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

Autor/inn/en	Liu, Ruohan; Luo, Feiya; Israel, Maya
Titel	Technology-Integrated Computing Education in Early Childhood: A Systematic Literature Review
Quelle	In: Journal of Educational Computing Research, 61 (2023) 6, S.1275-1311 (37 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Liu, Ruohan) ORCID (Luo, Feiya)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/07356331231170383
Schlagwörter	Technology Integration; Computer Science Education; Literature Reviews; Learning Activities; Learner Engagement; Outcomes of Education; Cognitive Processes; Evaluation Methods; Primary Education; Educational Environment + Suchen Sie Ihr Suchwort? Computer science lessons; Informatikunterricht; Lernaktivität; Lernleistung; Schulerfolg; Cognitive process; Kognitiver Prozess; Primarbereich; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	Technology has become an integral part of teaching and learning, but there is still limited understanding of how it is utilized to support computing education in early childhood. To address this knowledge gap, this review investigated the current implementation of computing technologies in early childhood settings, the implementation of computing activities, the learning outcomes achieved by students, and the utilization of assessment strategies to evaluate student learning. Through a systematic review and synthesis of 31 empirical studies published between 2014 and 2020, this review identified: (1) Twenty-two computing technologies that feature three types of computing environments; (2) Eight types of learning activities to engage children in computing; (3) A variety of learning outcomes accomplished in cognitive and non-cognitive dimensions; (4) A wide range of assessment strategies to evaluate students' outcomes in different dimensions. This review strengthened the evidence base for the benefits of teaching computing with technology to children, informed the design of age-appropriate computing technology and learning activities, and identified research gaps to inform future research. Implications were provided to inform the future design and delivery of computing instruction to early childhood learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01