Young children’s conceptions of computing in an African setting

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.