Abstract
ABSTRACT Background and Context: Computational Thinking (CT) has been recently integrated into new and revised Digital Technologies content (DTC) in the Technology learning area of the New Zealand School Curriculum. Objective: To aid this change, this research examined how CT supports learning outcomes in both music and programming with the Sonic Pi platform. Method: A mixed-methods case study designed by the researcher was developed and trialled in a regular middle school classroom. The design of instruments and analysis utilised a widely used CT assessment framework at a school level. Findings: Many successes and challenges not reported in the literature on how CT can support learning outcomes in music and programming were revealed. Implications: Provided some significant limitations are considered, the major implication of the results suggest educators can use Sonic Pi to support many learning outcomes in music and programming for interested students.
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