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The Writers' Workshop for Youth Programmers Digital Storytelling with Scratch in Middle School Classrooms


Abstract and Figures

This study investigates the potential to introduce basic programming concepts to middle school children within the context of a classroom writing-workshop. In this paper we describe how students drafted, revised, and published their own digital stories using the introductory programming language Scratch and in the process learned fundamental CS concepts as well as the wider connection between programming and writing as interrelated processes of composition.
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The Writers’ Workshop for Youth Programmers
Digital Storytelling with Scratch in Middle School Classrooms
Quinn Burke
University of Pennsylvania
Graduate School of Education
Philadelphia, PA
Yasmin B. Kafai
University of Pennsylvania
Graduate School of Education
Philadelphia, PA
This study investigates the potential to introduce basic
programming concepts to middle school children within the
context of a classroom writing-workshop. In this paper we
describe how students drafted, revised, and published their own
digital stories using the introductory programming language
Scratch and in the process learned fundamental CS concepts as
well as the wider connection between programming and writing as
interrelated processes of composition.
Categories and Subject Descriptors
K.3.2 [Computing & Information Science Education]:
Computer Science and Education, Curriculum, Literacy
General Terms
Design, Human Factors, Languages
Computer Science education, Scratch, programming, digital
With the current efforts to broaden participation in computing and
introduce computational literacy on the K-12 level [19], there is a
need for educational approaches and models that connect to
existing curricular practices. According to the recent report from
the Association of Computing Machinery, Running On Empty
[24], less than two-thirds of K-12 schools in the country offer any
form of standardized CS-based curricula. While organizations like
the ACM and Computer Science Teachers Association (CSTA)
continue to push for such standards on the state level, this study
takes an alternative route to getting CS more immediately into the
classroom. Building upon previous research teaching programming
in terms of storytelling [3; 15], this paper introduces the writers’
workshop model [4] as a means to facilitate a particular process by
which youth can learn programming during the school-day and
within core-curricula subject matter.
The widespread growth of the writing workshop on the K-12 level
can be traced to the seminal publication of Calkins’ [4] The Art of
Teaching Writing. Promoting a communal setting over solitary
endeavor and stressing writing as a perpetual process and not
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Simply the finished product, the writing workshop opened
composition as a form of personal expression available to all
children. Such a shift was nothing less than a sea-change on the K-
12 level, as over the vast majority of the 20th century, writing was
a discipline in which the finished product garnered far more
attention than the process by which it was created [21]. Yet as
Calkins’ own mentor Donald Murray cautioned educators about
the craft: “Writing might be magicalbut it’s not magic. It’s a
process, a rational series of decisions and steps that every writer
makes and takes, no matter what the length, the deadline, even the
genre…” [10]. Writing does not simply magically appear nor is it
an elite skill limited to a select few based on gene-pools. It is a
learned process that can always be further honed and developed
through personal reflection, endeavor, and shared experience.
Much like writing three decades ago, computer programming still
faces this myth of the “magical”. Studies [14; 18] suggest, one of
the primary reasons for the declining enrollment and lack of
diversity within CS as a major is based upon this perception that
the field is meant for only a select few who happen to be
inherently skilled at it. As DiSalvo and Bruckman [8] point out
about their recent efforts to broaden and diversify student interest
in the field, “computer science itself is not that difficultbut
wanting to learn it is” (p. 27). Efforts to demystify programming
through activities like game design [7] and storytelling [15] have
been successful in introducing children to CS at earlier ages.
However, because these approaches’ main emphasis have been
centered upon the learning of programming (with game design and
storytelling playing only a secondary, “prop” role), they have been
relegated to afterschool or summer club activities in which
children self-select to participate (often based upon a pre-existing
interest in learning computer science). Meanwhile within the
classroom, the overwhelming majority of K-12 student continue to
remain only vaguely aware of programming as a utilitarian tool,
while educators remain wary of attempting to introduce yet
another subject into curricula already stretched tight by high-stakes
test prep and accountability measures.
Here we propose a different approach that leverages some of the
previous successes we have had using storytelling to teach
programming [3] but now brings to bear particular alignment to
state standards in language arts instruction. Our study takes place
in the context of a school-day classroom using the structure of a
writing workshop as a means to (a) facilitate a deliberate process
by which children can learn computer programming, and (b)
leverage the professional knowledge of K-12 educators in
traditional English/ language arts classrooms to better integrate
programming into core-content classroom activities. With a class
middle school students, we conducted a two-month long writing
workshop that focused on generating one’s own digital stories
using the programming language Scratch. Our focus was two-
fold: first, to what extent can the existing English/ language arts
frameworks be used to tie the composition process to digital
storytelling in Scratch? And second, how do the Scratch designs
incorporate both narrative and programming elements and to what
extent do students can students appreciate such overlap?
