The writers' workshop for youth programmers

Abstract

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.

Integrating Computational Thinking Concept Into Digital Storytelling to Improve Learners’ Motivation and Performance

“…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.…”

“…Integrating CT in DST helps students to improve the structure of their sentences in language writing through providing a designated purpose for grammar acquisition (Weng & Wong, 2017). The results of some recent studies which have incorporated computational thinking into English language learning indicate that using a CT strategy in the classroom can have a positive impact on students’ performance and motivation (Burke & Kafai, 2012; Vinayakumar et al., 2018). The insertion of CT into education gives individual responsibility to students, which enhances their motivation by encouraging student-student interaction (Kwon & Kim, 2018).…”

From theory bias to theory dialogue

“…Learning key computational concepts and practices are often situated within the design of digital applications shared with authentic audiences in person or over social networks. For these reasons, this approach has also been called 'computational participation' [8] in order to emphasize the social purpose of computational designs and interactions in which learners engage. Efforts in this direction emerged largely from promoting CS education outside of school in community technology centers and online communities, and from a recognition that inequitable access to opportunities to participate, develop interest, and have one's identities supported are a root cause of the lack of diversity in computer science [41,42].…”

“…Emphasis on situated computational thinking in Scratch is additionally accomplished through highlighting the social interactions therein, whether structuring forms of online collaboration and feedback through the site itself [21], sharing and creative remixing of other people's projects [8], or creating games and tangible controllers that are explicitly meant to engage an in-person audience [17]. While students' comprehension of CS concepts and abilities to program are important here, the main goal of these efforts is to emphasize how computing is a tool that can be used to express students' interests and identities to others within their communities.…”