Technology-Integrated Computing Education in Early Childhood: A Systematic Review of the Literature

• In Event: Technology Integration and Effectiveness in Early Childhood and Elementary Education

Abstract

To understand the use of technology in early childhood computing education and how it empowers young children in learning, this study systematically reviewed 31 empirical studies. Several themes were highlighted: 1) the variety of programming tools used in early childhood feature three types of programming environment: visual block-based environment, tangible environment, and hybrid environment; 2) eight types of learning strategies were employed to engage young children in active and construction-based computing; 3) learning computing with technology generated promising students’ outcomes, including mastery of computing content knowledge, development of computing skills, improved attitudes, motivation, and engagement in learning computing, and enhanced social skills. This study provided important implications for future research and instructional guidance for designing child-appropriate computing experience.

Authors

• Ruohan Liu, University of Florida

• Maya Israel, University of Florida

• Feiya Luo, The University of Alabama