<i>If</i>Art Education<i>Then</i>Critical Digital Making: Computational Thinking and Creative Code

Knochel, Aaron D.; Patton, Ryan

doi:10.1080/00393541.2015.11666280

Cited by 72 publications

(30 citation statements)

References 37 publications

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“…The ideas incorporated in making allow CT to become deeply integrated into STEAM (Science, Technology, Engineering, Arts, and Mathematics) education and aim to "benefit from the diversity that making allows" [43]. "To create programmable objects as art projects" [44] (p. 13) is obviously bleeding over in current trends to form "do it yourself" communities, hackerspaces, and makerspaces. The authors propose to keep this crucial form of education inside the classrooms and institutions, reminding us all that "code should be embraced as a form of critical digital making" [44] (p. 14).…”

Section: Maker Educationmentioning

confidence: 99%

“…"To create programmable objects as art projects" [44] (p. 13) is obviously bleeding over in current trends to form "do it yourself" communities, hackerspaces, and makerspaces. The authors propose to keep this crucial form of education inside the classrooms and institutions, reminding us all that "code should be embraced as a form of critical digital making" [44] (p. 14). The concepts of tinkering, creating, debugging, persevering, and collaborating are not yet fully explored in an educational context "due to constraints of time, misconceptions, and over-emphasis on examination" [45] (p. 10).…”

Section: Maker Educationmentioning

confidence: 99%

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The Missing Link to Computational Thinking

Pollak

Ebner

2019

Future Internet

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After a lengthy debate within the scientific community about what constitutes the problem solving approach of computational thinking (CT), the focus shifted to enable the integration of CT within compulsory education. This publication strives to focus the discussion and enable future research in an educational setting with a strong focus on the Austrian circumstances and the goal to allow wide international adoption later on. Methodically, a literature review was conducted to gain knowledge about the current strands of research and a meta study to show the diversity of proposed and materialized studies. Three main questions were answered, establishing that CT as an idea is rooted in scientific literature dating back to the 1980s and grew in popularity after Wing introduced the concept to a broader audience. A number of authors contributed to the current state of the field, with the most cited review coming from Grover and Pea. The challenge to integrate CT in curricula around the world was met by many experiments and case studies but without a conclusive framework as of yet. Ultimately, this paper determines that expert integration is a blank spot in the literature and aims to create a strong, inclusive path to CT education by inviting practitioners.

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Section: Maker Educationmentioning

confidence: 99%

Section: Maker Educationmentioning

confidence: 99%

The Missing Link to Computational Thinking

Pollak

Ebner

2019

Future Internet

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“…It is for this reason, art educators (Knochel & Patton, 2015) suggest observing the code as a critical text outlining the positionality of the developers. They introduce this concept building on the conceptual framework of Ian Bogost's (2006) unit operations methodology where code is "procedural rhetoric" (Bogost, 2007, p. 2) to be analyzed.…”

Section: Creative Agency In Digital Environmentsmentioning

confidence: 99%

Developing a Critical Perspective of Creative Agency in Digital Environments

Léonard¹

2018

Visual Production in the Cyberspace

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“…There is nothing inherently wrong with this; however, I feel that in the future students should be made aware of artists that use processes such as coding, engineering, and robotics. Learning to code can be a way to expand the possibilities for understanding technology in the spaces of art education (Knochel and Patton 2015).…”

Section: Artistic Inquiry and Makerspacesmentioning

confidence: 99%