Programming &amp; storytelling

Burke, Quinn; Kafai, Yasmin B.

doi:10.1145/1810543.1810611

Cited by 45 publications

(12 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…An analysis of digital artifacts found that students were adept at utilizing programming concepts such as coordination and synchronization, parallel execution, loops and event handling, but that more advanced programming concepts such as Boolean logic, conditional statements, and variables were largely missing. This finding is widely corroborated in the literature (Burke & Kafai, 2010;Grover, Pea, & Cooper, 2016;Maloney, Peppler, Kafai, Resnick, & Rusk, 2008).…”

Section: Computational Thinking Through Literacysupporting

confidence: 85%

“…Beyond the sentential and suprasentential levels, programming has been shown to reinforce genre-based writing development. Unlike the bulk of digital storytelling research, which examines how existing narrative writing skills facilitate programming, Burke and Kafai (2010) observe the process conversely, focusing on how coding can reinforce storytelling and composition skills. For example, middle school students participating in an after-school club learned about character development through programming stories in Scratch.…”

Section: Literacy Through Computational Thinkingmentioning

confidence: 99%

See 1 more Smart Citation

Computational Thinking and Literacy

Jacob

Warschauer

2018

Journal of Computer Science Integration

View full text Add to dashboard Cite

Today’s students will enter a workforce that is powerfully shaped by computing. To be successful in a changing economy, students must learn to think algorithmically and computationally, to solve problems with varying levels of abstraction. These computational thinking skills have become so integrated into social function as to represent fundamental literacies. However, computer science has not been widely taught in K-12 schools. Efforts to create computer science standards and frameworks have yet to make their way into mandated course requirements. Despite a plethora of research on digital literacies, research on the role of computational thinking in the literature is sparse. This conceptual paper proposes a three dimensional framework for exploring the relationship between computational thinking and literacy through: 1) situating computational thinking in the literature as a literacy; 2) outlining mechanisms by which students’ existing literacy skills can be leveraged to foster computational thinking; and 3) elaborating ways in which computational thinking skills facilitate literacy development.

show abstract

Section: Computational Thinking Through Literacysupporting

confidence: 85%

Section: Literacy Through Computational Thinkingmentioning

confidence: 99%

Computational Thinking and Literacy

Jacob

Warschauer

2018

Journal of Computer Science Integration

View full text Add to dashboard Cite

show abstract

“…Sanjanaashree, Kumar and Soman (2014) describe how programming with Scratch can be used "to learn single sentence construction of secondary language (English) through primary language (Tamil)"; Burke and Kafai (2010) run an after-school creative writing workshop for secondary students and showed that 60% of participants pointed out that their storytelling skills had improved; and Burke (2012) concludes that coding with Scratch is a framework that facilitates digital composition of students in middle school.…”

Section: Introductionmentioning

confidence: 99%

Code to Learn: Where Does It Belong in the K-12 Curriculum?

2016

View full text Add to dashboard Cite

The introduction of computer programming in K-12 has become mainstream in the last years, as countries around the world are making coding part of their curriculum. Nevertheless, there is a lack of empirical studies that investigate how learning to program at an early age affects other school subjects. In this regard, this paper compares three quasi-experimental research designs conducted in three different schools (n=129 students from 2 nd and 6 th grade), in order to assess the impact of introducing programming with Scratch at different stages and in several subjects. While both 6 th grade experimental groups working with coding activities showed a statistically significant improvement in terms of academic performance, this was not the case in the 2 nd grade classroom. Notable disparity was also found regarding the subject in which the programming activities were included, as in social studies the effect size was double that in mathematics.Keywords: elementary education, improving classroom teaching, interdisciplinary projects, programming and programming languages, teaching/learning strategies, computer education, Scratch. IntroductionComputer programming is becoming a basic skill that allows participating effectively in a world full of digital objects (González, 2014), and in recent years we are witnessing initiatives worldwide to promote the teaching of programming in schools. However, there is little consensus about the way programming should be included in the curriculum (Grover & Pea, 2013).The European Schoolnet has elaborated a report where 20 European MinistriesMaterial published as part of this publication, either on-line or in print, is copyrighted by the Informing Science Institute. Permission to make digital or paper copy of part or all of these works for personal or classroom use is granted without fee provided that the copies are not made or distributed for profit or commercial advantage AND that copies 1) bear this notice in full and 2) give the full citation on the first page. It is permissible to abstract these works so long as credit is given. To copy in all other cases or to republish or to post on a server or to redistribute to lists requires specific permission and payment of a fee. Contact Publisher@InformingScience.org to request redistribution permission.Code to Learn: Where Does It Belong in the K-12 Curriculum? 284of Education give an overview of their current initiatives and plans regarding computer programming (Balanskat & Engelhardt, 2015). There are countries where programming is an end in itself, as the focus is on the potential benefits for those who know to program when they enter the labor market. This approach is based on studies that estimate that in the near future there will be a significant shortage of well-trained professionals in this field in Europe (Gareis et al., 2014) and in the US (Cuny, 2012). Some countries have decided to create a new specific subject, while others have included coding in the general ICT/technology course. Other governments are consideri...

show abstract

“…Systems like Greenfoot and Kodu have a focus on developing games. Scratch programs have been used for storytelling [Burke and Kafai 2010], as well as games. There are a wide variety of systems, with different styles, and engaging to different groups.…”

Section: The System Should Engage and Motivate The Intended Audience mentioning

confidence: 99%

Heuristic Evaluation for Novice Programming Systems

Kölling

McKay

2016

ACM Trans. Comput. Educ.

View full text Add to dashboard Cite

The past few years has seen a proliferation of novice programming tools. The availability of a large number of systems has made it difficult for many users to choose among them. Even for education researchers, comparing the relative quality of these tools, or judging their respective suitability for a given context, is hard in many instances. For designers of such systems, assessing the respective quality of competing design decisions can be equally difficult.Heuristic evaluation provides a practical method of assessing the quality of alternatives in these situations and of identifying potential problems with existing systems for a given target group or context. Existing sets of heuristics, however, are not specific to the domain of novice programming and thus do not evaluate all aspects of interest to us in this specialised application domain.In this article, we propose a set of heuristics to be used in heuristic evaluations of novice programming systems. These heuristics have the potential to allow a useful assessment of the quality of a given system with lower cost than full formal user studies and greater precision than the use of existing sets of heuristics. The heuristics are described and discussed in detail. We present an evaluation of the effectiveness of the heuristics that suggests that the new set of heuristics provides additional useful information to designers not obtained with existing heuristics sets.

show abstract

Programming & storytelling

Cited by 45 publications

References 8 publications

Computational Thinking and Literacy

Computational Thinking and Literacy

Code to Learn: Where Does It Belong in the K-12 Curriculum?

Heuristic Evaluation for Novice Programming Systems

Contact Info

Product

Resources

About