The integration of computational thinking (CT) into school curriculums has become increasingly prevalent worldwide. However, the development of high-quality learning resources for effectively embedding CT concepts across the curriculum remains a significant challenge. This study focused on Teachers-Pay-Teachers, a socialized knowledge community where teachers frequently consult for sharing and acquiring resources. We investigated the characteristics of available CT resources in this community and users' evaluations. The results of descriptive statistics revealed that most CT resources are interactive materials for science, technology, engineering, and mathematics (STEM) education in primary school education, especially third to fifth grades, and they still need to be expanded to cover other grades and subjects. A sentiment analysis suggested that educators have a relatively positive attitude toward these resources, addressing resources' competence, quality, level of difficulty, and ease of use in reviews. We discussed the implications for teachers and teacherpreneurs to select, utilize, and improve online resources and facilitate CT education.