The purpose of this study was to look at whether programming should be introduced as a new material in Art and crafts education in Norway. Programming has here been linked to creative coding, where it is classified as a new creative material whose purpose is to create something expressive rather than functional. The empirical data was gathered through four semi-structured interviews. The participants were chosen through purposive sampling, based on their knowledge of programming in either art or in Art and crafts education. The result showed that pupils should be taught the particularities of each material, also when it comes to programming. Programming as a material was also described as relevant, accessible, and important for pupils’ everyday lives. However, the fields’ attitudes also show a resistance against ICT and teachers are more focused on developing pupils’ skills in traditional material and craftsmanship and tactile experiences. Thus, it may be seen as a contradiction to introduce programming as a material, especially when creating digital expressions. At the same time, programming in Art and crafts have potential as a tool for in-depth learning and creative problem solving.
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