Although children and young adults are immersed in digital culture daily through technologies such as social media, handheld devices, and streaming video, most are not familiar with the computational thinking behind these technologies, and unfortunately, there are few opportunities in secondary school curricula for students to learn such practices. However, due to these same technologies, students are increasingly exposed to a wealth of aesthetically beautiful creative works such as video narratives, interactive multimedia, games, infographics and visualizations, music and sound–which engage them and resonate with them.
Accordingly, if skills such as computational thinking, creative coding, collaboration, innovation, and information literacy were taught as a means for creating digital art projects, students would be naturally driven to acquire the many new skills involved and required to create such work. It is with this mind that colleagues and I developed the Digital Culture Creative Classroom (DC3), a project-based digital arts curriculum and accompanying physical toolkit through which novice middle/high school students were intrinsically motivated to learn and apply science, technology, engineering and mathematics (STEM) skills and computational thinking while creating digital art.
You can read more about this project in the following paper:
Tinapple, D., Sadauskas, J., & Olson, L. (2013). Digital culture creative classrooms (DC3).Proceedings of the 12th International Conference on Interaction Design and Children – IDC ’13 (pp. 380–383). New York, NY, USA: ACM Press.doi:10.1145/2485760.2485803