Technologies and Creative Learning
ED.893.708.1A
Assignment 5: Program a Google Doodle in the Scratch Platform
Due Date:
• Session 7, End of Week 1 in the Discussion Board forum: Session 7: Gallery Walk
o Copy and paste the link to your Scratch program.
o This is an individual assignment.
Introduction
The purpose of this assignment is to gain experience in programming by creating a Google
Doodle on the Scratch platform. Google founders Larry Page and Sergey Brin created the first
Google Doodle in 1998 to indicate that they were “out of office.” The Lifelong Kindergarten
Group at the MIT Media Lab developed the Scratch platform for use by students of all ages. The
platform is available in 40 languages, and teaches the design and development of shared
interactive projects and games that exercise “Scratchers” creative thinking skills (Resnick et al.,
2009). The join code provided within the assignment directions provides you with membership in
Dr. Mistretta’s Scratch classroom. Tutorials are provided to complete this simple project as an
example of the programming skills needed to produce computer games.
Directions
1. Use this MistrettaClassroom Scratch join link: http://scratch.mit.edu/signup/h863y934e.
Scratch Join Link QR:
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2. Watch the tutorials about creating and editing a Google Doodle.
a. Tutorial 1: Creating, Saving, and Sharing a Google Doodle in MistrettaClassroom.
b. Tutorial 2: Scratch Theater Metaphor
c. CS First Create Your Own Google Logo Videos:
d. Watch the Starter video.
e. Watch and implement two of the 12 “Add-On” behaviors:
I. Change Color
II. Say Something
III. Switch Costume
IV. Add Backdrop
V. Edit, Draw, or Add Letters
VI. Jumble Letters
VII. Chase
VIII. Spin
IX. Change Scene
X. Dance Whirl
XI. Bouncing Sprites
XII. Disappearing Sprites
3. Return to the project page of your Scratch program to edit the Notes and Credits panel.
Briefly describe the benefits or drawbacks of a Scratch project assigned to your persona
developed in session 2.
4. Copy and paste the link to your shared Scratch Google Doodle into the Session 7: Gallery
Walk discussion forum.
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References
Braad, E., Degens, N., & IJsselsteijn, W. A. (2020). Designing for metacognition in game-based
learning: A qualitative review. Translational Issues in Psychological Science, 6(1), 53–
69. https://doi.org/10.1037/tps0000217
Broussard, J. D., & Teng, E. J. (2019). Models for enhancing the development of experiential
learning approaches within mobile health technologies. Professional Psychology:
Research and Practice, 50(3), 195–203. https://doi.org/10.1037/pro0000234
Cunningham, L., & Murphy, O. (2018). Embracing the universal design for learning framework in
digital game based learning A set of game design principles. Studies in Health
Technology & Informatics, 256, 409. https://doi.org/10.3233/978-1-61499-923-2-409
Kollins, S. H., DeLoss, D. J., Cañadas, E., Lutz, J., Findling, R. L., Keefe, R. S. E., Epstein, J.
N., Cutler, A. J., & Faraone, S. V. (2020). A novel digital intervention for actively
reducing severity of paediatric ADHD (STARS-ADHD): A randomised controlled
trial. The Lancet Digital Health, 2(4), e168–e178. https://doi.org/10.1016/s2589-
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Resnick, M., Silverman, B., Kafai, Y., Maloney, J., Monroy-Hernández, A., Rusk, N., Eastmond,
E., Brennan, K., Millner, A., Rosenbaum, E., Silver, J., Silverman, B., & Kafai, Y. (2009).
Scratch. Communications of the ACM, 52(11), 60.
https://doi.org/10.1145/1592761.1592779
Ronimus, M., Eklund, K., Pesu, L., & Lyytinen, H. (2019). Supporting struggling readers with
digital game-based learning. Educational Technology Research & Development, 67(3),
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