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integrated computational thinking

LA Pathway C: Composing Interactive Computationally Enhanced Texts (Overview)

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Step 1 of 5: Introduction

These building blocks focus on ways to introduce students to composing interactive digital texts.

This integration pathway allows educators to help students apply computational practices to create and publish computationally enhanced texts. What is meant by a computational text? In short, it can be described as the process of taking an original piece of writing and using at least one computational tool (Twine, Scratch, Makey Makey, Microbit, Code.org Play Lab, etc.) to create a computational artifact that enhances a certain textual element (sensory details, plot, argument, etc.). The core purpose of this pathway is for students to take their existing compositions and use a computational tool to enhance certain elements of their texts in order to reimagine their compositions and publish them to a greater audience.

This building block highlights four practices to integrate computational thinking in the Language Arts classroom:

C1. Create an interactive descriptive composition that utilizes a computational tool to add sensory details to a text (e.g., poem, travel log or scientific journal)

C2. Create an interactive narrative composition that utilizes a computational tool to craft a story with multiple plot possibilities (e.g., Choose your own adventure story)

C3. Create an interactive expository composition that utilizes a computational tool to reveal information for the effect and advancement of an argument (e.g., news event, public service announcement, How-To guide)

C4. Evaluate and/or compare computational tools (if using more than one CT tool) and discuss their strengths and weaknesses when it comes to different forms of composition (i.e., argumentative, descriptive, narrative, expository)

    The next steps in this project will break down each of the four practices a bit further and provide brief examples of how each integration practice can look and feel in a classroom.

    The second project in this building block will guide educators through a more in-depth language arts activity covering practice C3.

    As you complete this project, and others in this building block, consider the following questions for your own classroom instruction:

    • What does composing interactive computationally enhanced texts look like in the classroom?
    • Do these practices support student language arts outcomes? How?