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CCP – Final Report Template –Revised 08-10-2023

Creative Computing Project – Final Report

PSC-IT and ISTE-E Standards Addressed in the Project
6.2/6b Managing Technology & Learning
Candidates manage the use of technology and student learning strategies in a variety of
environments such as digital platforms, virtual environments, hands-on makerspaces, or in the
field. (PSC-IT 6.2, ISTE-E 6b)

6.3/6c Design & Computational Thinking

Candidates create learning opportunities that challenge students to use a design process and/or
computational thinking to innovate and solve problems. (PSC-IT 6.3, ISTE-E 6c)

6.4/6d Creativity
Model and nurture creativity and creative expression to communicate ideas, knowledge, or
connections. (PSC-IT 6.4, ISTE-E 6d)

In this document you will reflect on the implementation of your Creative Computing Project.
This project could be part of your normal teaching or part of an extra circular activity in either a
formal (k-12 school) or informal (library, community center, etc.) learning setting. Projects
should include some type of computation (e.g., Scratch, Makecode, another programming
languages, or CS Unplugged Activity.)

Suggestions include (but are not limited to):

o Teaching digital storytelling with Scratch
o Doing a CS Unplugged activity to teach about the steps of an algorithm
o Using the Makecode website to teach block-based coding
o Using your SparkFun Inventor’s kit to teach students how to breadboard (e.g., make
their first LED blink and/or control the servomotor.)
o Creating a robotic pet

This activity could be done with a whole class, or a small number of students depending on your
teaching environment.

Name: Laquita N. Duvall Teaching digital storytelling with Scratch

Grade level: 5th grade

Subject(s): ELA/Social studies

Date of implementation: October 26, 2023

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Description of Your Creative Computing Project

This section should include a detailed description of your Creative Computing Project. What was
your inspiration? Why did you choose this project? What materials did you need? What type of
context did it take place in? (e.g., traditional classroom, after school program, makerspace, etc.)

For my Creative Computing Project, I will be teaching digital storytelling with Scratch. I will be
teaching a small group of students in a traditional classroom during our ELA block. The students
will be creating a digital storytelling with Scratch on a key person during the Civil Rights
Movement. My inspiration for the project began when students were learning about key
people during the Harlem Renaissance in social studies. My students created digital projects
and biographies on key people. Also, our field trip to the King Center where my students
learned about Martin Luther King Jr. The materials needed for this project is 1:1 Chromebooks,
Scratch, paper, pencil, and Interactive whiteboard.

Use of Technology and Student Learning Strategies (ISTE-E 6b)

This section should document how you managed the use of technology and student learning
strategies as part of your Creative Computing Project.
ISTE Portfolio Questions
1. What rules, guidelines, and parameters, regarding the use of technology, do you have
for your learners when they are working independently in alternative classroom
settings? The rules and guidelines regarding the use of technology for learners when
working independently in alternative classroom settings is to be digital citizens. The
students will use technology to research key people during the Civil Rights Movement.
The students will use technology to work on their digital storytelling in Scratch of a
key person during the Civil Rights Movements.

2. Do you guide learners to reach out to their peers for support and troubleshooting? I
guide and encourage learners to reach out to their peers for support and
troubleshooting Chromebooks. In the classroom we built a classroom community and
support each other. Students will reach out to their peers for support with Scratch
while going through the process of creating their digital story in Scratch.
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3. What ways do/can they troubleshoot their needs, independently? The students can
troubleshoot their needs independently by identifying the problem and coming up
with a solution independently.

4. How do you manage the use of technology in these alternative classroom settings? I
manage the use of technology in alternative classroom settings by using LightSpeed
Classroom Management. I can see and manage what is on my student’s computer
while they are online.

