IntroductionResearchers within the field of Engineering Education are looking for more ways to incorporate engineering and engineering thinking into both K-12 formal and informal setting. Increasing demand for curricula and programming that supports computational thinking in K-2 settings motivates our research team to investigate how computational thinking can be understood, observed, and supported for this age group. One way to integrate computational thinking in K-2 education is with the use of educational apps. We used our preliminary understanding of computational thinking to develop our guiding codebook. The codebook includes INSPIRE definition, and examples and non-examples observed in the apps. Through a systematic approach, we reviewed 89 apps and finally identified 12 educational app that promote computational thinking in the context of problem-solving. The apps and the computational thinking competencies that each app promotes are listed in this study. For the field of engineering education at large, the results of this study illuminate the following points:1. Computational thinking is possible to observe and teach at the K-2 levels. 2. Educational media, especially apps, can be used to promote computational thinking competencies.The codebook can serve as a tool to review other educational media that promote computational thinking. In addition, the apps identified in this study can be integrated into both formal and informal learning activities. The next studies include reviewing and identifying more apps, reviewing books and games, and observing children playing with the apps and games to investigate what computational thinking competencies look like in children.

Nicholas Jubelt is a Junior in electrical engineering technology at Purdue University. Outside of class, he mostly helps gather and analyze data with graduate students in engineering education. He works to make engineering a more diverse field. Nicholas is passionate about his work, and really enjoys working with pre-college students who may be interested in studying engineering. To gather interest in engineering, he works with modern technology, such as 3D printers, laser cutters, vinyl cutters and more. He envisions a world where engineering does not have one predominant face, but rather the faces of millions around the world. Miss Avneet Hira, Purdue University, West LafayetteAvneet is a doctoral student in the School of Engineering Education at Purdue University. Her research interests include K-12 education and first year engineering in the light of the engineering design process, and inclusion of digital fabrication labs into classrooms. Her current work at the FACE lab is on the use of classroom Makerspaces for an interest-based framework of engineering design. She is also interested in cross-cultural work in engineering education to promote access and equity. She holds a B.E. in Aeronautical Engineering and is presently completing her M.S. in Aerospace Systems Engineering.Dr. Morgan M. Hynes, Purdue University, West Lafayette Dr. Morgan Hynes is an Assistant Professor in the School of Engineering Education at Purdue University and Director of the FACE Lab research group at Purdue. In his research, Hynes explores the use of engineering to integrate academic subjects in K-12 classrooms. Specific research interests include design metacognition among learners of all ages; the knowledge base for teaching K-12 STEM through engineering; the relationships among the attitudes, beliefs, motivation, cognitive skills, and engineering skills of K-16 engineering learners; and teaching engineering. In this paper, we discuss a game developed in a Maker Space designed to embody the ideas of broadening contexts and participation in engineering. The goals of this game is to showcase the humanistic side of engineering by facilitating a thought experiment how human motivation and interest can be used to solve our society's problems. Staying true to the aforementioned aspects of making (i.e. learning and expression) players of the game would get to learn about different aspects of engineering, and at the same time be able to color their end products with their personal expressions.All players will work with a game kit which allows them to create a story of how an engineer would use an engineering habit of mind, personal interest and engineering discipline to solve an International or National. Game pieces made in our fabrication lab will represent with each element and will be figured together by participants to represent their "human engineer." As players complete their products, they will write a brief story of their engineer and will be encouraged to tweet/Facebook with a particular hash tag to initiate and fuel conversati...