Contemporary Venues of Curriculum Inquiry

In this episode I unpack an excerpt from Schubert’s (2008) publication titled “Curriculum inquiry,” which describes different venues or types of curriculum that educators and education researchers should consider.

  • Welcome back to another episode of the

    csk8 podcast my name is jared o'leary

    each week of this podcast is either an

    episode with a guest or multiple guests

    or a solo episode where i unpack some

    scholarship in relation to computer

    science education this week's particular

    episode is a continuation of a little

    mini series that i'm doing on curriculum

    especially in relation to integration so

    episode 121 discussed a paper that i

    wrote on the intersections of popular

    musicianship and computer science

    practices but on episode 123 i talked

    about some different types of

    integration styles and their

    implications in computer science

    education and then episode 125 that

    released last week i discussed different

    images of curriculum and then this week

    i'm going to read another little excerpt

    from another chapter by william h

    schubert and the title for that excerpt

    is contemporary venues of curriculum

    inquiry and is found in the curriculum

    inquiry chapter in this age handbook of

    curriculum and instruction in 2008. all

    right so here's an introduction to this

    particular chapter quote in this chapter

    curriculum inquiry is conceived as

    thought study and interpretation used to

    understand curriculum which is

    characterized as experiential journeys

    that shape perspectives dispositions

    skills and knowledge by which we live

    curriculum inquiry inevitably must

    consider a multitude of questions that

    have perplexed educators throughout

    history for example what is worthwhile

    why where when how and for whose benefit

    end quote from page 399. now i'm going

    to be focusing primarily on the excerpt

    that i mentioned however if you want to

    read the entire chapter include a link

    to it in the show notes so you can check

    it out which you can find at jared

    o'leary.com or by simply clicking the

    link in the app that you're listening to

    this on you also notice in the

    description that i mentioned that this

    podcast is powered by bootup which is

    the nonprofit organization that i work

    for where i create 100 free elementary

    coding curriculum which you can find at

    boot up pd.org or by clicking the link

    in the app that you're listening to this

    on now if i were to summarize this

    particular excerpt into a single

    sentence i'd say that this excerpt

    describes different venues or types of

    curriculum that educators and education

    researchers should consider now i think

    this is important for classroom

    educators in particular but it's really

    important for researchers to think about

    what are they actually researching when

    it comes to curriculum because there are

    many different types of curriculum or

    lenses through which we can assess

    teaching learning etc and by ss i mean

    to like broadly understand not just like

    evaluate now here's a quote from page

    consider quote today's curriculum

    scholarship seeks complicated

    understandings and multiple meanings of

    personal and public identity modes of

    human association and environmental

    relationships in many societal venues as

    well as the nature and effectiveness

    curriculum delivery in schools the

    dominant interest of past curriculum

    inquiry such inquiry often includes

    complex integrations of salient factors

    that shape human lives and outlooks

    culture language socioeconomic class

    race ethnicity gender sexuality body and

    appearance religion or belief mass media

    ecology globalization imperialism and

    more these factors are increasingly

    perceived as curricula in their own

    right not just forces that inhibit or

    facilitate curriculum for schools end

    quote alright so why is that important

    so as i mentioned in the previous

    episodes that i mentioned at the start

    of this podcast when you're conceiving

    of computer science curriculum or an

    integrated version of computer science

    curriculum you really need to be able to

    sit down with your colleagues

    stakeholders etc to figure out what one

    what do you conceive of as integration

    because there are many different ways of

    integrating see the episode titled the

    subservient co-equal effective and

    social integration styles and the

    implications for cs education for

    computer science to learn more about

    that then see the episode last week

    titled images of curriculum which

    mentions that there are many images or

    characterizations of what we might even

    consider to be a curriculum like what is

    the intent or rationale or purpose

    behind it but this week we're going to

    dive into even more perspectives related

    to

    curriculum because it's important for us

    to consider that even when speaking with

    a colleague when we use the word

    curriculum it has many different

    associations or meanings or baggage tied

    to it that we need to consider and it

    might be helpful

    when trying to figure out your computer

    science curriculum or program or how

    you're going to integrate computer

    science how all these terms actually are

    perceived and intersect and interact

    with each other when engaging in

    dialogue with different people here's a

    quote from page 401 that kind of

    enhances what i was just saying so quote

    to inquire deeply into curricular

    phenomenon is a daunting task as

    depicted in a curriculum matrix

    developed by foshae poche portrays

    three-dimensional interactions among 25

    variables purpose intellectual emotional

    social physical aesthetic transcendent

    substance mathematics science history or

    social studies language and literacy

    writing and composition foreign

    languages arts vocational and technical

    co-curriculum school culture and

    practice evaluation cost governance

    circumstance when how why what who to

    even approximate understanding of such

    complex interactions requires

    investigation of their origins within

    both the context of schooling and a host

    of non-school realms from which they

    emanate policymakers from governmental

    and corporate circles however have not

    wanted to deal with such complexities

    and preferred business-like solutions

    encapsulated in a goals implementation

    evaluation test model end quote i would

    argue that researchers also tend to not

    want to look at those interactions and

    intersections between those different

    variables often we simply look at an

    intervention and look at the curriculum

    itself not necessarily how it was taught

    who was taught by who it was taught to

    where this occurred when it occurred

    what was occurring outside of school how

    did different funds and support impact