The pedagogical underpinnings of the writers workshop draw on
extensive research from community of practice [16] and
communities of learners [2] in which individuals develop their
composition skills based on three crucial elements: (1) authentic
practice; (2) finished product, and (3) collaborative support. In his
review of literature focusing on the connection between learning
programming and general problem solving skills, Palumbo [20]
likewise stresses the need for K-12 programming instruction to be
developed through a series of stages, in which the task is
meaningful to participants, and feedback is mutual and continuous.
While early introductory programming languages such as Logo
had success in entering school classrooms in the early 1980s, such
success was short-lived in part due to a lack of authentic practices
and products which tied such learning to wider problem solving
2.1 Authentic practice
In “Thick Authenticity: New Media and Authentic Learning”,
Shaffer and Resnick [23] posit that digital media has the
opportunity to create learning environments for children that are at
once (1) personal, (2) real world, (3) disciplinary, and (4)
assessable. However, too often instruction using computers and
digital media is simply “teaching computers” as opposed to
teaching through the computer. Consequently while children may
have in-depth knowledge of a wide range of digital media
applications, there may be a severe lack in understanding how such
media relate to each other and to oneself for personal expression.
Likewise, in terms of writing, learning parts of speech and the
structure of sentences without any designated purpose beyond
grammar acquisition fails to produce effective writers [17]. The
writing workshop provides an alternative environment to learning
composition, in which narratives are generated not based upon
knowledge acquisition but upon personal reflection and individual
2.2 Finished product
Learning through-design ties back to project-based learning which
itself is based upon the Constructionist model in which students
simultaneously learn new information and design a product which
reflects such learning [11; 12]. Previous studies exploring
storytelling and programming through the constructionist model
[15; 26] focus on using stories as a means to make coding more
accessible and palpable to children. However in both cases, the
value of storytelling as the finished product was only considered in
terms of its ability to interest children in programming, and there
was little consideration how the story genre offered a viable link
between the discipline of programming and the discipline of
writing. While code is certainly a valuable skill, using digital
storytelling simply as a way to draw kids into programming
neglects to take into account the full and rich ways such
storytelling can also be used to develop children’s sense of
narrative structure. As Sandy Hayes points out, “Students don’t
have to produce standardized writing to meet writing standards
[10]. Programming-as-storytelling in the setting of a writing
workshop represents one such potential “unstandardized” format
that deserves further exploration in schools.
2.3 Collaborative support
Black’s research [1] on teens’ fan fiction writing suggests that
when youth can find an environment where writing acts as a social
outlet, a collaborative process, and a means for personal
expression, their output can be both prodigious and notable in both
style and content. Writinga process which K-12 schools still
regularly struggle to make creative, personal, and collaborative
took on a far more interactive nature in a forum outside of the
classroom. Our study here builds directly on Black’s research,
examining the various multi-media projects children share and
comment upon on another file-sharing website, While not traditional pen-and-paper
compositions, the programming projects children write and share
using the Scratch website are very much digital “texts”
incorporating words, images, and sounds to produce a wide variety
of stories, games, and animations. Students not only have the
opportunity to share their digital stories with each in the workshop
but within the wider Scratch community, which currently has over
800,000 registered members and nearly 2 million uploaded
In terms of combining authentic practice and collaborative support
with a constructionist learning model, we find that a number of
other recent efforts such as Glitch testers [8] and Scratch-based
Collaboration Challenges [13] use these same principles in setting
up successful educational projects. Yet what we are proposing
with the writing workshop for programmers is a K-12 pedagogical
model that has potential to introduce coding in core academic
subject matters, align with state standards.
3. The Writers-Workshop for Middle School
For seven weeks in the Fall of 2010, we set up 11 writing
workshop sessions in an elective course using Scratch at an urban
public middle school located in West Philadelphia. Ten
studentsall boys, ages twelve to fourteenparticipated in the
writing workshops and were representative of the schools’ diverse
population of African-American, Caucasian, and Latino children.
In total, we collected eleven projects (one participant created two
stories) by the end of the program.
Choice Elective & Alignment with State Academic Standards
Over the course of the seven weeks, every Choice session would
open with a brief “mini-lesson” [5] emphasizing a particular
element of effective composition (such as characterization,
foreshadowing, setting a scene) which would likewise be tied to
learning a particular coding procedure in Scratch (e.g., using the
broadcast feature to establish dialogue, importing external images,
using loops to standardize behavior). Every mini-lesson was
supported by anywhere from one to three sample digital stories
selected from the Scratch website, which exemplified a particular
storytelling element or genre of storytelling (e.g., mystery, action/
adventure) featured within the lesson. This not only grounded the
lessons in practical application but offered an excellent segue to
examining the actual coding scripts of the projects, exploring
exactly how the sample story creators achieved a particular effect
with the Scratch programming language. All lesson plans were
aligned to Pennsylvania state standards Reading, Writing,
Listening, and Speaking on the 8th grade level and supported by
the school’s junior-high literacy instructor Mrs. Steinberg, who
offered feedback rubrics and pre-writing activities from her own
classes which were based on her use of Calkins’ [5]text.
