Open Access Peer-reviewed Research Article

Preschool and early primary school age children learning of computational thinking through the use of asynchronous learning environments in the age of Covid-19

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Submitted   Dec 8, 2021
Published   Jan 1, 2022
Issue    Vol 2 No 1 (2022)
DOI   10.25082/AMLER.2022.01.002

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Evaggelia Skaraki corresponding author
Department of Preschool Education, University of Crete, Crete, Greece
Fotios Kolokotronis
Department of Primary Education, University of Crete, Crete, Greece

Abstract

This current study aims to examine through a literature review whether children of preschool and early primary school age can be taught distance computational thinking (CT) through asynchronous learning environments in the age of covid. Over the past few years in Greece, a sharp rise in computational thinking has been noted as both students and teachers feel the need to create more imaginative and interactive ways. The study results illustrate the significance of digital media in the educational process and the educator’s crucial role in using such digital tools in preschool and early primary school age. The cooperation between educators of preschool age and teachers of Information Technology could offer new dimensions and provide numerous benefits to the learning process. Distance learning programs could help teachers’ training process through properly structured material that corresponds more effectively to the learning of CT.

Keywords
computational thinking, Covid-19, primary education, distance education

Article Details

How to Cite
Skaraki, E., & Kolokotronis, F. (2022). Preschool and early primary school age children learning of computational thinking through the use of asynchronous learning environments in the age of Covid-19. Advances in Mobile Learning Educational Research, 2(1), 180-186. https://doi.org/10.25082/AMLER.2022.01.002
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