Abstract
Using the setting of a writing workshop to facilitate a deliberate process to learn computer programming, this exploratory study investigates where there is a natural overlap between programming and writing through the storytelling motif, and to what extent existing language arts coursework and pedagogy can be leveraged to introduce this new form of digital composition to middle-school children. Whereas previous studies linking children’s programming with storytelling did so within the informal afterschool clubs, this study focuses on integrating computer science into the classroom, aligning curricula to core-content English language arts instruction.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.
Recommended Citation
Burke, Q. (2013). The Markings of a New Pencil: Introducing Programming-as-Writing in the Middle School Classroom. Journal of Media Literacy Education, 4(2). https://doi.org/10.23860/jmle-4-2-3
