Introduction
Teaching CT in primary education is the new major pedagogical task, reshaping our world at a tremendous pace. By stating that “CT is beyond coding,” H.J. Jong and Liu (2020) mean that it consists of many other competencies, such as problem-solving, system designing, and human behaviour with computational concepts. It is referred to as the code-works of the methods, which are either structured or algorithmic, here aiming at producing reliable answers from the existing input. This is undoubtedly the most relevant skill in tackling 21st-century problems (Angeli & Giannakos, 2020). It follows that the relation results from the omnipresence of digital devices in our contemporary world and the necessity to introduce fundamental CT competencies to students from early childhood.
Including CT in primary education, strategies are consistent with the fundamental target of building problem-solving, creativity, and critical thinking routines (del Olmo-Muñoz et al., 2020). In addition, the latest studies show that the earlier the CT is taught – like in primary school – the higher the chances are that these skills are nurtured in the learners (Fagerlund et al., 2021). Nevertheless, despite the growing belief in the significance of CT, numerous blockages are ahead in introducing CT into the primary school curriculum.
As a result, this analysis is concerned with an assessment of the introduction of computational construction skills into primary education in a critical manner. Education transformation at the elementary grade level begins with an examination of the terms that had to be made clear and convincing reasons for them to be incorporated into primary education. Moreover, it strives to explain the plan’s setup for ease of access by readers since the whole of the paper will explore topics like pedagogical methods and their integration into primary education, challenges, and how – collectively – learning opportunities are impacted. The article provides an overall outlook on CT education in primary schools to enhance professional discussions on this topic and suggest practical improvements in CT implementation.
Methodology
Search Strategy
This study utilized a systemic search approach to acquire the appropriate literature that examined the incorporation of computational thinking (CT) into primary education. Based on the conceptual framework presented by Acevedo-Borrega, Valverde-Berrocoso, and Garrido-Arroyo (2022), Scopus and Web of Science databases were queried through a combination most relevant keywords of CT, curriculum integration in education, and primary education. In the meantime, snowballing methods allowed me to discover more sources of relevance by considering submitted bibliographies.
Aim to address who the campaign will include and who will be excluded.
Definite inclusion and exclusion criteria were mentioned to prevent unnecessary additions and deletions from the study list. Studies surrounding incorporating CT as themes, methods, or techniques in the primary years of education. Those articles published from January 2018 through August 2021 have been classified as much newer ones so they could capture the recent trends of the niche.
Data Extraction Process
A procedural data extraction system was implemented specifically for the critical information required to extract the relevant articles. This process comprised information gathering on study aims and designs, significant findings, and practical CT insights for primary school instruction. On the sidelines, the discussions about the CT concepts, possible teaching methods and challenges incurred in the curriculum integration were also included.
Quality Assessment
The quality of the included studies was appraised to guarantee the soundness of the results and the empirical base of the results. The criteria used for grading the quality of the study included the strength of the research design, evident findings presentation, and applicability to the targets of the review. Eligibility and quality criteria were established, and articles only meeting such thresholds were retained for further analysis. The elimination of articles that did not meet the requirements or noted their limitations was managed accordingly.
Data Synthesis
From the data synthesized from all the studies, a thematic analysis was carried out using qualitative research methods to spot the expected trends, patterns, and other discrepancies in the usage of collaborative teaching in primary education. To exhaustively examine the influence of technological integration on teaching, learning, teacher preparation, and educational outcomes, themes such as teaching methods, curriculum design, and student results were consolidated. By way of the information perception, we were able to suggest the significant lessons that will be researched and implemented in primary school CT education.
Incorporation Of Programming in Primary Cradle.
