Evaluating young children's creative coding: rubric development and testing for ScratchJr projects.

Project-based assessment has been used to evaluate coding projects created by students for a long time. Nevertheless, there is a lack of rigorously tested project-based coding rubrics that are developmentally appropriate for early childhood. This study presented the development and testing of a coding rubric to evaluate children's creations with the popular ScratchJr app for early childhood, as well as results from field testing of the rubric.

Comprehension of computer code relies primarily on domain-general executive brain regions.

Computer programming is a novel cognitive tool that has transformed modern society. What cognitive and neural mechanisms support this skill? Here, we used functional magnetic resonance imaging to investigate two candidate brain systems: the multiple demand (MD) system, typically recruited during math, logic, problem solving, and executive tasks, and the language system, typically recruited during linguistic processing. We examined MD and language system responses to code written in Python, a text-based programming language (Experiment 1) and in ScratchJr, a graphical programming language (Experiment 2); for both, we contrasted responses to code problems with responses to content-matched sentence problems.

The Language of Programming: A Cognitive Perspective.

Computer programming is becoming essential across fields. Traditionally grouped with science, technology, engineering, and mathematics (STEM) disciplines, programming also bears parallels to natural languages. These parallels may translate into overlapping processing mechanisms.

Beyond computer literacy: supporting youth's positive development through technology.

In a digital era in which technology plays a role in most aspects of a child's life, having the competence and confidence to use computers might be a necessary step, but not a goal in itself. Developing character traits that will serve children to use technology in a safe way to communicate and connect with others, and providing opportunities for children to make a better world through the use of their computational skills, is just as important. The Positive Technological Development framework (PTD), a natural extension of the computer literacy and the technological fluency movements that have influenced the world of educational technology, adds psychosocial, civic, and ethical components to the cognitive ones.

Comparison of online and face-to-face dissemination of a theory-based after school nutrition and physical activity training and curriculum.

This study was conducted to compare two different online delivery methods to train after school program leaders (ASPLs) to implement a nutrition and physical activity curriculum for children to each other and to a face-to-face (FTF) training model. A three-group design was used in which ASPLs from 12 states were randomized to either standard (n = 34) or an enhanced interaction (n = 31) online training, while a FTF group (n = 24) served as comparison. All ASPLs completed training and implemented curriculum lessons over 16 weeks from March to June 2007.

The role of E-mentorship in a virtual world for youth transplant recipients.

Because of geographic distances, many youth transplant recipients do not have the opportunity to meet and form relationships with peers who have undergone similar experiences. This article explores the role of E-mentorship in virtual environments. Most specifically, by analyzing data from a study conducted with the Zora virtual world with pediatric transplant recipients, suggestions and recommendations are given for conceiving the role of virtual mentors and allocating the needed resources.

Use of a virtual community as a psychosocial support system in pediatric transplantation.

Despite significant interest by pediatric transplant patients in meeting others who have undergone transplantation, geographic distances combined with their daily routines make this difficult. This mixed-method study describes the use of Zora, a Web-based virtual community designed to create a support system for these patients. The Zora software allows participants to create a graphical online virtual city with houses expressing their individuality and objects conveying their concerns and personal stories.

Use of a computer-based application in a pediatric hemodialysis unit: a pilot study.

This report describes preliminary efforts to implement a computer-based application, called Zora, in a pediatric hemodialysis unit. The feasibility and safety of establishing a virtual community in the hemodialysis unit are explored. Zora allows users to design and inhabit a graphical virtual city where they create characters, stories and spaces while communicating in real-time.

Future of technology to augment patient support in hospitals.

This chapter explores the potential of using computer technology to support and augment psychotherapeutic interventions in hospitals, communities and homes. We describe two applications piloted at Children's Hospital Boston. The first pilot explored how patients with pediatric heart disease used the Storytelling Agent Generation Environment (SAGE) computer program to create interactive storytellers and share their personal stories.