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Young Children's Conceptions of Computing in an African Setting

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Title: Young Children's Conceptions of Computing in an African Setting
Language: English
Authors: Mayowa Oyedoyin, Ismaila Temitayo Sanusi (ORCID 0000-0002-5705-6684), Musa Adekunle Ayanwale
Source: Computer Science Education. 2025 35(2):378-413.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 36
Publication Date: 2025
Intended Audience: Teachers; Researchers; Policymakers
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Elementary Education
Descriptors: Elementary School Students, Student Attitudes, Internet, Coding, Artificial Intelligence, Young Children, Foreign Countries, Concept Formation, Socioeconomic Status, Computers, Computer Science Education
Geographic Terms: Nigeria
DOI: 10.1080/08993408.2024.2314397
ISSN: 0899-3408
1744-5175
Abstract: Background and Context: Recognizing that digital technologies can enable economic transformation in Africa, computing education has been considered a subject relevant for all within the compulsory level of education. The implementation of the subject in many schools is, however, characterized by a myriad of challenges, including pedagogical affordances, especially within early stages of basic education. There is a need, therefore, to understand how children within primary education can be supported to learn computing. Objective: This study explored the young learners' conception of computing concepts, specifically with regard to computers, the internet, code, and artificial intelligence (AI) in an out-of-school setting. Method: A qualitative draw-and-talk technique was adopted to understand how 12 children aged 5-8 years think about computing concepts. Findings: The results of our study revealed that young learners are familiar with computers as a device and what the internet does; however, programming, and emerging technology like AI were alien to them. Furthermore, our study revealed that the ideas generated by the students mainly emerged from observation and interaction with their guardians, parents, or other adults, including the media. Implications: While children's conception and experience in computing education in Africa is under-researched, exploring the population within early stages of basic education is almost inexistent. In addition to contributing to computing education literature in Africa, this study offers insights that are crucial and needful to educators, researchers, and education policymakers in the region regarding the promotion of computing education in and out of school.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1471869
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Mayowa+Oyedoyin%22">Mayowa Oyedoyin</searchLink><br /><searchLink fieldCode="AR" term="%22Ismaila+Temitayo+Sanusi%22">Ismaila Temitayo Sanusi</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5705-6684">0000-0002-5705-6684</externalLink>)<br /><searchLink fieldCode="AR" term="%22Musa+Adekunle+Ayanwale%22">Musa Adekunle Ayanwale</searchLink>
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 36
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  Data: 2025
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  Data: Teachers; Researchers; Policymakers
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  Data: 10.1080/08993408.2024.2314397
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  Data: 0899-3408<br />1744-5175
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  Data: Background and Context: Recognizing that digital technologies can enable economic transformation in Africa, computing education has been considered a subject relevant for all within the compulsory level of education. The implementation of the subject in many schools is, however, characterized by a myriad of challenges, including pedagogical affordances, especially within early stages of basic education. There is a need, therefore, to understand how children within primary education can be supported to learn computing. Objective: This study explored the young learners' conception of computing concepts, specifically with regard to computers, the internet, code, and artificial intelligence (AI) in an out-of-school setting. Method: A qualitative draw-and-talk technique was adopted to understand how 12 children aged 5-8 years think about computing concepts. Findings: The results of our study revealed that young learners are familiar with computers as a device and what the internet does; however, programming, and emerging technology like AI were alien to them. Furthermore, our study revealed that the ideas generated by the students mainly emerged from observation and interaction with their guardians, parents, or other adults, including the media. Implications: While children's conception and experience in computing education in Africa is under-researched, exploring the population within early stages of basic education is almost inexistent. In addition to contributing to computing education literature in Africa, this study offers insights that are crucial and needful to educators, researchers, and education policymakers in the region regarding the promotion of computing education in and out of school.
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      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Student Attitudes
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      – SubjectFull: Internet
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      – SubjectFull: Coding
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      – SubjectFull: Young Children
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      – SubjectFull: Concept Formation
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      – SubjectFull: Socioeconomic Status
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      – SubjectFull: Computers
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      – SubjectFull: Computer Science Education
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      – SubjectFull: Nigeria
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