This work-in-progress paper will explore the effectiveness of topic modeling to support the analysis of Colombian teachers' conceptions of computational thinking (in Spanish) in an online professional development program. Computational thinking has become a form of literacy as it can help individuals to solve problems. Consequently, governments and bodies of accreditation worldwide have supported educational initiatives, primarily at the K-12 level. However, curricular changes are not enough. Teachers need to be prepared, so they develop the content knowledge associated with computational thinking concepts, practices, and applications in the classroom. To contribute to professional development opportunities geared toward the development of computational thinking pedagogical content knowledge, the Colombian National Academy of Exact, Physics, and Natural Sciences and the Global Center for Equitable Computer Science Education implemented an open online professional development program for Latin American early childhood and elementary educators. More than 100 teachers enrolled in a six-week online professional development program to integrate computational thinking activities from early childhood education. The program included two modules focused on conceptual understanding of computational thinking in early childhood and four more modules where the participants adapted, designed, implemented learning activities, and reflected on what happened during the implementation. As part of the participants' weekly interactions, the program included a Jamboard space, where the teachers answered a set of guiding questions, just like a discussion forum, but as a post-it wall, where they could access all their peers' contributions and questions in a single space.