Figure 1: Lesson from the outset of the workshop, created
within the template recommended by the Philadelphia School
District and aligned to PA academic standards
The workshop followed five stages over the seven weeks, which,
while distinct, did have some overlap from week to week
depending on individual student progress:
! Pre-writing/ Planning (Weeks 1-2): Every participant
generated 3-4 “seed ideas[5] and entered these into their
Writer’s Notebook, which they then reviewed with us for
! Drafting (Weeks 2-3): Once students had discussed their seed
ideas with us, they proceeded to sketch out their ideas using
storyboards. Using a pencil, kids drew out their individual
shots with the knowledge that these screen-by-screen
renderings would act as aroadmap” for their compositions.
! Revising (Weeks 3-6): Once their Storyboards had officially
been approved (sessions 3 & 4), the middle-schoolers began to
compose their actual digital stories. All participants utilized
both a “bottom up” and “top-down” approach to composing
their stories, in which the former refers to creating anew in
Scratch, while the latter involved sampling others’ projects and
repurposing the code for their own projects. The majority of
participants leaned more to “bottom up” composition,
particularly over weeks 3-4 of the Choice class.
! Editing (Week 6): The briefest stage of the 5, students made
final revisions based on comments they had received online as
well as during weeks 6-7 of class. Many of the edits were
simply “fine-tuning” in terms of correcting spelling and
grammar in characters’ dialogue or trouble-shooting the
programmed behavior of a coded sprite.
! Publishing (Weeks 6-7): All students posted to the Scratch
website again over the final two weeks of the workshop; over
the final day, students presented their final projects to their
classmates in terms of plot and characterization as well as in
terms of the underlying code operating their digital stories.
During the workshop, we collected a variety of data sources:
CS attitudes pre/post surveys: Adapted from a Georgia Tech’s
computer science attitudes survey developed by Lijun Ni and Mark
Guzdial ( mediaComp-teach/16), pre-
and post-surveys were given to all participants in the study
gauging their familiarity and attitudes to digital media, their sense
of their own storytelling and computer capabilities, and their own
attitudes toward working collaboratively and creatively.
Field Note Observations: Collected daily and transcribed within a
twenty-four period, they were subsequently coded thematically
capturing particular usage trends across the workshop.
Video Footage: All sessions were videotaped in their entirety with
select sections transcribed for the sake of better capturing a
moment-by-moment understanding of how students use the
software in the workshop. All post-session interviews with
students were video-taped and transcribed.
Scratch Project (artifact) analysis: All Scratch projects were
periodically collected over the duration of the program (a
minimum of three times per project) and subsequently examined in
terms of their staged storylines and underlying coding scripts. All
projects were also analyzed in regard to their programming blocks
using Scrape technology, a tool developed by RiverSound Media
Post-Interviews: At the program’s end, all students participated in
5-10 minute interviews gauging their experience in the classroom.
As with the field note observations, these interviews were
subsequently coded thematically.
Over the course of the workshop, students learned both the
fundamentals of programming and storytelling, and this is charted
here in terms of the products (digital stories) they programmed, the
processes (debugging and revising) they utilized, and their overall
perceptions of the workshop at its close.
5.1 Product
In terms of product, 9 out of the 10 participants generated a
complete digital story, entailing multiple characters, settings, and
plot stages. Each finished project also entailed a number of key
coding concepts not simply characteristic of Scratch but of all
programming languagesfrom Java to C++ clearly indicating
that over the workshop’s eleven sessions the middle school
students not only composed their own digital stories in the
software but also learned and applied some key fundamentals
programming concepts in the process.
The chart that follows highlights some of the programming
concepts students used in the creation of their stories as well as the
frequency of use:
Table 1: Types & frequency of programming concepts utilized
One such story was Darryl’s crayfish tale (below) which was based
on a real-life experience in which he won a salt-water crayfish at
school but ended up killing the poor animal with tap water.
Figure 2: Darryl’s whimsical project “Crayfish” depicting the
creature’s untimely end
Though Daryl’s digital story is brief (approximately a minute-and-
half long), it took over ten hours to program and the coding scripts
he utilized were very much characteristic of those of his peers in
the classroom. Like the wider class, Daryl relied heavily on the
use of costume changes and dialogue between characters to propel
his story forward. Also like his peers, Daryl’s project made use of
a single input key (in his case, the green “go” flag in the upper
right-hand corner), which once clicked, set the story in motion to
its conclusion. Unlike a number of his classmates, Daryl’s project
demonstrated more intricate programming through his use of the
“broadcast” command which allowed for his story’s programmed
objects to trigger the behavior of other objects, precluding the need
of timed intervals to coordinate events.
