Computational thinking as a process of solving problems, designing systems and understanding human behaviour by drawing on fundamental concepts within computer science (Wing, 2006). Wing (2006) considers computational thinking a fundamental skill that everyone should possess.
Computational thinking and creativity using Scratch
Computational thinking is linked to creativity and innovation (Mishra et al., 2013; Repenning et al., 2015) as it involves implementing trans-disciplinary skills which are essential for creativity (Mishra et al., 2011). Creativity is augmented by computational thinking allowing the individual to become more creative and productive (Mishra et al., 2013).
A technology which develops computational thinking is scratch. Scratch is a block based programming website for young students (Park & Shin, 2019) where they can develop a range of media including; stories, games, animations etc. (Resnick et al ., 2009). Scratch users program by dragging and dropping code blocks (Xie et al., 2015). Scratch allows high levels of creativity as it is easy to experiment with new ideas, methods and tools. Scratch’s low floor and wide wall makes it a great beginner to intermediate level teaching tool for fostering creativity as anyone regardless of age, background and interests can use this tool (Marcelino et al., 2013), (Resnick et al., 2009). Scratch users can add their own images to their projects and remix others work, enabling highly personalized and creative experiences for all users (Resnick et al., 2009).
Examples of possible Scratch lessons
Many schools use scratch to introduce students to coding (Resnick et al., 2009). Scratch can also be used creatively in other areas such as Earth science as students could create a character who journeys to the center of the Earth, while describing the different layers along the way (Resnick et al., 2009). In history classrooms students could use scratch to creatively reach the outcome HTLS-2 “demonstrate understanding of time and chronology” by creating a short animation displaying when/where historical people lived. In English classrooms students can achieve the objective/outcome of EN4-2A “composing texts in different media and technologies” by creating and animating short stories.
Pedagogical challenges in fostering creativity using Scratch.
Scratch is designed for beginner/intermediate level users and if teachers intend to engage in higher level coding they should use other systems (Resnick et al., 2009) as this will allow more creativity. Furthermore older students above the age of 16 may find the system too childish to learn coding on resulting in lower levels of motivation and creativity. Scratch’s remixing function also may reduce student’s creativity as they may copy other user’s ideas instead meaningfully remixing.
References
Marcelino, M., Pessoa, T., Vieira, C., Salvador, T., & Mendes, A. (2018). Learning Computational Thinking and scratch at distance. Computers in Human Behavior, 80, 470-477.
Mishra, P., Koehler, M. J., & Henriksen, D. (2011). The seven trans-disciplinary habits of mind: Extending the TPACK framework towards 21st century learn-ing. Educaitonal Technology, 51(2), 22-28.
Mishra, P., Yadav, A., & Deep-Play Research Group. (2013). Rethinking technology & creativity in the 21st century. TechTrends, 57(3), 10-14.
Resnick, M., Maloney, J., Monroy-Hernández, A., Rusk, N., Eastmond, E., Brennan, K.,. Kafai, Y. (2009). Scratch: Programming for all. Communications of the ACM, 52(11), 60-67.
Wing, J. (2006). Computational thinking. Communications of the ACM, 49(3), 33-35.
Xie, B.; Shabir, I.; Abelson, H. Measuring the usability and capability of app inventor to create mobileapplications. In Proceedings of the 3rd International Workshop on Programming for Mobile and Touch,Pittsburgh, PA, USA, 27–27 October 2015; pp. 1–8
Youngki Park, & Youhyun Shin. (2019). Comparing the Effectiveness of Scratch and App Inventor with Regard to Learning Computational Thinking Concepts. Electronics,8(11), 1269
Digital Creativity and Learning 