Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/6331
Title: Designing Multimodal Composition Activities for Integrated K-5 Programming and Storytelling
Authors: Whyte, Robert
Ainsworth, Shaaron
Medwell, Jane
Keywords: Design
Issue Date: Jun-2020
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Whyte, R., Ainsworth, S., & Medwell, J. (2020). Designing Multimodal Composition Activities for Integrated K-5 Programming and Storytelling. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 3 (pp. 1317-1324). Nashville, Tennessee: International Society of the Learning Sciences.
Abstract: A broad interest in embedding computing into K-5 settings has resulted in a proliferation of research on integrated approaches to programming. Although much of these efforts focus on supporting learning in science, engineering, and mathematics (or STEM), less work in non-STEM (e.g. literacy) disciplines has been conducted. This paper examines the potential for integrating computing and literacy education through designing and implementing multimodal composition activities in a visual programming environment, Scratch. Ten primary students took part in an after-school intervention in an inner-city primary school in the midlands of England. Tasks focused on algorithm design, program execution and loops for programming, and representation choice, and structural and visual design for storytelling. Our results demonstrate how a non-STEM context supported the process of integrated programming and storytelling in meaningful ways. We detail our results and their implications for future work.
URI: https://doi.dx.org/10.22318/icls2020.1317
https://repository.isls.org//handle/1/6331
Appears in Collections:ICLS 2020

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