In our conversations with Scratchers, we heard young designers describe evolving
understandings of themselves, their relationships to others, and the technological world around
them. This was a surprising and fascinating dimension of participation with Scratch – a
dimension not captured by our framing of concepts and practices. Thus, as the final step in
articulating our computational thinking framework, we added the dimension of perspectives to
describe the shifts in perspective that we observed in young people working with Scratch.