Scratch - programming for all

<%"---"%> tags: 📥️/📜️/🟥️ publish: true aliases: - Scratch: programming for all - resnickScratchProgrammingAll2009 url: https://dl.acm.org/doi/10.1145/1592761.1592779 doi: citekey: resnickScratchProgrammingAll2009 keywords: authors: [Mitchel Resnick, John Maloney, Andrés Monroy-Hernández, Natalie Rusk, Evelyn Eastmond, Karen Brennan, Amon Millner, Eric Rosenbaum, Jay Silver, Brian Silverman, Yasmin Kafai] type: paper status: created: updated: <%"---"%> ```dataview TABLE created, updated as modified, tags, type, related FROM " " WHERE contains(related, "resnickScratchProgrammingAll2009") ``` > [!link]- > zotero_link:: [Full Text PDF](zotero://select/library/items/GJ36PFEA) > [!cite]- > citekey:: resnickScratchProgrammingAll2009 > [!abstract]- > abstract:: "Digital fluency" should mean designing, creating, and remixing, not just browsing, chatting, and interacting. > [!keywords]- > keywords:: > [!authors]- > authors:: Mitchel Resnick, John Maloney, Andrés Monroy-Hernández, Natalie Rusk, Evelyn Eastmond, Karen Brennan, Amon Millner, Eric Rosenbaum, Jay Silver, Brian Silverman, Yasmin Kafai > [!meta]- > url:: https://dl.acm.org/doi/10.1145/1592761.1592779 > doi:: > [!related]- > [!hypothesis]- > hypothesis:: > [!methodology]- > methodology:: > [!result]- Result(s) > results:: > [!summary]- Summary of Key Points > summary:: ## Notes | Highlight Color | Meaning | | ---------------------------------------------- | --------------------------- | | Red | información imprescindible | | Orange | Información Importante | | Yellow | Información Interesante | | Green | Temas y sub temas | | Blue | Citas relevantes del autor | | Purple | Temas nuevos por investigar | - "discussing, and remixing one another’s projects” [Page ](zotero://open-pdf/library/items/GJ36PFEA?page=&annotation=R6FNAP5N) Tag - ",500 new projects to the site, with source code freely available for sharing and remixing.” [Page ](zotero://open-pdf/library/items/GJ36PFEA?page=&annotation=AKNIY7EJ) Tag #CT-Algortimos - "The site’s collection of projects is wildly diverse, including video games, interactive newsletters, science simulations, virtual tours, birthday cards, animated dance contests, and interactive tutorials, all programmed in Scratch” [Page ](zotero://open-pdf/library/items/GJ36PFEA?page=&annotation=22JIULCF) Tag #CT-Ejemplo, #CT-Scratch - "learn important mathematical and computational concepts, as well as how to think creatively, reason systematically, and work collaboratively: all essential skills for the 21st century. Indeed,” [Page ](zotero://open-pdf/library/items/GJ36PFEA?page=&annotation=P7UQ8WPS) Tag #DigitalCompetences - "That’s what we were hoping for when we set out to develop Scratch six years ago. We wanted to develop an approach to programming that would appeal to people who hadn’t previously imagined themselves as programmers. We wanted to make it easy for everyone, of all ages, backgrounds, and interests, to program their own interactive stories, games, animations, and simulations, and share their creations with one another. Since the public launch in May 2007, the Scratch Web site (http://scratch.mit.edu) has become a vibrant online community, with people sharing,” [Page ](zotero://open-pdf/library/items/GJ36PFEA?page=&annotation=M35G5N42) Tag #CT-Scratch - "Over the course of a year, BalaBethany programmed and shared more than 200 Scratch projects, covering a range of project types (stories, contests, tutorials, and more)” [Page 3](zotero://open-pdf/library/items/GJ36PFEA?page=3&annotation=RSPHAPL3) Tag - "Why Programming?” [Page 3](zotero://open-pdf/library/items/GJ36PFEA?page=3&annotation=GE7BG9F3) Tag - "Though they interact with digital media all the time, few are able to create their own games, animations, or simulations. It’s as if they can “read” but not “write.”” [Page 3](zotero://open-pdf/library/items/GJ36PFEA?page=3&annotation=DZE33LEH) Tag #DigitalCompetences - "In particular, programming supports “computational thinking,” helping you learn important problem-solving and design strategies (such as modularization and iterative design) that carry over to nonprogramming domains.” [Page 3](zotero://open-pdf/library/items/GJ36PFEA?page=3&annotation=3JXKTYLK) Tag #CT-Algoritmos, #CT-Iteración, #CT-Resolución-Problemas - "since programming involves the creation of external representations of your problem-solving processes, programming provides you with opportunities to reflect on your own thinking, even to think about thinking itself.2” [Page 3](zotero://open-pdf/library/items/GJ36PFEA?page=3&annotation=MDAEBCRC) Tag #CT-Metacognición - "Seymour Papert’s 1980 book Mindstorms13 presented Logo as a cornerstone for rethinking approaches to education and learning.” [Page 3](zotero://open-pdf/library/items/GJ36PFEA?page=3&annotation=ERP89KAN) Tag - "Papert