5.2 Process
These commonalities among projects in terms of code are not
unsurprising given that all students followed the same process in
the classroom, learning code through storytelling. All ten
participants had a strong sense of the stages of writing. This was
the expectationhaving met with Mrs. Steinberg the month prior
to the workshop, she assured me the students went through these
stages of composition whether they were composing a poem, a
graphic novel, or an expository essay. However, even more than
their familiarity with the stages of writing, the middle-school
students’ familiarity with the elements of writingparticularly the
elements of creative fictionoffered a particularly useful scaffold
as means to introduce the basic elements of Scratch over the first
two weeks of the workshop. Couching the use of Scratch in terms
of common language arts concepts such as rising action and static
versus dynamic characterization proved remarkably effective in
acquainting (or in some cases, reacquainting) the students to the
Scratch programming language. Simply being able to describe
basic elements of programming in writing terminology eased
participants’ unfamiliarity with the coding process.
Table 3: Addressing the CS language “barrier” through
analogous terminology
“Oh yeah, I understand ‘round’ versus ‘flat’ characters,” Marcus
remarked with some surprise when I explained during session #3
how flat “stock” characters’ programmed behavior could be
“looped” while the protagonist’s more dynamic (and thus “round”)
behavior would be far less repetitive. Accordingly, children
learned to program Scratch sprites based on a particular character’s
motivations. In this sense, literary elements such characterization
and setting served not only as a means to introduce programming
terminology, but also acted as the vehicle through which children
learned how to program. In the case of 8th grader Marcus’ fantasy
basketball game, protagonist and NBA star Tim Hardaway had a
diverse, linear-based coding sequence, timed out in intervals.
Meanwhile antagonist Lebron James’s coded sprite (below) had
limited programmed behavior that was far less varied and entirely
looped, typical of characterization that is both flat and static in
5.2.1 Brainstorming & Outlining
As indicated in the planning guide and sample lesson above,
students began to map out their digital stories in Scratch over
sessions #3 and 4 of the workshop. Generally, students relied on
three different sources to generate ideas for their potential digital
stories (none of which were mutually exclusive):
writer’s notebook: distributed by Mrs. Steinberg to every 7th
and 8th grader, the black-and-white speckled pad is the mandated
starting point for any composition in her classes. Intended as a
place to simply write down ideas, students need to generate at
least three potential ideas before they opt for any single onea
requirement which was maintained for the workshop as well.
Sprite cache: an assortment of various character images,
ranging from people to animals to alphabet letters are stored
within the Scratch software; users can click upon these stocked
folders to import various sprites into a project.
popular culture: while the term “popular culture” encompasses
an innumerable array of source-material, here it refers to those
images that students searched out over the Internet, saved to their
laptops, and imported into Scratch as image files (JPEGs
typically); learning this process over session #3, many students
grew very excited as it allowed them to utilize figures from their
own favorite stories and games as their lead characters.
While students eagerly imported and tinkered with various Sprites
from both the web and Scratch caches over the first two weeks,
getting them to commit to a set narrative via the storyboards
proved to be a real challenge, though this challenge was not
necessarily an unexpected one. Previous studies utilizing
storyboards for Scratch-based narratives [3; 6] likewise found
some measure of children’s resistance to using storyboards,
partially due to an unwillingness to commit to a single narrative
and partially due to participants’ reluctance to return to pencil-and-
paper after having begun to compose digitally. “Aw, come on, I
already know what I want” protested Darrell over session #4 upon
learning that all participants needed a completed storyboard before
proceeding with their digital stories. While Darrell already felt
confident he knew his narrative pathway without help from the
storyboard, other participants were uncertain about which captions
they should sketch out as the key passages to their storylines. And
still others—despite repeated mollification that the storyboards
were a mere outlineworried their pencil-and paper renderings
were going to be critiqued for a lack of artistry. Yet, despite these
issues, as expected, the storyboards did get all of the students
actually verbalizing their ideas aloud through the process of
putting them to paper, and they did provide a discernible end-point
to the composition processnamely, the resolution of the
narrative. All participants had completed and submitted their
storyboards by session #5. The shortest storyboard consisted of a
mere 3 captions while the longest extended to 7 captions, with 5
captions as the most common length.
Figure 4: Sample caption from Carlos’ Scratch
version of Persepolis
5.2.2 Drafting, Feedback, & Revising
As an outline, the storyboards served as the student’s raw
“roadmap” and was the first piece they submitted and received
formal feedback by way of written comments on the paper itself.
While three of the storyboard submissions were fairly perfunctory,
including only an absolute minimal amount of detail, the
remaining seven were well-organized and well utilized the side-
space alongside the caption box to explain the who? (character/
sprites), the what? (actions/ scripts), and the where? (settings/
stages) of each progressing scene.
Following these notes on the storyboard submissions, feedback
over the next three sessions was more informal, including
comments and suggestions on individual student projects as the
group worked independently on them. The entire class
participated in ten-minute “gallery walk” midway through the
workshop, leaving their laptops open to their in-the-works projects
and then walking the room with their peers, sampling each others’
stories and asking questions based on what they viewed thus far.
To a degree, the projects students had prepared for the gallery
walk served as their initial drafts; however, no participant had
actually completed his digital story at this point, which made
giving constructive feedback more difficult for the students.