    what was taught instead what it's just

    focused on is the curriculum itself and

    a pre and post et cetera but as we'll

    soon find out there's so much more that

    we can learn in terms of

    curriculum all right so i'm going to

    skip a decent portion of this particular

    chapter and just focus on the section

    that starts in 407 contemporary venues

    of curriculum inquiry if you're

    interested in more of like a history or

    like a broader understanding from like a

    kaleidoscopic view of curriculum

    discourse check out the pages that i'm

    skipping again i'll link to it in the

    show notes but let's talk specifically

    about contemporary venues of curriculum

    inquiry so the first one is titled

    intended curriculum so schubert

    describes the intended curriculum as

    quote explicit goals to shape the

    outlooks and capacities end quote that's

    from page 407 so as somebody who's

    developed curriculum full-time for a few

    years now the content that i create is

    the intended curriculum it's what i'm

    conceiving in my head and going this is

    what i really like students teachers

    et cetera to be able to walk away with

    whether it's the big understandings or

    concepts and practices like then from

    the k12 framework or standards or in my

    case it'd be more of like a passion for

    wanting to learn more about cs and apply

    it in their lives that's what i intend

    through the content that i create and

    that's what researchers tend to focus on

    is what was intended to be learned and

    that kind of assessment is usually done

    through like a tylerian lens or tyler

    rationale may have heard it from ralph

    tyler in the 40s is in the 1940s wrote

    some ideas in terms of like what

    curriculum or schooling could look like

    and those ideas have kind of been one of

    the dominant paradigms or perspectives

    that has shaped educational discourse

    and what just generally occurs within a

    classroom context in particular now

    interestingly tyler wrote about how it's

    not just the sequence of learning but

    there are many factors that go into

    education and learning that we need to

    consider but schubert points out that

    this is often neglected there is an over

    emphasis on the activities or the

    content itself and not enough emphasis

    on the learning experiences even though

    tyler recommended hey we need to focus

    on this and what's also neglected is a

    discussion on the quote interaction of

    the learner and external conditions in

    the environment end quote from page 407

    and 408. now these nuances and these

    interactions are often lost to what

    schubert describes as recipes

    hence only the shell of tyler's message

    known as the tyler rationale remained in

    too many central offices of schools

    state departments ministries of

    education federal bureaucracies and

    corporate headquarters left behind was

    his emphasis on careful attention to

    context and nuance in student lives end

    quote from page 408 which from a

    perspective of somebody who has

    presented and published it is really

    interesting what people take away from

    what you say and it sounds like in this

    case even though tyler emphasized

    nuances within education people took

    away the focus on content and schubert

    argues that this focus on content is

    often perpetuated by professional

    organizations publications or school

    administrators as well as government and

    corporate education offices and so it's

    done in a how-to

    or recipe format in order to meet some

    kind of a mandate of government or

    corporate entities whether it's hey

    we're donating money if you do a b or c

    or hey if you want to be accredited you

    need to do x y or z and because teachers

    have so many things to learn and do

    outside of just teaching so many

    responsibilities and whatnot the

    attendant curriculum that is presented

    as recipes or how to's is trying to make

    the lives of teachers easier but

    depending on what kind of curricular

    rationale or characterization it can

    unknowingly shape the learning that goes

    on in the classroom check out the

    episode from last week to learn a little

    bit more about that now interestingly

    schubert mentions that there are

    curriculum scholars and leaders who are

    trying to get back to what was emitted

    from the tyler rationale in terms of

    considering many different factors and

    resisting these external mandates

    imposed by people who are not experts

    within the field of education for

    example corporate influence issuing out

    mandates in order to receive funding for

    devices or pd or whatever schubert notes

    that quote even though such sources

    intend to resist corporate-minded

    efficiency and enriching considerations

    resultant inquiry for planning is often

    streamlined and separated from

    grassroots environments of teachers

    students parents and community end quote

    from page 408 now again this really

    reminds me of the rhizomatic learning

    discussion that i mentioned last week

    with catherine bornhorst katie henry and

    john stapleton it's a fantastic panel

    discussion that we have on rhizomatic

    learning and kind of talks about these

    individualized and grassroots

    co-development of learning experiences

    so if you want to learn more about that

    highly recommend checking that out and

    learning more about rhizomatic learning

    all right so if the intended curriculum

    is like the thing that a curriculum

    developer or organization or company or

    whatever intends for people to learn or

    to do or engage with a layer down from

    that is called the top curriculum so the

    top curriculum is what teachers actually

    teach from the intended curriculum

    sometimes teachers will deviate just by

    monitoring adjusting sometimes teachers

    will look at a curriculum go hmm that's

    interesting but i'd prefer to talk about

    a instead of b or the kids that i work

    with might not be interested in that

    particular topic so how could i reframe

    these concepts and practices in a topic

    that they would be interested in so when

    educational researchers are

    investigating a curriculum like with a

    pre and a post to see well how well does

    this teach computer science concepts and

    practices standards or computational

    thinking or computational literacies

    what's often omitted from those

    publications in those discussions is

    okay well how did the intended

    curriculum what was designed and

    developed how did that differ from what

    was actually taught what was changed or

    was there a script and teachers were

    reading verbatim likely not so we need

    to consider differences in how people

    teach things from how it was intended to

    be taught now what is taught is

    different from the experience curriculum

    so here's a quote from page 408 and 409.