Design Process (ISTE-E 6c)

In this section you should document the five (5) steps of the design process that you used as part
of your creative computing project. Design processes could include:
 Creative Learning Spiral (Imagine, Create, Play, Share, Reflect),
 Creative Play (Inspire, Imagine, Create, Play Share),
 Engineering Design Process (Ask/Define, Understand, Plan, Create, and Improve), or
 Design Thinking (Empathize, Define, Ideate, Prototype, Test)

ISTE Portfolio Question

1. How do you implement a recognized design-thinking process into your instruction?

Name of Design Process: Creative Play (Inspire, Imagine, Create, Play, Share)
Inspire The teacher will inspire students showing them digital storytelling in
Scratch from people all over the world. The students will have an
opportunity to explore Scratch and look at digital storytelling in groups
and independently.
Imagine The students will imagine telling a story of a key person during the Civil
Rights Movement. The students will research some facts about the key
person during the Civil Rights Movement.
Create I will engage students with Scratch. I will show students my digital
storytelling in Scratch. The students will have an opportunity to design
their own digital story. The students will create a digital storytelling of a
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key person during the Civil Rights Movement.
Play The students will put together blocks and experiment in Scratch. The
students will play with the programming blocks and play with their code.
Share The students will share their Scratch digital storytelling of a key person
during the Civil Rights Movement.
Note: Please use this table to list the steps of your design process and include a detailed description for each step
within the context of your Creative Computing Project.

Evidence of one or more computational artifacts (ISTE-E 6c)

This section should provide evidence of one or more computation artifacts developed as part the
implementation of the Creative Computing Project. This evidence should include one or more
photos of student’s project and a written description.
Below is evidence of one or more computation artifacts developed as part of the
implementation of the Creative Computing Project.
Student 1 project photo and written description

The student created a digital storytelling with Scratch on a key person during the Civil Rights
Movement. The students used two Sprite and created a background for this project. The
student begin using coding to create their story. The student shared facts about Rosa Parks
using digital storytelling.

Student 2 project photo and written description

The student created a digital storytelling with Scratch on a key person during the Civil Rights
Movement. The students used two Sprite and created a background for this project. The
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student begin using coding to create their story. The student shared facts about Thurgood
Marshall using digital storytelling.

Focus on process, not product (ISTE-E 6c)

What went well in your design process? What could be improved in your design process?
In my design process the create process went well. My students were engaged with Scratch. My
students begin to explore and look at stories created by others in Scratch. My small group of
students designed their own digital story on a key person during the Civil Rights Movement and
shared it with the whole class. Also, in my design process the play process went well. The
students put together blocks and experiment in Scratch. The students helped each other with
programming the blocks. My inspire process could be improved in my design process. I could
improve the inspire process by letting the students explore Scratch and look at digital
storytelling in groups before I model mine. Next, let students share out some of the Scratch
they looked at for Think Pair Share.

Failure (ISTE-E 6C)

What type of failures did you experience with the project? This could include failures that you
had with planning and teaching your Creative Computing Project in addition to failures that you
observed with students.
I experienced failure with planning and teaching my Creative Computing Project. I planned to
teach my project during first block in ELA. At the school we had fifth grade Breast Cancer Walk
at 9am. Next, I had a community member schedule to come speak to my class about what he
do in the community. I had to teach my lesson in the afternoon. I experienced failure with
logging into my Scratch account during the project. I had to reset my password in Scratch so I
could show my students my digital storytelling. My students were patient. During the project, I
observed one of my students failing to add wait time, so the Sprites are not talking at the same
time. I observed another one of my students failing how to connect correct blocks. The student
begin to get frustrated and then asked a peer to come assist.