Students largely commented on the appearance of each other’s
characters (e.g., “cool costume”, “nice look”) but had a difficult
time providing more substantial feedback about elements like plot
development and characterization. “So what’s supposed to happen
here?” 8th grader Todd asked of his friend’s Greg’s project during
the gallery walk, unable to offer much more given that he was
entirely uncertain where the narrative was actually heading.
More directed feedback came from us as instructors during the
next session when all students posted their draft projects at the
Scratch website. Using the anonymous username “SLA_User
and with storyboards in hand, we reviewed each project based
upon what had been uploaded to the Scratch website thus far and
what the remaining captions on the storyboard indicated should
happen next. Using the “Comments” feature on the website, we
posted brief observations, small items of encouragements, and
occasional questions. Given the character-limit of the Comments
box as well as the decidedly “non-academic” nature of the website,
we opted to keep the comments succinct and casual; the goal was
not to exhaust the students with a “to do” list but rather engage
them with the prospect of sharing their work with wider audiences
5.3 Perceptions
Based on the post-survey, 70% of respondents agreed or strongly
agreed that the storyboard helped them create their stories; 70%
agreed or strongly agreed that they learned more about computing
during the workshop, while 80% indicated they learned more about
storytelling during the workshop; 70% agreed or strongly agreed
that they felt better at computing based on the workshop; 90%
agreed or strongly agreed that they had enjoyed the workshop
experience; and 70% agreed or strongly agreed that anyone can be
a good storyteller in Scratch if he or she works hard at it.
In post-interviews, it was storytelling that occupied much of the
one-on-one feedback from students, with multiple middle-
schoolers stressing the importance of the storyboards in ensuring
they had a particular idea in mind for their Scratch project.
Scratch can do almost anything,” explained Daryl in his post-
interview, “It has hundreds of controls, hundreds of images and
you can even take ones of the Internet…. And so, all you need to
do is have a focus.”
Returning to our research questions, it is clear that the writing
workshop setting alongside the school’s existing language arts
standards proved to be not only an effective framework for
facilitating middle school children’s digital composition within
Scratch, but also underscored the wider connection between
coding and writing as interrelated processes of composition.
Digital storytelling in Scratchparticularly in terms of the
workshop’s focus on characterization and plot analysisoffers a
new medium through which children can exercise the composition
skills they learned within traditional literacy classrooms while also
offering the mutual benefit of introducing coding at earlier ages.
However, as evident in Table #1 above, certain coding bricks in
the storytelling workshopnamely, conditionals, Boolean Logic,
and Variableswere not widely used. These coding scripts are
characteristic of games in which there are no fixed outcomes, and
such scripts are simply not integral to linear narratives. Therefore
participants did not learn much about these essential coding
concepts over the seven weeks of the workshop. This finding is not
an indictment of the usage of storytelling to introduce
programming, but rather a caveat that while the writing-workshop
model offers certain advantages in introducing coding to children,
its products only represent the end-result of a certain type of
programming. Moving forward, we are interested in expanding
the parameters of the workshop to have youth compose interactive
stories, which will not only introduce a wider range of
programming variables but offer further insight on the intersection
of narrative and game-making in digital media [22].
In terms of future workshops, there is also very much the need to
explore (and make more explicit) the intersection between coding
and narrative composition as they relate to computational thinking
in the classroom [19; 25]. The workshop we designed and enacted
largely held storytelling and coding apart as separate entities
each integral to and serving the same end goalbut introduced
separately nonetheless. Computational thinking, which
emphasizes the practical and creative functionality of algorithms,
offers a potential new lens for accentuating the connection
between coding and writing, both of which attempt to articulate a
precise input in order to facilitate a particular output. Make
magazine’s recent partnership with the National Writing Project
[9] is based upon such a premise, creating a series of workshops
for literacy teachers that emphasize their role as “makers” within
the classroom and student writing as a tangible “product” in which
the technical and creative are inextricably intertwined. As
systematically coded images and sounds placed in aesthetic
juxtaposition, digital stories in Scratch are likewise “products” that
embody both the technical and the creative elements of
composition and offer a broader conception of what “writing” with
computers may look like in the 21st century.
This said, while it is crucial to broaden K-12 schools’ conception
of literacy as well as make computer science more
interdisciplinary in nature, it is equally important to be mindful of
the respective disciplines out of which this workshop originated
and the potential limitations of our study for instructors in these
disciplines. In the discipline of English/ language arts, literacy
instructors first and foremost need the designated time to enact
such a weekly workshop, as well as a population of students
familiar enough with the stages of writing to be capable of
comfortably following them in terms of Scratch storytelling. In
the discipline of computer science, CS instructors may well
appreciate the Constructionist nature of the workshop, yet there
still needs to be a continued push to ensure that programming
enters schools primarily through statewide academic standards
specific to CS (and not simply technology). For them, this study
represents an alternativeand hopefully only temporaryroute to
getting CS into the K-12 classroom.