CT aims to condition children’s minds and address problems and algorithmic decision-making. Fagerlund et al. (2021) illustrate the main topics: abstraction, algorithms, automation, collaboration, creativity, data, efficiency, iteration, logical thinking, modelling and designing, patterns and generality, problem decomposition and testing and debugging. Abstraction means identifying the main message by omitting unnecessary details, and algorithms are self-contained procedures devised for effective problem-solving. Automation means using computers to automate repetitive routine tasks, which enhances the speed of production and productivity. In this situation, students virtuously act as a team to solve the problem and then master the cross-functional skills to strengthen their communication and teamwork abilities. Creativity involves experimental thinking and problem-solving, causing students’ minds to be practised when dealing with diverse situations. A data-literate student can be the collector and user of data, enabling data analysis and data-driven decisions. Efficiency lets one reduce every wasted resource to achieve the purpose and not waste anything. Repetition highlights the crucial aspects of the limitation and iteration of solutions through the re-occurrence of experimenting and development.
The implementation of logic allows students to engage in a systematic thought process that involves reasoning and decision-making, in the aptitude to discern and judiciously make the right decisions. Modelling and design have much to do with constructing manifestations of the natural world of problems and searching for new solutions to a given situation’s specific needs or challenges. It is an advantage for students as they can better see constant patterns, generalizations and structures in problems, leading to abstraction and problem-solving. Decomposition of problems involves splitting complex problems into less complex manageable features, creating smaller and more manageable ones for which systematic problem-solving strategies are applicable. Ultimately, a complete step is the testing and debugging procedure, where the performance and accuracy are evaluated, and the findings are reflected in the programming and formulas for persistent problem-solving.
The introduction of CT into the primary curriculum is a huge challenge that must be done in a pre-scheduled manner. The instruction should align with educational objectives so that learners can develop their thinking skills across subject areas. An example of such a framework, which has been proposed by del Olmo-Muñoz, Cózar-Gutiérrez, and González-Calero (2020), can be viewed by placing unplugged activities together with plugged-in items so that early primary education learners acquire better CT skills. Students are prompted to think deeply and apply STEM concepts in real-world contexts that require them to invent, innovate and debug without any technology. Additionally, Tang et al. (2020) opine that incorporating CT into subjects is a feasible remedy that can be effective in adopting innovative teaching and learning methods and project-based activities. Students will learn CT skills by implanting CT competencies and ideas into mathematics, science, language arts and other critical subjects. As a result of facilitating this process, they will reinforce their knowledge of the given topic and acquire the competency required.
Another dimension lies in the frameworks based on the learning approaches to design that, as Saritepeci (2020) recommended, provide tools for performing hands-on in great examples where it will be possible to perform the CT skills in authentic, real-world situations, encourage students to be more innovative, to think critically and also to work in a team. Different developers of these frameworks are great helpers for teachers to constructively embed CI in the primary curriculum and strengthen the whole set of CT skills for pupils.
Review of Literature
CT in primary education has become a topic of remarkable interest in recent years because there is an increased awareness about it, as the area knows no bounds in the digital era. Chung Hunsaker, in 2020, reviews all this knowledge to show how CT can be improved and applied to solve problems and increase critical thinking skills. Much research has been focused on different dimensions of CT, such as its definition, teaching methodologies and integration with the curriculum, as part of well-thought-out preparation for AI’s impact on society. Li et al. (2020) expound on the multifaceted nature of CT as discerned in different renditions of what it represents among the educational domains. Giannakos and Angeli (2020) suggest that more research is needed for CT skills competency in education to uncover more challenges and, thus, design learning experiences that are really fun.
Throughout the literature on CT, a significant trend has been given more prominence to the connection between CT and disciplinary study, which primarily occurs within the STEM area. Fagerlund et al. (2021) underline the necessity of applying CT to programming-oriented activities and non-provining STEM. The effectivity of CT combined with existing subjects through tasks such as project-based learning has been explored in several studies. Tang, Chou, and Tsai(2022) mentioned that the classes based on games and simulations are the leading educational tools, and they provided examples of tools such as Scratch and robotics.
