The social turn in K-12 programming
Moving from computational thinking to computational participation
Zu finden in: SIGCSE 2013 (Seite 603 bis 608), 2013
In this conceptual paper, we argue that recent developments in K-12 programming education are suggestive of what can be called a "social turn", a shift in the field in which learning to code has shifted from being a predominantly individualistic and tool-oriented approach to now one that is decidedly sociologically and culturally grounded in the creation and sharing of digital media. We discuss in detail three dimensions of this social turn (1) from writing code to creating applications, (2) from composing "from scratch" to remixing the work of others, and (3) from designing tools to facilitating communities. These three shifts illustrate how the development of artifacts, tools, and communities of programming lead us to move from computational thinking to computational participation. We draw from examples of past and current research, both inside and outside of school, and situate these developments in the context of current discussions around computational thinking, which has become a driving force in revitalizing programming in K-12 curricula and altogether broadening participation in computing.Von Leo Leppänen, Juho Leinonen, Arto Hellas, Quinn Burke, Yasmin B. Kafai im Konferenz-Band SIGCSE 2013 im Text The social turn in K-12 programming (2013)
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|William Aspray, Sonja Baumer, Yochai Benkler, Matteo Bittanti, danah boyd, Robbin N. Chapman, Rachel Cody, J. McGrath Cohoon, Greg Gargarian, Idit Harel, Becky Herr-Stephenson, Heather Horst, Mizuko Ito, Yasmin B. Kafai, Caitlin Kelleher, D. Midian Kurland, Patricia G. Lange, Jean Lave, Dilan Mahendran, Katynka Z. Martínez, Seymour Papert, C.J. Pascoe, Randy Pausch, Roy Pea, Kylie A. Peppler, Dan Perkel, Laura Robinson, Donald A. Schön, Christo Sims, Lisa Tripp, Sherry Turkle, Etienne Wenger|
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|computational participation, computational thinkingcomputational thinking, Programmierenprogramming, Schuleschool, Scratch|
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