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... CT could be integrated into language arts' curricula by representing patterns and through the linguistic analyses of sentences to identify different sentences structure . We use algorithms every day in our lives from following a cooking recipe to giving directions from point A to point B. For instance, students in second language classes could learn about algorithms by using cooking recipes or breaking down a simple daily task, such as brushing teeth, into steps (Burke & Kafai, 2012). Computational thinking can help achieve didactic objectives in language learning. ...
... Previous scholars such as Vinayakumar et al. (2018), Burke and Kafai (2012), and Weng and Wong (2017) have utilized Scratch as a computational thinking tool in developing their language activities. Vinayakumar et al. (2018) utilized Scratch software for engaging children in DST. ...
... They found that DST and writing skills were more memorable and exciting for children engaged in Scratch learning activity. Another study by Burke and Kafai (2012) investigated the effect of Scratch programming on writing skills learned by middle school students to enhance their digital stories. Students used Scratch as an alternative environment to the learn language skill of composition to generate narratives based on individual expression and personal reflection. ...
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This paper examines a method which can be used by instructors pursuing innovative methods for language teaching, which expands learners’ motivation in second language learning. Computational thinking (CT) is a problem-solving skill which can motivate students’ English language learning. Designing a learning activity which integrates CT into English language learning has been considered in only a few academic studies. This study aimed to explore whether integrating CT into English language learning can be useful for improving learners’ motivation and performance. The method of “present, practice, and produce” was applied as a method of presenting computational thinking in the English language learning classroom. Fifty-two elementary school students (52) participated in the experimental study. Following an experimental design, data were collected and analyzed from a combination of knowledge test scores, storytelling, motivation, and anxiety surveys. The experimental results indicate that the CT strategy improves students’ language learning and raises their motivation in the two dimensions of extrinsic and intrinsic goal orientation. These results imply the positive effect of CT strategy on strengthening problem-solving skills of students participating in digital storytelling and increases their motivation and performance in English language learning.
... Hal ini mengakibatkan anak lebih mengenal karakteristik dan cara kerja dari kedua perangkat tersebut dibandingkan dua lainnya. Semakin anak sering berinteraksi, maka anak akan semakin memahami fungsi dan cara kerja dari perangkat yang digunakan (Burke & Kafai, 2012). Sedangkan kedua perangkat lain, biasanya anak tidak akan menyentuh atau mencoba mengutak-atiknya. ...
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Kemampuan computational thinking sudah dipertimbangkan untuk diberikan kepada anak sejak usia dini. Namun belum banyak gambaran terkait kemampuan ini. Penelitian ini bertujuan melaporkan profil kemampuan computational thinking anak usia 5-6 tahun di sebuah PAUD di Kota Surakarta. Penelitian ini merupakan penelitian kualitatif. Teknik pengumpulan data yaitu wawancara pada kepala sekolah, wakil kepala sekolah bidang kurikulum, observasi pembelajaran sebanyak 36 kali, dan dokumentasi. Teknik analisis data melalui proses penyajian data, reduksi data, dan penarikan kesimpulan. Hasil penelitian melaporkan bahwa ada delapan kemampuan computational thinking yang paling terlihat. Kemampuan tersebut adalah: 1) anak terbiasa dengan kegiatan berinstruksi; 2). anak terlatih untuk mencari solusi dari permasalahan yang dihadapi; 3) anak terbiasa mengungkapkan ide berupa gagasan, pendapat, atau karya; 4) anak mampu membagi tugas secara mandiri maupun dengan diskusi teman sebaya; 5) anak terbiasa dengan ice breaking dengan menerjemahan kode; 6) anak sudah terbiasa mengoperasikan komputer secara individu, 7) anak mengetahui fungsi dari fitur colour dan shape yang terdapat pada aplikasi power point dan paint; dan 8) anak mampu menerapkan solusi kedalam permasalahan yang sama pada kegiatan yang memiliki kemiripan dalam penyelesaian. Penelitian ini menyimpulkan bahwa kemampuan computational thinking anak berkembang secara beragam sesuai dengan tingkat intensitas pemberian stimulus. Computational thinking skills are important for children from an early age. However, there are not many information related to this ability. This study aims to report the profile of the computational thinking ability of children aged 5-6 years in an early childhood education center in Surakarta City. This research is a qualitative approach with interviews to the headmaster and teacher, observation, and documentation as data collection methods. The data were analyzed through display, reduction, and concluding. The results of the study report that there are eight most visible computational thinking abilities. These children's abilities are 1) accustomed to instructional activities; 2). find solutions when facing some problems; 3) accustomed to expressing ideas in the form of opinions or works; 4) divide tasks independently or peer discussion; 5) familiar with ice breaking by translating codes; 6) accustomed to operating computers individually, 7) know the function of the color and shape features found in Powerpoint and paint applications; and 8) apply solutions to the same problem in activities that have similarities in completion. This study concludes that children's computational thinking abilities develop in various ways according to the intensity level of the stimulus.
