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Computational Thinking and Expository Writing in the Middle School

Computational Thinking and Expository Writing in the Middle School Computational Thinking and Expository Writing in the Middle School URSULA WOLZ, MEREDITH STONE, KIM PEARSON, SARAH MONISHA PULIMOOD, and MARY SWITZER, The College of New Jersey To broaden participation in computing we need to look beyond traditional domains of inquiry and expertise. We present results from a demonstration project in which interactive journalism was used to infuse computational thinking into the standard curriculum and regular classroom experience at a middle school with a diverse population. Outcomes indicate that we were able to develop positive attitudes about computational thinking and programming among students and teachers who did not necessarily view themselves as œmath types.  By partnering with language arts, technology and math teachers at Fisher Middle School, Ewing New Jersey, we introduced the isomorphism between the journalistic process and computational thinking to 7th and 8th graders. An intense summer institute, rst with the teachers and then with students recruited from the school, immersed them in the œnewsroom of the future  where they researched and wrote news stories, shot and edited video, and developed procedural animations in Scratch to support their storylines. An afterschool club sustained the experience. The teachers adapted interactive journalism and Scratch programming to enrich http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png ACM Transactions on Computing Education (TOCE) Association for Computing Machinery

Computational Thinking and Expository Writing in the Middle School

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Publisher
Association for Computing Machinery
Copyright
Copyright © 2011 by ACM Inc.
ISSN
1946-6226
DOI
10.1145/1993069.1993073
Publisher site
See Article on Publisher Site

Abstract

Computational Thinking and Expository Writing in the Middle School URSULA WOLZ, MEREDITH STONE, KIM PEARSON, SARAH MONISHA PULIMOOD, and MARY SWITZER, The College of New Jersey To broaden participation in computing we need to look beyond traditional domains of inquiry and expertise. We present results from a demonstration project in which interactive journalism was used to infuse computational thinking into the standard curriculum and regular classroom experience at a middle school with a diverse population. Outcomes indicate that we were able to develop positive attitudes about computational thinking and programming among students and teachers who did not necessarily view themselves as œmath types.  By partnering with language arts, technology and math teachers at Fisher Middle School, Ewing New Jersey, we introduced the isomorphism between the journalistic process and computational thinking to 7th and 8th graders. An intense summer institute, rst with the teachers and then with students recruited from the school, immersed them in the œnewsroom of the future  where they researched and wrote news stories, shot and edited video, and developed procedural animations in Scratch to support their storylines. An afterschool club sustained the experience. The teachers adapted interactive journalism and Scratch programming to enrich

Journal

ACM Transactions on Computing Education (TOCE)Association for Computing Machinery

Published: Jul 1, 2011

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