"Digital fluency" should mean designing, creating, and remixing, not just browsing, chatting, interacting.

Video games more than any other media have brought technology into children's homes and hearts. Educators, psychologists, parents are struck by the quality of engagement that stands in stark contrast to usual interest school homework activities. Whereas most research efforts concentrated on discussing effects game playing, this book takes a different stance. It close look at as context for learning placing children roles producers rather consumers games. Kafai presents constructionist vision...

This article presents an overview of what we know about two perspectives, coined instructionist and constructionist, to games for learning. The instructionists, accustomed thinking in terms making instructional educational materials, turn naturally the concept designing games. Far fewer people have sought tables: by learning instead playing Rather than embedding “lessons” directly games, constructionists focused their efforts on providing students with greater opportunities construct own...

This paper describes Scratch, a visual, block-based programming language designed to facilitate media manipulation for novice programmers. We report on the Scratch experiences of urban youth ages 8-18 at Computer Clubhouse 'an after school center' over an 18-month period. Our analyses 536 projects collected during this time documents learning key concepts even in absence instructional interventions or experienced mentors. discuss motivations who choose program rather than using one many...

There has been considerable interest in examining the educational potential of playing video games. One crucial element, however, traditionally left out these discussions-namely, children's learning through making their own In this article, we review and synthesize 55 studies from last decade on games learning. We found that majority focused teaching coding academic content game making, few explicitly examined roles collaboration identity process. argue future discussions serious gaming...

In this article, we examine the use of electronic textiles (e-textiles) for introducing key computational concepts and practices while broadening perceptions about computing. The starting point our work was design implementation a curriculum module using LilyPad Arduino in pre-AP high school computer science class. To understand students’ learning, analyzed structure functionality their circuits program code as well approaches to making debugging e-textile creations views We also studied...

Electronic textiles are a part of the increasingly popular maker movement that champions existing do-it-yourself activities. As making activities broaden from Maker Faires and fabrication spaces in children's museums, science centers, community organizations to school classrooms, they provide new opportunities for learning while challenging many current conventions schooling. In this article, authors Yasmin Kafai, Deborah Fields, Kristin Searle consider one disruptive area making: electronic...

Seeking to reframe computational thinking as participation.

Coding, once considered an arcane craft practiced by solitary techies, is now recognized educators and theorists as a crucial skill, even new literacy, for all children. Programming often promoted in K-12 schools way to encourage computational thinking -- which has become the umbrella term understanding what computer science contribute reasoning communicating ever-increasingly digital world.In Connected Code, Yasmin Kafai Quinn Burke argue that although represents excellent starting point,...

Over the past decade, initiatives around world have introduced computing into K–12 education under umbrella of computational thinking. While initial implementations focused on skills and knowledge for college career readiness, more recent framings include situated thinking (identity, participation, creative expression) critical (political ethical impacts computing, justice). This expansion reflects a revaluation what it means learners to be computationally-literate in 21st century. We review...

Scratch is a networked, media-rich programmingenvironment designed to enhance the development oftechnological fluency at after-school centers ineconomically-disadvantaged communities. Just as theLEGO MindStorms robotics kit added programmabilityto an activity deeply rooted in youth culture (buildingwith LEGO bricks), adds programmability tothe and network-based activities that aremost popular among computercenters. Taking advantage of extraordinaryprocessing power current computers,...

Ten years after the groundbreaking From Barbie to Mortal Kombat highlighted ways gender stereotyping and related social economic issues permeate digital game play, number of women girl gamers has risen considerably. Despite this, disparities remain in gaming. Women may be warriors World Warcraft, but they are also scantily clad booth babes whose sex appeal is used promote games at trade shows. Player-generated content revolutionized gaming, few marketed girls allow modding (game...

Traditionally, educational researchers and practitioners have focused on the development of youths' critical understanding media as a key aspect new literacies. The 21 st Century landscape suggests an extension this traditional notion literacy - that sees creative designs, ethical considerations, technical skills part youth's expressive intellectual engagement with participatory competencies. These engagements are also growing Do-It-Yourself, or DIY, movement involving arts, crafts,...

Based on work in media studies, new literacy applied linguistics, the arts and empirical research experiences of urban youths' informal practices, we articulate a vision for education digital age that encompasses genres, convergence, mixes participation. We first outline history how students' creative production has been used to meet goals educators highlight trends are instructive production. Our goal is introduce situate ways which youth participating subsequent impact this might have...

Learning programming introduces students to solving problems, designing applications, and making connections online.

There have been many efforts to increase access and participation of indigenous communities in computer science education using ethnocomputing. In this paper, we extend culturally responsive computing by electronic textiles that leverage traditional crafting sewing practices help students learn about engineering as they also engage with local knowledges. Electronic include sewable microcontrollers can be connected sensors actuators stitching circuits conductive thread. We present findings...

We draw attention to the intersection of race/ethnicity and gender in computing education by examining experiences ten American Indian boys (12-14 years old) who participated introductory activities with electronic textiles. To date, use textiles (e-textiles) materials have been shown be particularly appealing girls women because they combine craft, circuitry, computing. hypothesized that e-textiles would a strong community-based craft tradition linked heritage cultural practices. In order...

Most research in primary and secondary computing education has focused on understanding learners within formal classroom communities, leaving aside the growing number of promising informal online programming communities where young contribute, comment, collaborate programs. In this paper, we examined trends computational participation Scratch, an community with over 1 million registered youth designers primarily 11-18 years age. Drawing a random sample 5,000 programmers their activities...

While coding competitions and hackathons have steadily increased in number, few women participate. Because these public events present viable opportunities to broaden participation computing, we designed the theme focus on "Wear & Care" collaborative arrangements a hardware hackathon, called StitchFest, which 33 undergraduate graduate students used LilyPad Arduino design wearables. Our analysis focused interviews conducted with eight female seven male college participants understand how...

other Public Access Share on From theory bias to dialogue: embracing cognitive, situated, and critical framings of computational thinking in K-12 CS education Authors: Yasmin Kafai University Pennsylvania PennsylvaniaView Profile , Chris Proctor Stanford UniversityView Debora Lui Authors Info & Claims ACM InroadsVolume 11Issue 1March 2020 pp 44–53https://doi.org/10.1145/3381887Published:13 February 2020Publication History 33citation1,890DownloadsMetricsTotal Citations33Total...