argued that programming languages should have a “low floor” (easy to get started) and a “high ceiling” (opportunities to create increasingly complex projects over time).” [Page 4](zotero://open-pdf/library/items/GJ36PFEA?page=4&annotation=F5HVBP9P) Tag - "In addition, languages need “wide walls” (supporting many different types of projects so people with many different interests and learning styles can all become engaged).” [Page 4](zotero://open-pdf/library/items/GJ36PFEA?page=4&annotation=RWMMF6DB) Tag - "But we weren’t fully satisfied with the existing options. In particular, we felt it was important to make the floor even lower and the walls even wider while still supporting development of computational thinking.” [Page 4](zotero://open-pdf/library/items/GJ36PFEA?page=4&annotation=XRVYTSV7) Tag #CT-Caracteristicas-herramientas - "Make it more tinkerable, more meaningful, and more social than other programming environments” [Page 4](zotero://open-pdf/library/items/GJ36PFEA?page=4&annotation=KKP7BSMG) Tag - "more tinkerable” [Page 4](zotero://open-pdf/library/items/GJ36PFEA?page=4&annotation=X4JK27YN) Tag - "The name “Scratch” itself highlights the idea of tinkering, as it comes from the scratching technique used by hip-hop disc jockeys, who tinker with music by spinning vinyl records back and forth with their hands, mixing music clips together in creative ways. In Scratch programming, the activity is similar, mixing graphics, animations, photos, music, and sound.” [Page 4](zotero://open-pdf/library/items/GJ36PFEA?page=4&annotation=TNFQ7AJ2) Tag #CT-Scratch - "You can even make changes to a stack as it is running, so it is easy to experiment with new ideas incrementally and iteratively. Want to create parallel threads? Simply create multiple stacks of blocks. Our goal is to make parallel execution as intuitive as sequential execution.” [Page 4](zotero://open-pdf/library/items/GJ36PFEA?page=4&annotation=WJ7SBVPQ) Tag #CT-Iteración - "The scripting area in the Scratch interface is intended to be used like a physical desktop (see Figure 3). You can even leave extra blocks or stacks lying around in case you need them later. The implied message is that it’s OK to be a little messy and experimental. Most programming languages (and computer science courses) privilege top-down planning over bottom-up tinkering.” [Page 4](zotero://open-pdf/library/items/GJ36PFEA?page=4&annotation=4VJVBBWJ) Tag #CT-Creatividad, #CT-Experimentación - "We wanted the process of programming in Scratch to have a similar feel. The Scratch grammar is based on a collection of graphical “programming blocks” children snap together to create programs (see Figure 2).” [Page 4](zotero://open-pdf/library/items/GJ36PFEA?page=4&annotation=EDKIECP8) Tag - "“I have to admit that I initially didn’t get why a kids’ programming language should be so media-centric, but after seeing my kids interact with Scratch it became much more clear to me. One of the nicest things I saw with Scratch was that it personalized the development experience in new ways by making it easy for my kids to add personalized content and actively participate in the development process. Not only could they develop abstract programs to do mindless things with a cat or a box, etc... but they could add their own pictures and their own voices to the Scratch environment, which has given them hours of fun and driven them to learn.”” [Page 5](zotero://open-pdf/library/items/GJ36PFEA?page=5&annotation=W7HXVCHD) Tag #CT-Abstracción, #CT-Ejemplo - "more meaningful” [Page 5](zotero://open-pdf/library/items/GJ36PFEA?page=5&annotation=97B3LDIT) Tag - "During the 2008 U.S. presidential election, a flurry of projects featured Barack Obama and John McCain and later a series of projects promoted members of the Scratch online community for the not-quite-defined position of “President of Scratch.”” [Page 6](zotero://open-pdf/library/items/GJ36PFEA?page=6&annotation=4UBGIA34) Tag - "Some Scratch projects grow out of school activities. For an Earth-science class, a 13-year-old boy from India created a project in which an animated character travels to the center of the Earth, with a voice-over describing the different layers along the way. As part of a social-studies class, a 14-year-old boy from New Jersey created a simulation of life on the island of Rapa Nui, designed to help others learn about the local culture and economy.” [Page 6](zotero://open-pdf/library/items/GJ36PFEA?page=6&annotation=VBGPW8DI) Tag #CT-Ejemplo, #CT-Scratch - "Consider Raul, a 13-year-old boy who used Scratch to program an interactive game in his after-school center.9 He created the graphics and basic actions for the game but didn’t know how to keep score. So when a researcher on our team visited the center, Raul asked him for help. The researcher showed Raul how to create a variable in