Success, both in terms of personal and economic power, is increasingly defined by the ability to express oneself and solve problems through computing.

But the means for developing fluency with computational expression are unevenly accessible. Children from under-resourced backgrounds are far more likely to have interactions with computers that position them as consumers, not creators.


What’s the most powerful fulcrum for supporting computational expression in the classroom? Teachers.

In order to democratize access to computational expression, our team at the Harvard Graduate School of Education focuses on supporting K–12 teachers—particularly those who work with students who are underrepresented in computing—to include computational creativity in learning experiences, across grades and subject areas.


Through the Creative Computing Initiative at the Harvard Graduate School of Education, we conduct research and outreach activities with K–12 teachers to broaden participation in computing, enabling a wider range of young people to imagine themselves as computational creators.

Our research has been made possible through the generous support of the Scratch Foundation, Google, and the National Science Foundation.

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Karen Brennan

Wilhelmina Peragine