Ehsan, H., & Beebe, C., & Cardella, M. E. (2017, June), Promoting Computational Thinking in children Using Apps  Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--28772

\bibitem{asee_peer_28772}
  Ehsan, H., \& Beebe, C., \& Cardella, M. E. (2017, June), \emph{Promoting Computational Thinking in children Using Apps}
  Paper presented at 2017 ASEE Annual Conference \& Exposition, Columbus, Ohio.
  10.18260/1-2--28772

Hoda Ehsan, Chanel Beebe, and Monica E. Cardella.  "Promoting Computational Thinking in children Using Apps".  2017 ASEE Annual Conference & Exposition, Columbus, Ohio, 2017, June.  ASEE Conferences, 2017.  https://peer.asee.org/28772 Internet.  24 Apr, 2024

\bibitem{asee_peer_28772}
  Hoda Ehsan, Chanel Beebe, and Monica E. Cardella.
  "Promoting Computational Thinking in children Using Apps".
  \emph{2017 ASEE Annual Conference \& Exposition, Columbus, Ohio, 2017, June}.
  ASEE Conferences, 2017.
  https://peer.asee.org/28772 Internet.  24 Apr, 2024

@INPROCEEDINGS{asee_peer_28772
author = "Hoda Ehsan, Chanel Beebe, and Monica E. Cardella"
title = "Promoting Computational Thinking in children Using Apps"
booktitle = "2017 ASEE Annual Conference \& Exposition"
year = "2017"
month = "June"
address = "Columbus, Ohio"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/28772}
number = {10.18260/1-2--28772}
}

TY  - CPAPER
AB  - Increasing demand for curricula and programming that supports computational thinking in K-2 settings motivates our research team to investigate how computational thinking can be understood, observed, and supported for this age group. This study has two phases: 1) developing definitions of computational thinking competencies, 2) identifying educational apps that can potentially promote computational thinking. For the first phase, we reviewed literatures and models that identified, defined and/or described computational thinking competencies. Using the model and literature review, we then developed our set of definitions that can be used in K-2 settings. I the second phase, based on the definitions, we the developed the codebook and guiding codebook to code the educational apps. We selected the apps by searching into websites that offer customer’s ranking for the apps, and using our inclusion criteria. This search left us with 41 apps. After the process of reviewing and coding these apps, we identified only 15 apps that we believe can develop and promote computational thinking in our target age (kindergarten through second grade students). The apps and the computational thinking competencies that each promote are listed in this study. 
The Guiding Codebook and Computational Thinking Index that result from this process can serve as a guide for researchers, administrators, teachers and parents seeking to understand and promote computational thinking for this age group. The apps can be integrated in both formal and informal learning activities. For the next step of this study, we will observe children playing with the apps to investigate what computational thinking competencies look like in children. 

AU  - Hoda Ehsan
AU  - Chanel Beebe
AU  - Monica E. Cardella
CY  - Columbus, Ohio
DA  - 2017/06/24
PB  - ASEE Conferences
TI  - Promoting Computational Thinking in children Using Apps
UR  - https://peer.asee.org/28772
DO  - 10.18260/1-2--28772
ER  -