Title colon subtitle
[This episode was a friendly April Fools prank where the entire podcast was an abstraction] In this episode I unpack author’s (year) publication titled “title colon subtitle,” which summary in a single sentence.
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Welcome everyone to the show and state
my name stock introduction that each
episode is either a solo episode or an
episode with one or more guests express
surprise that this is a bonus episode
i've released on the same date three
years in a row explanation for why i'm
excited to share this episode citation
of the title of the paper and read off
each of the authors apologize for
potentially mispronouncing names begin
quoting the abstract which includes
quote a statement of the problem that is
contextualized within prior work a
summary of the data generated and
methods used to analyze said data two
key findings and a sentence explaining
why these findings are important end
quote summary of the paper in a single
sentence explain where to find the show
notes as well as gaming and drumming
content highlight that boot up pd makes
this podcast possible abrupt
interruption from today's sponsor
question that presents a specific but
relatable problem confident statement
that handing this organization money
will solve your problems overstating how
good life will feel when you relieve
yourself of said money to buy something
you don't need where to find the product
where to find the product restating how
good life will feel
where to find the product but slower
transition statement for returning to
the podcast introduction statement that
carefully highlights scholarships
supporting the problem while ignoring
evidence that contradicts the claim
elaboration on a key aspect of the
problem quote overstatement of how
universal this problem is end quote page
number further emphasize that the author
suggests that no solution to this
problem existed before this study
transition statement to methods section
summary of demographics of participants
in study and the data collected quote
statement of inter-rater reliability end
quote page number transition statement
for the next header in the paper quote
key finding number one end quote page
number clarification statement for
anyone who is unfamiliar with what that
means paraphrasing key finding number
two anecdotal statement of surprise at
the finding expression of curiosity for
how that might apply in other contexts
transition statement for the conclusion
quote brief summary of findings of the
study overstatement of implications as
it relates to the pose problem express
that although the study solved all of
the problems in this context more
research is needed in other areas end
quote page numbers disclaimer that i
enjoyed the paper but like to raise
questions when reading scholarship
well-intentioned but pointed question
that goes against implications of the
study and the typical discourse within
the field further problematizing of the
statements by the authors reflective
question encouraging listeners to
consider implications in their context
stock transition statement to the close
of this episode encourage people to
check out the show notes and share with
a friend remind everyone that a new
episode releases each week and wish
everyone well disclaimer that this
episode was an april fool's joke
Article
Author (year). Title colon subtitle. Journal title, number(number), pp. number-number.
Abstract
“Quote a statement of the problem that is contextualized within prior work, a summary of the data generated and methods used to analyze said data, two key findings, and a sentence stating why these findings are important. End quote.”
Author Keywords
Keyword, keyword, keyword.
My One Sentence Summary
Summary of the paper in a single sentence.
Some Of My Lingering Questions/Thoughts
Well-intentioned, but pointed question that goes against implications of this study and the typical discourse within the field?
Reflective question encouraging listeners to consider implications in their contexts?
Resources/Links Relevant to This Episode
Other podcast episodes that were mentioned or are relevant to this episode
[This episode was a friendly April Fools prank about a fake paper I created] In this bonus episode I unpack Rollerstein’s (2021) publication titled “‘I can't read, but I can code’: Using puppets to teach C++ to pre-readers: A quasi-experimental critical phenomenological mixed methods case study” which investigated the use of puppets to teach C++ to pre-readers in pre-K CS classes.
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This mini session describes considerations for facilitating multiple programming languages in one space. I provide video examples of what it looks like when young coders select from four different programming languages to create projects of interest. Following an overview of what coders created in the classes I designed and facilitated, I discuss considerations for simultaneously facilitating multiple languages; this discussion includes suggestions for selecting and creating resources, questioning techniques, peer-to-peer mentoring, room setup, and more.
Teacher burnout has always been a problem in the field of education; however, the past couple of years has exacerbated the issue. With teacher shortages continuing to be an issue across the nation, we need to discuss strategies for preventing burnout in the field.
In addition, computer science teachers face unique challenges when it comes to finding work-life balance. In this session, we will provide a summary of strategies that more than 50 CS educators have shared in interviews on the #CSK8 Podcast, as well as best practices and ideas from productivity science. Attendees will not only learn from other CS educators, but will share their own strategies for staying mentally, physically, and emotionally healthy, even in today’s education landscape.
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While the adoption of CS standards will broaden participation in CS education, implementation efforts might unintentionally cause some students to lose interest in CS. This session proposes an alternative approach by questioning what CS education might look like if we designed and facilitated learning experiences that centered student interest.
Although some popular musicians engage in computer science practices for music-related purposes, such engagement is seldom discussed within music education or CS education discourse. This session begins with an exploration of hardware practices popular musicians use to modify, design, or build electronic devices for their music. I then introduce coding practices to create and modify music software, as well as to compose and perform with code. The session concludes with a discussion that unpacks potential implications and considerations for educators interested in the intersections of popular musicianship and CS practices.
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Three Northern Arapaho and Eastern Shoshone–serving districts formed a researcher–practitioner partnership with the Wyoming Department of Education, the American Institutes for Research®, and BootUp Professional Development to advance the computer science (CS) education of their elementary students in ways that strengthen their Indigenous identities and knowledges. In this paper, we share experiences from 2019 to 2022 with our curriculum development, professional development (PD), and classroom implementation. The researcher–practitioner partnership developed student and teacher materials to support elementary CS lessons aligned to Wyoming’s CS standards and “Indian Education for All” social studies standards. Indigenous community members served as experts to codesign culturally relevant resources. Teachers explored the curriculum resources during three 4-hour virtual and in-person PD sessions. The sessions were designed to position the teachers as designers of CS projects they eventually implemented in their classrooms. Projects completed by students included simulated interviews with Indigenous heroes and animations of students introducing themselves in their Native languages. Teachers described several positive effects of the Scratch lessons on students, including high engagement, increased confidence, and successful application of several CS concepts. The teachers also provided enthusiastic positive reviews of the ways the CS lessons allowed students to explore their Indigenous identities while preparing to productively use technology in their futures. The Wind River Elementary CS Collaborative is one model for how a researcher–practitioner partnership can utilize diverse forms of expertise, ways of knowing, and Indigenous language to engage in curriculum design, PD, and classroom implementation that supports culturally sustaining CS pedagogies in Indigenous communities.
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This short chapter provides an example of how to code a hip version of Hot Cross Buns using Sonic Pi.
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In this episode I provide a framework for how districts and educators can get started with computer science education for free.