The research methods utilized in studies on communication technology are wide-ranging, including the use of qualitative, quantitative, and mixed-methods approaches, among others. Authors Acevedo-Borrega, Valverde-Berrocoso, and Garrido-Arroyo carried out a systematic literature review that involved reading and checking the material published from 2018 to 2021, using the PRISMA-ScR statement to find the proper studies. The synthesis article summarized the viewpoints present in the concept, documentary and educational context, thus contributing to the understanding of integrating CT activities into educational practices.
Though the investigations of CT in primary schools continue to develop, there are directions where an analysis should be made. There are issues in designing CT models and developing CT programs for ICT education that can be engaging and promote to students everything they need to know about CT. Nevertheless, the fact that different student communities have unequal access to and involvement in CT education calls for fair opportunities for all students. Researchers of the future not only have to deal with those issues but endeavour to develop new educational techniques and approaches focusing on developing core cybersecurity competencies through various learning scenarios.
From Computational Thinking Introduction in Primary Schooling.
While many different models for teaching computational thinking (CT) at the elementary level have been postulated, they continue to evolve. Del Olmo-Muñoz, Cózar-Gutiérrez and González-Calero (2020) in their study examined if unplugged activities in early primary school years could be used as an instrument to ger inference and computation skills. The results of their research show that the two methods are complementary. Combining the offline methods with technology-supported afterschool classes improves STEM skills and, at the same time, motivates students. Furthermore, the use of applied learning frameworks, such as design-based learning, to mix the essential abilities of the Twenty-first century has been advocated (Saritepeci, 2020). These strategies rest on tactile, inquiry-minded learning endeavours that promote critical thinking, mutual effort, and the creative spirit.
Although integrating CT into the basic inclination will have long-lasting advantages, different challenges will be faced. Jong and his colleagues (2020) outline three of many concerns dealing with artificial structures: the number of class hours devoted to CT in the curriculum and cultural considerations. Meeting teachers’ competency levels and designing robust teacher training programs are two main prerequisites to address these problems (Wu et al., 2020). Nonetheless, there are likely ways for the teaching of CT to be made more valuable by the use of innovative teaching strategies as well as educational technologies. CT concepts can be introduced to the young through non-plugged activities, for example, explored by the studies conducted by Saxena et al., 2020, and Kuo and Hsu, 2020. It depends on a specific technology so that accessibility and engagement can be ensured for all learners.
Some display models of growing and genetically favourable crops, the possibilities of automation, and other ways of using CT to encourage children to become innovators and problem solvers. Take the instance of Fagerlund et al.’s findings that Scratch programming is the best way to teach CT to primary school students. They spotlight the enablement of the decision-making approach and the evolution of advanced computational knowledge beyond programming skills. Also, So, Kim, and Ryoo (2020) investigate the construction of CT skills among girls in Korea, indicating the way of fashioning that will be proper for girls and the development of skills will help to change the attitude of men and women to CT education.
Pedagogical approaches to teaching technology effectively must be considered. Hunsaker (2020) highlights some research-proven practices for teaching CT: modelling, integrating, gradually releasing responsibility and experiential learning(WF). Collaborative and project-based learning, which utilizes a cross-curricular approach, can also help bridge the gaps in CT knowledge (Hunsaker, 2020). Also, providing access to the same concept in informal learning places aids the students in being able to master them (Jong et al., 2020).
How Computational Thinking Can Bring Changes in Learning.
Through CT inclusion in the primary school curriculum, academically able students have been proven to have improved cognitive functions. In recent studies, its use has been found very useful, which helps to develop critical thinking, problem-solving skills, and algorithmic reading (del Olmo-Muñoz et al., 2020). Journaling, reflecting, and discussing allows us to break complex problems into different parts and find logical solutions. In this way, students enhance cognitive abilities using the analysis and deduction methods (del Olmo- Muñoz et al., 2020). However, CT tasks prompt learners to operate acutely and facilitate the implementation of general instructions into real-life problem-solving, hence improving their mental dexterity and endurance (Fagerlund et al., 2021).