    partially through dewey's emphasis on

    experience authors of synoptic text on

    curriculum development have hailed

    curriculum as an experiential process

    caspell and campbell define curriculum

    as all the experiences children have

    under the guidance of teachers and b

    smith stanley and shores call curriculum

    a sequence of potential experiences for

    the purpose of disciplining children and

    youth in group ways of thinking and

    acting the curriculum is always in every

    society a reflection of what people

    think feel believe and do the enacted

    curriculum includes the intended and

    taught moreover its complexity involves

    a combined impact of all contributors

    teachers students parents policy makers

    subject matter and milieus within

    schools the experience curriculum

    expands attention to thoughts meanings

    and feelings of students as they

    encounter it end quote okay so now in

    our third layer we have the intended

    curriculum which is like what's designed

    developed we have the talk curriculum

    which is like the variations and

    deviations that a teacher chooses to

    make or unintentionally or willingly

    from the intended curriculum but then

    what is experienced by a student might

    be different in terms of how did their

    learning experience differ from their

    peers and from what was taught or

    intended but then there's another layer

    deeper that is the embodied curriculum

    so the embodied curriculum might be

    conceived of as like well what do

    students walk away with what do they

    take away and hold on to and oftentimes

    that's not necessarily the concepts and

    practices that were supposed to be

    emphasized or the standards that were

    written up on the board of here's your

    intended learning outcome what a student

    actually walks away from is the embodied

    curriculum which is a result from what

    they experienced which is a result from

    what it was taught which is a result

    from what was intended to be taught

    however there's another type of venue to

    consider when it comes to curriculum and

    that is hidden curriculum so here's a

    quote from page 404 quote the idea that

    the structures of schooling teach much

    that is not included in the official

    curriculum is referred to by the term

    hidden curriculum in quote so a little

    bit further down on page 404 schubert

    mentions that educators should quote

    look at hidden consequences of life in

    classrooms and shaping outlooks and

    attitudes he showed that living in a

    crowd of age mates learning to defer

    gratification and learning one's place

    in a variety of pecking orders

    constitute indelible consequences of

    schooling perhaps more powerful than

    intended subject matter end quote and a

    little bit further down the author

    mentions a particular study that

    explored the quote hidden curricular

    messages about divergent meanings of

    success conveyed to students of

    different school different social

    classes she found that lower class

    students are taught to follow rules

    middle class students learn to give

    right answers while professional class

    students are allowed to be creative as

    long as they do not challenge executive

    elites and the latter learned that

    schools bestow upon them valuable

    credentials of the ivy league variety

    that combine with their powerful

    connections and financial wherewithal to

    seal and deliver the continued dominance

    of their families end quote so i want to

    expand upon this idea of a hidden

    curriculum and specifically like the

    difference in class and what is taught

    so as an example one time i had a

    conversation with somebody who's

    describing a curriculum in a lower

    socioeconomic location and the

    curriculum was very verbatim in terms of

    add worksheets where there were right

    and wrong answers you had to follow a

    sequence of steps and everybody would

    end up with the same result in that this

    was for scratch which is intended to be

    expressive and creative and open but

    what they were describing was a very

    closed structure everybody had to follow

    the rules basically the hidden

    curriculum of this aligns with what

    schubert was just describing they were

    using unknowingly i'm assuming a deficit

    framing that

    urban kids in particular could not

    engage in creative expression first they

    need to learn how to follow the rules

    then maybe after they've kind of proven

    themselves then maybe they can actually

    express themselves that hidden

    curriculum or deficit framing of a

    hidden curriculum in particular is

    highly problematic and is something that

    we need to consider what are the things

    that are not overtly taught through the

    intended curriculum but are nevertheless

    embodied through the hidden curriculum

    and these forms of curriculum differ

    from what schubert describes as the

    tested curriculum so here's a couple of

    questions that schubert asks from page

    benefits from the testing how does

    testing sort society into a variety of

    levels of opportunity end quote that

    last question in particular is really

    something to sit with how does testing

    sort society into a variety of levels of

    opportunity when we think of high-stakes

    testing it's high stakes because we know

    that if you don't pass this test that

    has an impact on what doors are open or

    closed for you down the road it's almost

