We explore how to support teaching and learning of computational thinking (CT) practices in interdisciplinary, age-appropriate contexts. To prepare youth to be computationally literate in a digital world economy, two key approaches have emerged aiming to make text-based programming more widely applicable, accessible, and age-appropriate.
Computational Making Scaffolds
To make computational making with visual programming tools more approachable for youth and interdisciplinary subjects, learning supports or scaffolds that will help 10-14 year old youth develop an interactive game narrative and then transition from their design ideas into the visual programming tool they are using are needed.