Attachment--and loss.

The power of feedback.

How to ... be a reflective practitioner.

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

Scratch: programming for all

National Science Education Standards

Scratch is a visual programming environment that allows users (primarily ages 8 to 16) to learn computer programming while working on personally meaningful projects such as animated stories and games. A key design goal of Scratch is to support self-directed learning through tinkering and collaboration with peers. This article explores how the Scratch programming language and environment support this goal.

/pdf/the-scratch-programming-language-and-environment-8306uywoc2.pdf

The Scratch Programming Language and Environment

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

/pdf/programming-by-choice-urban-youth-learning-programming-with-3a4q07qzg4.pdf

Programming by choice: urban youth learning programming with scratch

This paper suggests new strategies for introducing students to robotics technologies and concepts, and argues for the importance of providing multiple entry points into robotics. In particular, the paper describes four strategies that have been successful in engaging a broad range of learners: (1) focusing on themes, not just challenges; (2) combining art and engineering; (3) encouraging storytelling; (4) organizing exhibitions, rather than competitions. The paper describes a new technology, called the PicoCricket, that supports these strategies by enabling young people to design and program artistic creations that integrate light, sound, music, and motion. The paper concludes with an analysis of robotics activities in three educational environments, examining how these new strategies and technologies can engage young people with diverse interests and learning styles.

/pdf/new-pathways-into-robotics-strategies-for-broadening-4ttsyuarg2.pdf

New Pathways into Robotics: Strategies for Broadening Participation

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), Scratch adds programmability tothe media-rich and network-based activities that aremost popular among youth at after-school computercenters. Taking advantage of the extraordinaryprocessing power of current computers, Scratchsupports new programming paradigms and activitiesthat were previously infeasible, making it betterpositioned to succeed than previous attempts tointroduce programming to youth.Our working hypothesis is that, as kids work onpersonally meaningful Scratch projects such asanimated stories, games, and interactive art, they willdevelop technological fluency, mathematical andproblem solving skills, and a justifiable self-confidencethat will serve them well in the wider spheres of theirlives.

https://llk.media.mit.edu/papers/archive/ScratchSneakPreview.pdf

Natalie Rusk

Papers

Scratch: programming for all

The Scratch Programming Language and Environment

Programming by choice: urban youth learning programming with scratch

New Pathways into Robotics: Strategies for Broadening Participation

Scratch: A Sneak Preview