CT skills are encompassed in many primary school subjects, and once acquired, they can be used and transferred to other subjects. The research resulted in an emergence of students who excel in mathematics, science, and literary accomplishment due to their engagement in CT activities (Hansakwer, 2020). Classical music may be a source of inspiration. The fact is that problem-solving strategies and logical reasoning skills acquired during CT can be applied to mathematical problem-solving tasks, resulting in better mathematical comprehension and performance. Therefore, computer literacy students develop in the context of CT education, which enables them to understand the connection between data analysis and science and have more profound knowledge about the matter under discussion (Hunsaker, 2020). To conclude, CT has many implications for arts and design, such as the ability to engage the mind, accessibility, and higher-level thinking, which is the basis of creativity and innovation (Hunsaker, 2020).
The immediate effects of CT education, as related to the primary age, have long-term repercussions on students’ competencies and skills reaching adulthood. Primary CT use from the earliest age will result in an excellent academic foundation for a person’s problem-solving skills development (del Olmo-Muñoz et al., 2020). According to the research, students who do Computational Thinking education show a better adaptation of technological innovations and can also navigate the digital world comfortably (del Olmo-Muñoz et al., 2020). Additionally, CT education fosters a growth model of mind in students to see struggles as opportunities for growth and never to stop learning (del Olmo-Muñoz et al., 2020). Finally, the students will rate higher self-efficacy and resilience, which are the primary attributes for success in higher academic and professional pursuits.
VII. Teacher Preparation and Professional Development
The CT inclusion in the primary school routine largely depends on how well teachers will be trained and how their professional development will be provided. However, there are hurdles to making educators suitably trained on the competence and knowledge needed to implement these technologies fully. The available research implies that CT concepts and pedagogies possess many teachers with hardly any confidence and expertise, thus all the more critical components for a severe training provision (del Olmo-Muñoz et al., 2020). On the other hand, inequality of resources and support systems, such as training programmes and instructional resources, also hamper an educator’s ability to interconnect CT effectively in her teaching context (del Olmo-Muñoz et al., 2020). In addition, teachers will face challenges such as resistance to change and pressure due to the curriculum timeframe regarding CT learning (Angeli & Giannakos, 2020).
Providing teachers with practical strategies for professional development should be ensured to address the training gaps and problems the educators may encounter. One way consists of providing intensive and ongoing training courses where educators are invited to undergo practical lessons that lead to experience with CT educational techniques and curricula integration (del Olmo-Muñoz, Tusi, Dagaura & Bardezi, 2020). The Programs should be flexible to meet all the teachers’ needs and backgrounds; consequently, the mixture of theoretical knowledge with practical application (del Olmo-Muñoz et al., 2020) should be encouraged. In addition to that, interschool educators connect to produce a knowledge-sharing environment and peer-to-peer support; they are likely to build a community of practice around computer technology education (del Olmo-Muñoz et al., 2020). Moreover, mentorship initiatives fuse CT education veterans with newcomers to support the implementation process (del Olmo-Muñoz et al., 2020). Besides that, it makes sense to integrate CT into pre-service teacher education programs to ensure that future teachers have the know-how they will need to implement CT (del Olmo-Muñoz et al., 2020).
VIII. Equity and Inclusion in Computational Thinking Education
Focusing on differences in participation and access to digital thinking education is necessary because it promotes equity. Research also empirically confirmed that students from poverty-stricken families or underrepresented cultural groups could be susceptible to obstacles in accessing the available opportunities to learn CT (Acevedo-Borrega et al., 2022). Things that stand in the way are the collaboration among the educational institutions, the lack of exposure to CT apart from the school and the need for more support systems in the academic institutions (Acevedo-Borrega et al., 2022). Overcoming these gaps in educational access calls for introducing specially designed policies, which will guarantee easy access to CT classes for not only a few selected students but all students.
