No materials for the event yet, sorry!

This project, developed by Francesco Ragazzini and Mariabeatrice Starace under the supervision of Prof Ricci, explores how Snap! can be transformed into a metacognitive tool for supporting the development of computational thinking beyond the act of coding itself. Inspired by the spirit and ideas of S.Papert, our project leverages Snap! flexibility to shift the focus from simply coding to thinking about coding. We aim to empower learners to reflect on their creative processes and support teachers in guiding this reflection. To this end, we developed a Snap! category: Computational Thinking Assistants (CTA). These are a set of blocks designed to support metacognitive engagement directly within the coding environment. Crucially, each CTA is accompanied by a three-column table detailing relevant competencies (skills), computational practices, and observable behaviors, providing a structured framework for reflection. The CTA toolkit currently includes six blocks, each associated with a colored paperclip-themed sprite and a specific computational thinking skill: - Decomposer (purple): Helps break down a problem into smaller parts and match each to the appropriate category of coding blocks. - Debugger (light blue): Normalizes error as a natural part of coding and offers strategic hints for identifying and resolving bugs. - Iterator (red): Encourages incremental development and iterative improvement through trial and error. - Quoter (orange): Supports the documentation of one’s process and the inclusion of credits, fostering both self-awareness and recognition of others. - Generalizator (blue): Prompts the user to consider how a solution can be adapted or applied to a broader range of problems or contexts. - Abstractor (green): Aids in identifying common patterns and creating reusable, higher-level solutions from specific instances. These blocks can be triggered via sprite interaction or messaging and activate a basic conversational interface designed to simulate reflective questioning. Although currently rule-based, future iterations may explore AI-powered sentiment analysis to tailor interactions more effectively. At the moment, we have developed an initial prototype of the CTA paper clips and we are conducting the first round of user testing with students and teachers. All interactions with the CTAs are designed and implemented in Italian, but we can certainly translate them into English if our proposal will be accepted. The first prototype is available for viewing at the following links:vado.li/cta1, vado.li/cta2, vado.li/cta3 Key challenges include ensuring access to hardware, engaging students who prefer creation over reflection, and encouraging teachers to see coding tools as cross-disciplinary, process-oriented supports rather than just technical resources. To address these, future developments will offer canvas-based templates and toolkits inspired by Service and Game Design, along with a student Learning Journal to help design, deliver, assess, and document meaningful computational thinking experiences. Our project aims to use Snap! as a metacognitive tool to foster and develop computational thinking competencies in a variety of educational settings. If such skills are essential beyond coding itself, then we must provide educators with pedagogical, not just technical, support.