Scratch, and Raul immediately saw how he could use it for keeping score. He began playing with the blocks for incrementing variables, then reached out and shook the researcher’s hand, saying “Thank you, thank you, thank you.” The researcher wondered how many eighth-grade algebra teachers get thanked by their students for teaching them about variables?” [Page 6](zotero://open-pdf/library/items/GJ36PFEA?page=6&annotation=GHHBESJP) Tag - "(All projects shared on the site are covered by Creative Commons license.)” [Page 6](zotero://open-pdf/library/items/GJ36PFEA?page=6&annotation=3FMY8NGV) Tag #CT-Scratch - "Marvin Minsky once said that Logo had a great grammar but not much literature.11 Whereas young writers are often inspired by reading great works of literature, there was no analogous library of great Logo projects to inspire young programmers. The Scratch Web site is the beginning of a “literature” for Scratch.” [Page 6](zotero://open-pdf/library/items/GJ36PFEA?page=6&annotation=G2A6CKAF) Tag - "three core design principles for scratch: make it more tinkerable, more meaningful, and more social than other programming environments.” [Page 6](zotero://open-pdf/library/items/GJ36PFEA?page=6&annotation=KANQDYPL) Tag - "One early example was called SNN, for Scratch News Network, featuring the Scratch cat (the default character in Scratch) delivering news about the Scratch community,” [Page 7](zotero://open-pdf/library/items/GJ36PFEA?page=7&annotation=WQ5574IZ) Tag - "One company got its start when a 15-year-old girl from England, with screen name BeeBop, created a project full of animated sprites and encouraged others to use them in their projects or place special requests for custom-made sprites. She was setting up a no-fee consulting business. A 10-year-old girl, also from England, with screen name MusicalMoon, liked BeeBop’s animations and asked if she’d be willing to create a background for one of her projects. This collaboration gave rise to Mesh Inc., a self-proclaimed “miniature company” to produce “top quality games” in Scratch. A few days later, a 14-yearold boy from New Jersey, screen name Hobbit, discovered the Mesh Inc. gallery and offered his services, saying, “I’m a fairly good programmer, and I could help with debugging and stuff.” Later, an 11-year-old boy from Ireland, with screen name Marty, was added to the Mesh Inc. staff due to his expertise in scrolling backgrounds.” [Page 7](zotero://open-pdf/library/items/GJ36PFEA?page=7&annotation=2BS6RJVF) Tag #CT-Emprendimiento, #CT-Scratch - "A growing number of K–12 schools around the world, and even some universities (including Harvard and the University of California, Berkeley),8 use Scratch as a first step into programming. A natural question is What comes next? In the Scratch discussion forums, there are ongoing debates about what programming language should be used after Scratch.” [Page 7](zotero://open-pdf/library/items/GJ36PFEA?page=7&annotation=VYWBHNMY) Tag - "puter science, it is important to move on to other languages. But for many other Scratchers, who see programming as a medium for expression, not a path toward a career,” [Page 8](zotero://open-pdf/library/items/GJ36PFEA?page=8&annotation=NAQHY8SJ) Tag #DigitalCompetences, #CT-Scratch - "A little bit of programming goes a long way.” [Page 8](zotero://open-pdf/library/items/GJ36PFEA?page=8&annotation=JWEWXCRV) Tag - "Scratch Sensor Board (http://info. scratch.mit.edu/Sensor_Boards),” [Page 8](zotero://open-pdf/library/items/GJ36PFEA?page=8&annotation=9K4DFLCJ) Tag #CT-Herramientas - "robably the biggest challenges for Scratch are not technological but cultural and educational.10 Scratch has been a success among early adopters, but we need to provide better educational support for it to spread more broadly.” [Page 8](zotero://open-pdf/library/items/GJ36PFEA?page=8&annotation=78Q7G2B6) Tag - "We need to expand the notion of “digital fluency” to include designing and creating, not just browsing and interacting. Only then will initiatives like Scratch have a chance to live up to their full potential.” [Page 8](zotero://open-pdf/library/items/GJ36PFEA?page=8&annotation=T3JW5EAZ) Tag #DigitalCompetences, #CT-Habilidades-blandas - "Scratch was deeply influenced and inspired by the work of Seymour Papert and Alan Kay. We appreciate financial support from the National Science Foundation (grant ITR-0325828), Microsoft, Intel Foundation, Nokia, and MIT Media Lab research consortia. The names of all children mentioned here are pseudonyms.” [Page 8](zotero://open-pdf/library/items/GJ36PFEA?page=8&annotation=U7WWBQ4E) Tag > [!context]- > ==(How this article relates to other work in the field; how it ties in with key issues and findings by others, including yourself)== > context:: > [!significance]- > ==(to the field; in relation to your own work)== > significance::