Background and Context: Integrated computing (i.e., activities that use computing in non-CS classrooms) increasingly serve as K-12 students’ first encounter with CS in formal education, laying the foundation for future learning and fostering essential computational thinking skills.

Objective: This study examined integrated computing activities to identify trends among non-CS topics and programming concepts taught.

Method: Using existing, open-source datasets, we analyzed the differences in non-CS topics and programming concepts taught based on each activity’s grade level, programming paradigms, and source (i.e., in-service teachers or researchers/curriculum designers). We also conducted a moderator/mediator analysis to examine how features of the classroom, teacher, and school affected what programming concepts were included in the activities.

Findings: Our analysis revealed that integrated computing activities encompass a wide range of non-CS topics from both technical and creative disciplines. This flexibility indicates that computing is being applied across various non-CS topics, not limited to a narrow set of activities. Most importantly, we found significant differences between activities provided by teachers and researchers/designers, including differences in non-CS topics, grade levels, and programming concepts taught in the activities.

Implications: These findings suggest that integrated computing activities and curricula created by designers largely do not align with the activities used by teachers in their classrooms. We discuss the strengths and weaknesses of current integrated computing activities as early CS experiences for students and suggestions for future work.