Embedding Computational Thinking (CT) in the context of various school subjects across the curriculum, not only CS or STEM, is receiving increased attention. CT skills can be instrumental in many subjects, which makes the integration an opportunity for learning CT but also for deepening subject specific learning. This study focuses on language arts, in particular English as a second language. It investigates digital storytelling as a way to integrate CT, analyzing its impact on students’ learning both of English and of CT, and on students’ attitudes toward the CT integrated English lesson. A class of 8th grade students (average age 13 years) participated in the study. The impact of the CT integrated lessons was investigated using students’ final products, surveys, rubrics, exit tickets and focus group interviews. The results suggest that the digital storytelling approach may improve students’ learning of English and of CT, and that it helped enhancing students’ creativity and collaboration, thus promoting their digital participation.

Absolut begrüssenswerte Integration von digital storytelling in den Fremdsprachenunterricht im Sinn von "computational participation". Es ist aber gleichzeitig zu sehen, dass beim Storytelling die enstehenden Programme von geringer komplexitität sind (weder Schleifen noch bedingte Anweisungen wurden häufig verwendet) und somit computational thinking nur bedingt gefördert werden kann.