To expand on Wing’s definition of computational thinking (Wing, 2006), computational participation is then defined as the ability to solve problems, design systems, and understand human behavior in the context of computing not as an individualistic act but as a communal practice that allows for participation in networked communities.

[The] impetus to share and connect with others through code is characteristic of a wider shift toward computational participation. Whereas computational thinking uses an algorithmic lens toward problem solving, computational participation extends this thinking beyond the individual to integrate social networks and digital tools in a networked society. It is not simply a matter of figuring out problems but creating content as a means of finding and connecting with other adolescents and like-minded creators.

The tool must allow experienced users to create increasingly complex applications that grow more intricate and nuanced äs their proficiency in using the tool increases.

The tool must be intuitive enough to allow new users to acclimate to it gradually and with a degree of confidence.

Scratch is a networked, media-rich programming environment designed to enhance the development of technological fluency at after-school centers in economically-disadvantaged communities.

The tool must allow for a wide range of projects, let users tap into elements of personal experience and populär culture, and let them design and develop programs that are unique and represent their own interests and backgrounds.