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.