Abstract:

This paper explores the relationship between bloom's digital taxonomy and developing computational thinking through creative programming in Scratch. The computational thinking skill is mapped to Bloom’s Taxonomy - at the application, analysis, synthesis, and evaluation levels.

Introduction:
Teaching now is more dynamic, challenging and demanding than ever before. Teachers and school leaders are expected to continuously innovate, adapt, and develop their teaching practices to equip all students with the skills and knowledge they will need to succeed in life and work”. These skills have always been important to students, although they are especially important in the information-based economy. Schools and universities are changing their curricula to teach these skills. The question of how well teachers are prepared for these new contexts and new demands is raising, thus, the work of educators is more complex than ever.

Defining computational thinking:
The process of computational thinking involves formulating a problem and expressing its solution in a way that a human or a machine can effectively perform. Among fundamental skills needed for that process are: decomposition, abstraction, algorithms, debugging, iteration and generalization. These skills are used to break the problem into smaller parts, logically organize and analyze data, identify and apply existing solutions in order to design efficient solution of the problem.

Bloom's Digital Taxonomy:
Bloom’s Digital Taxonomy is actually created to match the coming digital generations, to address the 21st century skills, the new behaviors, actions, techniques, strategies and learning opportunities present in the digital classroom using technology for all or some aspects of the teaching and learning process. Churches added ways to use Web 2.0 technologies to each cognitive level in Bloom’s revised taxonomy.

Teaching programming with Scratch:
Scratch is a free computer programming environment. Students can create a wide variety of interactive media projects – animations, stories, games, and more – and share those projects with others in an online community.

Methodology of the Study:
Churches’ model can be used to select activities appropriate for each level of Bloom’s Taxonomy. The activities for programming a digital storytelling in Scratch allows the students to become creative learners through the processes of selecting a topic, conducting research, writing a script, developing an interesting story, using various types of multimedia, including computer-based graphics, recorded audio, computer-generated text, video clips, and music.
Project 1. Research the colors

Objectives:
• to study logical operations and their corresponding blocks.
Type of project: with elements of artificial intelligence.
Duration: 2 hours.

Instructions for project implementation:
1. Use the background from previous project.
2. Write a program in which the Cat-sprite walks around the stage. If the Cat touched only the red circle, then he should say “Red!”
3. If the Cat touched only the yellow circle, then he should say "Yellow!".
4. If the Cat touched the yellow and red circles at the same time, then he should say “How colorful!”
5. Instead of the Cat, add the Circle object that has the braids of the following colors: red, yellow, green, red-yellow, red-green, yellow-green and red-yellow-green. The circle must change its suit in accordance with the colors that it touches.
Project 2. Dialogue

Keywords:

Bloom’s Digital Taxonomy, computational thinking, Scratch, programming.