Computer Science (CS) Education in Elementary Schools: Overcoming obstacles and looking at effective strategies to successful implementation

Abstract

This qualitative research study looks at the question: how do educators teach complex computer science concepts to elementary students in creative ways and what strategies do they use to engage their students in this field? Two educators who had experience teaching coding to students were approached via convenience sampling to participate in semi-structured interviews. The participants agreed to speak about their experiences, effective strategies, obstacles and benefits of implementing coding in the classroom. These interviews were transcribed, coded and analyzed for common emergent themes to help answer the research question. There were four main themes that emerged in this study: coding in the classroom has a wide range of benefits to students, teachers need many resources and support from staff to carry this work, educators face obstacles regarding lack of knowledge in topic and resources, and lastly to keep consistent with coding integration educators find motivation from their own interest and learning journey. After examining the findings, personal implications and implications for the educational community are discussed and recommendations for teachers, administration and faculties of education are suggested. Finally, further areas of research are suggested that allow for continued possibilities on exploration in coding education.