Among them are a number of approaches toward the equation of equity within CT programs and creating an environment that respects diversity. To begin with, society’s policymakers and their institutions must allocate the necessary resources to the schools of underprivileged communities. The intention is to ensure that such schools have unrivalled access to technology and infrastructure (Acevedo-Borrega et al., 2022). Besides, buildings of outreaches and partnerships can be developed with communities to give students chances for out-of-school time, as some of them have no access to such education.
Moreover, content creators are expected to add culturally approved content and different perspectives to CT education materials to make them more instructive and enjoyable to students from other cultures (Davsters et al., 2022). CPDs for teachers should also cover training topics about culturally responsive teaching practices to ensure that CT instruction is provided in a way that communicates and connects all kinds of students (Acevedo-Borrega et al., 2022).
Additionally, it is crucial to bring into this struggle the fight against the offensive, negative opinions and views from those groups who may be minorities, girls that can push them away from choosing an education pathway and career in CT (So et al., 2020). Through advocating awareness and inclusion in CT education, educators and policymakers could construct an atmosphere where the students consider themselves desired and empowered to participate and excel in CT-related activities.
Future Directions and Recommendations
While seeking to understand the development of CT skills through usable research in CT education, several gaps need to be addressed based on future investigations. Another omission is that studies with a longitudinal focus are vital to explore the impact of CT education on students’ performance, career decisions and problem-solving abilities over time. Also, the gap is evident in the amount of education research on implementing specific pedagogical approaches and interventions throughout various grade and cultural levels (Angeli & Giannakos, 2020). Moreover, it is essential to conduct additional research to analyze the relationships between CT education and others, for example, STEM education and digital literacy programs (Fagerlund et al., 2021).
Research of CT in education, i.e. the field of the future, can be directed in several main directions. With this in mind, as a primary step, it is imperative that competence assessment tools and metrics that are well-comprehensive are developed and CT skill sets in students evaluated (del Olmo‐Muñoz et al., 2020). Similarly, scholars should explore the role of CT skills through informal learning sites like afterschool activities and community organizations (Gou et al., 2020). In addition, research on whether or not the learning of CT in a diverse environment, i.e. forming social groups consisting of girls, students from low-income backgrounds and students with disabilities, is an effective way to achieve equity in CT education is a needed topic of research.
Consequently, policymakers should give first priority to teaching CT as the national and regional education policy component. Furthermore, they may provide assistance and resources for teachers’ training, curriculum development, and improving infrastructure (Scherson, 2020). Educators should devote themselves to continuing training to upgrade their skills in teaching CT and stay up to date with the latest trends and practices in CT education (H. et al., 2020). Finally, the cooperation of researchers, educators, representatives of the industry and the managers of the policies plays a significant role in the addition of high-quality digital training services and in adapting them to the new digital era (Acevedo-Borrega et al., 2022).
Conclusion
The paper examines critical points of CT in contemporary learning and the international initiatives to integrate CT into school programs. CT is a broader concept than just coding. It requires educators to adjust the focal points from the product to the process, from the idea to the skills involved, and the development of the student’s self-regulatory process. Addressing difficulties in measuring CT skills and developing equitable solutions to enable the imperative that all students have access to CT learning are also discussed. This may mean re-examining the CT education curriculum to focus on the thinking process together with the creativity of students. It may also need concise and specific approaches to provide low-income students opportunities. Policymakers, educators, scientific researchers and IT sector officials need synergy to take any significant initiative in computer technologies. On balance, CT education offers a beautiful horizon for the students that arms them with vital skills enough to face any challenge in the digital age that is as complex as a spider’s web, leading to success as a result of excellence. Implementing recommendations based on research through a collaborative effort from stakeholders is crucial, and all students will have an opportunity to attain computer literacy skills.
References
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