Computational Thinking (ISTE-E 6c)

Using language such as abstraction, decomposition, pattern recognition, algorithms, and
debugging/testing, describe the computational thinking that you observed as part of your
Creative Computing Project. If you could redesign your lesson, what would you do to encourage
more computational thinking?
I observed computational thinking in my creative computing project through abstraction,
decomposition, algorithms, and testing. By incorporating abstraction, the students were able to
identify the important parts in Scratch. Through decomposition the students were able to
breakdown the programming blocks and sort them into categories and placing them in
structured order to create their digital story of a key person during the Civil Rights Movement.
The students used algorithms to code their program in Scratch to create their story. The
students tested their Scratch digital storytelling of a key person during the Civil Rights
Movement to see if it function correctly. If the digital story did not function correctly students
fixed parts that did not work and tried programming the blocks again. If I could redesign my
lesson, I would have the students spend more time on the abstraction for computational
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thinking. When it came time to code in Scratch some students had to look at tutorial to identify
the parts and ask their peers for assistant.

ISTE Portfolio Question

How do you provide opportunities for your learners to apply the components of computational
thinking?
I provide opportunities for my learners to apply the components of computational thinking
through digital storytelling in Scratch and collaborating together in small group. I provide
opportunities for students to reason, problem solve, plan, learn, design thinking, and applying
the components of computational thinking to create their project.

ISTE NOTE 1: To meet this criteria you must show how you provide opportunities for your
learners to engage in the Design Thinking or Computational Thinking process, just presenting
on what it is, is not enough.
Below is evidence of how I provided an opportunity for my learners to engage in the Design
Thinking process for the Creative Computing Project.
Design Thinking Process
Inspire

As the teacher, I inspired my students by showing them my digital storytelling in Scratch and
people all over the world. The students had an opportunity to explore Scratch and look at
digital storytelling in groups and independently.

Imagine

Student 3 begin to imagine telling a story of a key person during the Civil Rights Movement. The
student research some facts using her Chromebook about their key person Martin Luther King
Jr during the Civil Rights Movement. The student wrote her facts down on paper.
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Create

Student 3 created her digital storytelling about Martin Luther King Jr. The students had an
opportunity to design their own digital story in Scratch. The students created a digital
storytelling of a key person during the Civil Rights Movement such as Martin Luther King Jr,
Thurgood Marshall, Rosa Parks, and Cesar Chavez.

Play

The students put together blocks and experimented with their digital story. The students played
with their programming blocks and their code.

Share
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Student 4 shared his digital storytelling in Scratch on Cesar Chavez during small group. The
students shared their Scratch digital storytelling of their key person during the Civil Rights
Movement in small group and whole group.

ISTE NOTE 2: Please specifically identify each of the steps of which process you identify in your
artifact, as well as how the details of the lesson/activity as it fits into the Design Thinking or
Computational Thinking process, in your artifact.
Below is evidence of the steps for Computational Thinking as well as the details of the lesson
in my artifacts for my Creative Computing Project.
Computational Thinking process
Abstraction

The students watched the tutorial videos in Scratch. I had a whole group discussion about the
different programming blocks in Scratch. I called on students to share. The students identified
the important parts in Scratch.

Decomposition

The students were able to breakdown the programming blocks and sort them into categories
and placing them in structured order to create their digital story of a key person during the Civil
Rights Movement. Student 1 begin to breakdown the programming blocks and sort them into
categories. She placed them in structured order to create her digital story about Rosa Parks
during the Civil Rights Movement.
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Algorithms

The students use algorithms to code their program in Scratch to create their digital story.
Student 4 use algorithms to code his program in Scratch to create his digital storytelling about
Cesar Chavez.

Testing

The students tested their Scratch digital storytelling of a key person during the Civil Rights
Movement to see if it function correctly. Student 4 tested his Scratch digital storytelling about
Cesar Chavez to see if it function correctly. One student had to fix parts that did not work and
program the blocks again.

