A Qualitative Content Analysis of K-8 Coding Curriculum

A number of educational jurisdictions in Canada and abroad are integrating coding and computational thinking (CT) concepts into their K-8 curriculum, however; very little investigation has been done comparing these nascent curricular reforms. This study will use qualitative content analysis to investigate the differences and similarities of K-8 coding and CT curriculum by comparing the concepts, themes, goals and objectives found in current documents. The study hopes to shed light on an important and under-addressed area of curriculum studies that will prove important as computer science education plays a bigger role in K-8 education.