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| Content Provider | ACM Digital Library |
|---|---|
| Author | Portelance, Dylan J. Bers, Marina Umaschi |
| Abstract | In this paper, we present a novel technique for assessing the learning of computational thinking in the early childhood classroom. Students in three second grade classrooms learned foundational computational thinking concepts using ScratchJr and applied what they learned to creating animated collages, stories, and games. They then conducted artifact-based video interviews with each other in pairs using their iPad cameras. As discussed in the results, this technique can show a broad range of what young children learn about computational thinking in classroom interventions using ScratchJr than more traditional assessment techniques. It simultaneously provides a developmentally appropriate educational activity (i.e. peer interviews) for early childhood classrooms. |
| Starting Page | 271 |
| Ending Page | 274 |
| Page Count | 4 |
| File Format | |
| ISBN | 9781450335904 |
| DOI | 10.1145/2771839.2771894 |
| Language | English |
| Publisher | Association for Computing Machinery (ACM) |
| Publisher Date | 2015-06-21 |
| Publisher Place | New York |
| Access Restriction | Subscribed |
| Subject Keyword | Scratchjr Early childhood Coding Education Artifact-based interviews Computational thinking Ipad Programming Assessments |
| Content Type | Text |
| Resource Type | Article |
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