Nurturing Creativity (ISTE-E 6d)

Explain how you intentionally modelled and nurtured creativity and creative expression to
communicate ideas, knowledge, or connections as part of your project. Consider using the 4P
framework (Projects, Peers, Passion, and Play).
For my Creative Computing Project, I intentionally modelled and nurtured creativity and
creative expression to communicate ideas, knowledge, and connections as part of my project
with my students.
4P Framework
Projects- I modelled and nurtured creativity and creative expression by designing and letting
students engage in a project that is meaningful. The students were able to communicate ideas
and knowledge throughout the project. I modelled how to create a digital storytelling project in
Scratch. My students were inspired by digital storytelling about an inventor. The students begin
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to make connections about key people during the Civil Rights Movement. The students created
and shared their projects in Scratch.

Peers- I nurtured creativity and creative expression by letting my students work together in
small group to support one another. Peers were able to give each other feedback on their
digital storytelling throughout the project. Students were able to get new ideas on what they
wanted to create in their digital storytelling. One student in small group had experience with
Scratch and he was able to assist the teacher with peers.

Passion- I created a learning environment in the classroom that encourages the Power of Yet
and productive struggle. The students were passionate about their digital storytelling. Students
worked hard on the project during ELA block. Some students were persisted in the face of
challenges and learned more in the process from peers and support of the teacher.

Play-I modeled creativity by showing my students my digital storytelling in Scratch. The

students got to play other people in the Scratch community digital story. The student had an
opportunity to learn through playful experimentation in Scratch. The students tried something
new by playing with the programming blocks to create their digital storytelling about key
people during the Civil Rights Movement.
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ISTE Portfolio Questions

1. How do YOU demonstrate creativity and creative problem solving for your learners, and
how to you provide them with opportunities to obtain feedback and showcase their
final work? I demonstrate creativity and creative problem solving for my learners by
showing them my own digital story telling in Scratch. I will show them the process I
went through to problem solve and create my digital story. I will provide them with
opportunities to obtain feedback through the project and let them share their final work
with the class.

2. What opportunities are you providing for your learners to express their own creativity? I
will provide opportunities for my learners to express their own creativity when telling
their digital story telling in Scratch. The students can showcase their creativity with their
characters and backgrounds.

3. How do your learners share their work with others? The learners will share their work
with others in the classroom. The students will share their digital storytelling in Scratch
on a key person during the Civil Rights Movement.

4. Do you provide opportunities for peer feedback? The students will have an opportunity
to give peer feedback through the process and on their peer’s final work

5. Do you encourage this creativity using technology resources and/or tools? I encourage
this creativity using technology resources.

Final Thoughts
Use this section for any additional reflection that you have about the Creative Computing
Project or how you see creativity could be better infused into the learning process. (2-3
paragraphs).
In the beginning of the semester, I set a goal to create a Creative Computing Project for
students to learn and engage with during the ELA block. Choosing the right technology to use in
my classroom to promote higher order thinking and creativity was a struggle for me.
Technology has always been one of my areas of growth. I wanted to learn how to infuse
creativity in the learning process utilizing more technology. My disposition was to believe that
implementing a Creative Computing Project as a designer would be effective in my students and
my teaching practice. While reflecting on applying pedagogical approaches made by technology
my Creative Computing Project was successful.
I was able to analyze and apply constructionism as a pedagogical approach to facilitate
student learning with traditional and emerging technologies. As a teacher I have to model
everything for my students. By modeling and nurturing creativity and creative expression to
communicate ideas, knowledge, and connections with technology the light bulbs begin to go off
in my students. My students begin to communicate their ideas and make connections with the
content and Scratch about a key person during the Civil Rights Movement. I was able to create
learning opportunities that challenged my students to use the design process and
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computational thinking to innovate and solve problems by creating a digital storytelling in
Scratch. I would use Scratch for other projects in ELA and social studies to foster creativity into
the learning process. For instance, in our next unit students can use Scratch to share about
people or facts from the unit to teach others. I would let my homeroom class teach other
students in my cotaught class how to create digital storytelling and coding with Scratch to
infuse the learning process. The students will have an opportunity to go through the process
over and over again. By going through the process over and over they will develop their own
ideas, try them, test them, experiment with them, get feedback from others, and generate new
ideas.