... Creativity is identied as a CS Principles Big Idea [43] and often motivates students [6,17,27,37]. Given initiatives to broaden participation in computing [42,46] and the potential of partnering digital technologies and creativity [24], creativity has become a key design concept for CS learning tools [15,18,25,38,41,44] as researchers stress the importance of valuing both CS conceptual learning and and the creative vision enacted through their projects [4,28]. ...
... Entre las temáticas más habituales para realizar proyectos de programación, un proyecto puede tener como objetivo crear un cuento animado, o Storytelling. Algunos entornos de programación por bloques están orientados a ello, como Alice (Werner, Denner, Bliesner y Rex, 2009) o Scratch (Burke y Kafai, 2012). ...
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Dyslexia is a Learning Disorder with a great impact in every area of the official curriculum, especially those involving the development of communicative competences. This situation is particularly acute in relation to the first foreign language area: English. This language is increasingly widespread in our classrooms as a result of the establishment of bilingual schools. Despite the general methodological adaptation applied within the subject of English as a foreign language, when there are students with special educational needs in the classroom no specific adaptations are usually carried out. Furthermore, the existing guidelines and protocols provided by educational inspectors are rarely, if ever, applied. The intention of the current research is to compile the range of methodological measures established by educational inspectors, as well as other professionals, with the aim of providing the best education to students with special educational needs in an inclusive way. For the purposes of this research, we analysed three case-studies involving three different students with learning disabilities. We conducted interviews not only with parents, but also with other students and teachers, in order to better understand what are the perceptions about the topic and the effectiveness of the learning adaptations applied. We recommend the adoption of some of the measures proposed by the interviewed professionals. Among these, using special lettering or breaking down the texts to be read into smaller sentences are proving ones of the most effective.
... The data concept is used for storing, retrieving and updating values. These Scratch approaches focus on visual programming as a means to lower the barrier for small children to learn basic programming concepts and to create a fun and motivating environment for students [34]. A previous study introducing very simple concepts to children between 9 and 12 years old using a block-based approach found evidence that there are very little differences in performance between grade levels [35]. ...
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The interest of children in learning to program computers has increased dramatically in recent years with the adaptation of new programming languages such as Scratch or game-based approaches. That being so, it is still unclear how best to teach programming concepts to young children. There is a gap in the literature on how to introduce basic programming concepts to children at the primary school level, while taking factors such as the grade level and approach used into account. This paper explores the best approach for introducing basic programming concepts to school children in the 4th, 5th and 6th grades as well as the effects of the approaches on students’ learning gains (per concept). The concepts addressed here are those used in a traditional Introduction to Programming course, such as programs, memory and variables, inputs and outputs, conditionals and loops. The paper presents the resulting improvements achieved by the 4th, 5th and 6th graders in a multigroup pretest-posttest design, with a control group (the use of a blackboard as an unplugged approach) and two experimental groups (the use of a visual execution environment (VEE) with a mouse and the use of the VEE with Makey Makey). We present the results exploring the interaction between the grade and approach factors for the 144 children (9-12 years old) enrolled in primary education. The results provide statistically significant data indicating how the children succeeded in learning basic programming concepts according to their grade, the type of approach used, and the programming concept under study.
... These pre-defined features support multimedia story development (Ohler, 2006). Hence, researchers and educators recommended using Scratch as a digital story-telling tool in language and social science courses (Burke & Kafai, 2012;Kale et al., 2018;Lee, 2010). ...
Computer science and computational thinking (CT) education in K-12 schools have been escalating in recent years. A couple of CT instructional models have been proposed to depict the roles of CT in K-16 education. Yet, neither of them discussed CT infusion into a subject course. In this article, we proposed a CT-integration model called TPC ² T. In this model, we suggested considering CT as a second subject and using an appropriate technological pedagogical approach to make students’ learning of two subjects meaningful and engaging. We implemented this model in a CT-integrated lesson in two sections of a high-school Spanish course. Students worked in small groups and coded three small and one comprehensive digital Spanish-culture stories in Scratch. Results showed that students taking the CT-integrated lesson had the same degree of improvement in their Spanish culture knowledge as their peers who did not take the CT-integrated lesson. Besides, students taking the CT-integrated lesson had a significant improvement in their CT knowledge. At the same time, their CT self-efficacy outperformed those who did not take the CT-integrated lesson. We discussed the results and offered suggestions for researchers and educators at the end of the article.
