“Thick” authenticity: new media and authentic learning
Journal of Interactive Learning Research
Minds in Play: Computer Game Design as a Context for Children's Learning
Minds in Play: Computer Game Design as a Context for Children's Learning
What Video Games Have to Teach Us About Learning and Literacy
What Video Games Have to Teach Us About Learning and Literacy
ACM Computing Surveys (CSUR)
Some reflections on designing construction kits for kids
Proceedings of the 2005 conference on Interaction design and children
Communications of the ACM - Self managed systems
Women and Information Technology: Research on Underrepresentation
Women and Information Technology: Research on Underrepresentation
The Wealth of Networks: How Social Production Transforms Markets and Freedom
The Wealth of Networks: How Social Production Transforms Markets and Freedom
Using storytelling to motivate programming
Communications of the ACM - Creating a science of games
FEATURE: Empowering kids to create and share programmable media
interactions - Pencils before pixels: a primer in hand-generated sketching
Broadening participation through scalable game design
Proceedings of the 39th SIGCSE technical symposium on Computer science education
Communications of the ACM - Scratch Programming for All
A tale of two online communities: fostering collaboration and creativity in scientists and children
Proceedings of the seventh ACM conference on Creativity and cognition
Hanging Out, Messing Around, and Geeking Out: Kids Living and Learning with New Media
Hanging Out, Messing Around, and Geeking Out: Kids Living and Learning with New Media
Proceedings of the 43rd ACM technical symposium on Computer Science Education
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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.