinking in elementary or primary education. This resulted in an analysis of 161 research studies in which there was an intervention intended to teach computational thinking to young children. Through this analysis, we identified patterns in which tools have been used to teach elementary coding, to which audiences, and in what ways.

Keywords:

• Computational thinking
• elementary education
• programming
• coding
• educational tools

Additional information

Notes on contributors

Peter J. Rich

Peter J. Rich is a professor of Instructional Psychology & Technology at Brigham Young University. Peter teaches courses on instructional design and development. His research examines how to teach children and their teachers to code computer programs.

Scott Bartholomew

Scott Bartholomew is an assistant professor of Technology & Engineering Studies at Brigham Young University. Scott is a former middle school teacher and a Fulbright Scholar. His research revolves around design education and teacher professional development.

David Daniel

David Daniel is an Instructional Consultant at Texas A&M University. He earned his bachelor’s degree in Statistics and MS in Instructional Psychology & Technology from Brigham Young University. His interests include course design and helping others adopt instructional technology to improve their teaching.

Kenzie Dinsmoor

Kenzie Dinsmoor is a master’s student in Brigham Young University’s Instructional Psychology and Technology program. She previously earned a Bachelor’s degree in Elementary Education with minors in Art History and TESOL K-12 (Teaching English to Speakers of Other Languages) from BYU. She is currently teaching a programming course at BYU for Elementary Education majors. Her interests include teaching coding at the elementary level, military instruction and design curriculum.

Meagan Nielsen

Meagan Nielsen is a graduate student at Brigham Young University in the Instructional Psychology and Technology department. Meagan is a former first grade teacher and currently teaches a programming course for pre-service elementary teachers. Her interests include curriculum and course design especially for pre-service teachers, teaching coding, and technology integration.

Connor Reynolds

Connor Reynolds is a master’s student at Brigham Young University studying Instructional Psychology and Technology. He earned a bachelor’s degree in Technology & Engineering Studies. In addition, Connor has taught LEGO robotics and currently teaches a programming course for elementary education teachers.

Meg Swanson

Meg Swanson is a Master’s student in the Instructional Psychology and Technology program at Brigham Young University. She completed her Bachelor’s degree at Brigham Young University - Idaho in Industrial/ Organizational Psychology. Her research focuses around computational thinking at the elementary school level.

Ellyse Winward

Ellyse Winward earned her Bachelor’s degree in Elementary Education with minors in Family Life and TESOL K-12 (Teaching English to Speakers of Other Languages) from Brigham Young University. She previously taught a programming course at BYU for Elementary Education majors.

Jessica Yauney

Jessica Yauney is a master’s student in the Department of Technology at Brigham Young University and a former Computer Science high school teacher. Her research centers on computer science secondary education. Scott Bartholomew Brigham Young University [email protected]