New theories often emerge from seemingly contradictory empirical evidences. This is precisely the starting point of this chapter. Recent computational thinking (CT) research in K-12 shows different results depending on whether the computational concepts involved are used to solve visuospatial (Román-González, Pérez-González, and Jiménez-Fernández 2017) or linguistic-narrative problems (Howland and Good 2015). Furthermore, the former study empirically demonstrates that CT is mainly a problem-solving ability linked with fluid intelligence, which is characterized by adapting to the context demands. All of the above suggests that CT could be manifested in multiple and different ways depending on the type of problems to be solved. In other words, we hypothesize the existence not of a single, but of multiple computational thinkings; analogous to the existence of multiple intelligences postulated by Howard Gardner (1983, 1999). In this vein, this chapter aims to address a triple goal. Firstly, we intend to ground our theory through a complete and comprehensive review of K-12 educational interventions, along which CT has been developed, mostly by means of computer programming, in order to solve different kinds of problems: verbal-linguistic, logical-mathematical, musical, bodily-kinesthetic, visual-spatial, interpersonal, intrapersonal or naturalistic problems. Secondly, we anticipate how to empirically contrast the theory through a proof-of-concept design of several items that will be part of a battery of CT assessment tests, which will allow to check the hypothesized multifactorial structure of CT. Thirdly, we speculate about some relevant implications that would arise in case of confirming the theory, for example: the possibility of establishing a personalized CT profile for each student; the subsequent design of multiple CT interventions and curricula that may include all types of problems and, therefore, may be more equitable and inclusive; ultimately, CT might serve as the anchor that Gardner’s theory needs to be finally contrasted.
This chapter provides insight into how two educators researched, planned, and co-taught a remote learning arts-integrated project during the pandemic. Student interest in video games generated an inquiry-based collaboration centered around pixel art and video game narratives. The authors combined digital animation with cross-stitching and language arts to address the multiple ways that students learn. The authors believed that by combining technology and language arts with visual arts, students could take a more project-based approach to their learning, which they hoped would lead to greater student engagement. The authors share their challenges and future opportunities that were made visible during this project.
Studies reveal a number of factors which influence teachers' decisions to use educational robotics (ER)in the classroom. One of these factors is teachers' professional development training (PDF). PDF is considered to be an encouraging factor that obstructs the successful application of educational robotics (ER) among the teachers. This chapter addresses the importance of professional development training (PDT) by examining its effectiveness in integrating educational robotics (ER) in the educational practice for teaching and learning purposes in various cognitive subjects. The sample of the study consisted of 23 elementary school teachers. The data used in this research was collected via pre and post structured questionnaires and classroom observations. The findings reveal the importance of PDT and suggest that PDT for teachers in ER were valuable in contributing to improve teachers ER skills and knowledge.
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Various aspects of computational thinking, which builds on the power and limits of computing processes, whether they are executed by a human or by a machine, are discussed. Computational methods and models are helping to solve problems, design systems, and understand human behavior, by drawing on concepts fundamental to computer science (CS). Computational thinking (CT) is using abstraction and decomposition when attacking a large complex task or designing a large complex systems. CT is the way of thinking in terms of prevention, protection, and recovery from worst-case scenarios through redundancy, damage containment, and error correction. CT is using heuristic reasoning to discover a solution and using massive amount of data to speed up computation. CT is a futuristic vision to guide computer science educators, researchers, and practitioners to change society's image of the computer science field.
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Few studies have focused on how youth develop agency to organize and participate in online unstructured creative collaborations. This paper describes and analyzes how youth programmers organized collaborative groups in response to a programming “Collab Challenge” in the Scratch Online Community and in an accompanying workshop with high school students. The analyses focused on modalities of online collaborations, determined the breadth of online participation, and examined local teens’ awareness of the online community. The discussion addresses youth’s collaborative agency in these new networked contexts, studied the role that online social awareness plays in completing tasks and makes recommendations for the support of online programming communities.
Much attention has focused on the successes of creative collaboration in online communities yet little is known about how members organize participation and collaboration at such sites. In this paper, we analyze different dimensions of collaborative agency by youth who locally self-organized in groups and participated in a collaborative design challenge in the Scratch online programming community. We report on youths' fluid roles in groups, their contributions in terms of feedback, and their awareness of participation in relation to the online community. In the discussion we address what we learned about new forms of collaboration, equity issues, and implications for the design of tasks which better support collective learning.
On the basis of our examination of L2 writing scholarship published between 2000 and the present, we describe and reflect on developments relating to the teaching of L2 writing. While our primary focus is applied research, we have also addressed basic research that has clear implications for pedagogy. The paper includes an overview of relevant basic research (i.e., research on the phenomenon of second language writing), a discussion of relevant applied research (i.e., research on second language writing instructional principles and practices), an examination of some general issues and concerns that have important implications for second language writing instruction, and an assessment of the current status of the field along with our thoughts on where it might go in the future.
Since the early 1960's, researchers have built a number of programming languages and environments with the intention of making programming accessible to a larger number of people. This article presents a taxonomy of languages and environments designed to make programming more accessible to novice programmers of all ages. The systems are organized by their primary goal, either to teach programming or to use programming to empower their users, and then, by each system's authors' approach, to making learning to program easier for novice programmers. The article explains all categories in the taxonomy, provides a brief description of the systems in each category, and suggests some avenues for future work in novice programming environments and languages.