    like we're playing an educational

    roguelike where if you make one mistake

    it can have a cascading series of

    barriers or challenges that you would

    then have to overcome if you didn't make

    that mistake for example just not doing

    well on sats or something how will that

    impact whether or not you get into a

    college and maybe the reason why you

    didn't do well in the sats has

    absolutely nothing to do with your

    preparedness maybe you just had a death

    in the family but college admissions

    don't know that they just see the score

    and schubert points out that it tends to

    be policy makers who have this over

    emphasis on test scores as they tend to

    have like a business mindset in terms of

    well this is the profit margin of

    curricular success this curriculum is

    great because students scored this way

    on this thing but again that's just

    looking at the intended curriculum not

    necessarily what is taught or what is

    embodied and experienced so policymakers

    in some states are now going well we

    should have performance pay so that way

    we can also evaluate what is taught what

    is experienced what is embodied you

    could do that but that gets into another

    category that schubert mentions called

    the null curriculum here's a quote from

    page 410 quote this term refers to that

    which is minimized or excluded due to

    priority and budget capacities for art

    philosophy psychology health commitment

    imagination empathy dedication

    resourcefulness spirituality kindness

    integrity and lifelong learning are

    often touted as valuable yet widely used

    achievement tests measure none of them

    so they are given short shrift or no

    emphasis at all especially in social

    context where students receive low

    scores due to poverty racism and

    impression thus one could argue that the

    testing industry is built upon a network

    of assumptions about inquiry that

    creates methodologies of control or

    colonization thereby creating docile

    acceptance of the sorting machine end

    quote going back to that little story

    that i mentioned of the person talking

    about well these urban students are

    unable to engage in creative uses of

    scratch they need to just follow the

    steps another thing that i hear is

    what true bridge is described as an old

    curriculum is all of these other things

    that are often highly valued and whatnot

    those things are often left out in those

    contexts because there's such an

    emphasis on following rules and coming

    up with the same solutions rather than

    actually engaging in a more holistic

    approach to learning that goes beyond

    just simply standards concepts and

    practices or content knowledge and

    instead focuses on other areas of life

    like that list that schubert mentioned

    so the capacities for art philosophy

    psychology health commitment imagination

    empathy dedication resourcefulness

    spirituality kindness integrity and

    lifelong learning so few of those are

    actually a part of intended curricula

    which means they're likely not part of

    what is taught or what is experienced

    and then therefore what is embodied and

    most of those certainly are not a part

    of the tested curriculum so oftentimes

    what is omitted from that curriculum can

    be even more important than what is

    actually included in the intended

    curriculum but that being said having

    been a classroom educator and now

    curriculum developer and whatnot i'm

    fully aware that you don't have enough

    time in the day for everything you have

    to make design decisions essentially

    especially if you're trying to sell a

    curriculum to a large group of kids

    which again goes back to well you don't

    have to do that learn more in that

    rhizomatic learning podcast that i

    mentioned with katie catherine and john

    and there's a link to that in the show

    notes all right so one more area that

    schubert mentions is the outside

    curriculum so this is the curriculum

    that occurs outside of schools whether

    it be through their community families

    homes peer groups workplaces

    or even just like hobbies and

    a vocations and whatnot think of like

    papert or stebbins in their discussions

    on constructionism and serious leisure

    these are all areas of curriculum that

    can profoundly shape our understandings

    of life or concepts or domains or

    whatever and within these venues outside

    of school they all have their own

    different intended taught embodied

    hidden and tested and null dimensions

    that relate to these different curricula

    so if we're an educational researcher

    yes we should maybe look into the

    intended versus the taught versus what's

    experienced or embodied as well as the

    hidden tested and null curricula but

    it's also useful to look at well what is

    learned or experienced outside of

    schools how might that have an impact on

    what's going on inside of schools and

    one way you can actually explore this

    and connect with this in the class is

    through curare which the author

    describes in the episode that i released

    last week with more detail so check out

    that one if you're interested in it here

    rare has profoundly shaped my own

    understanding of what i designed for

    boot up and then how i collaboratively

    designed individualized learning

    experiences with kids that i worked with

    in the classroom all right now i want to

    actually read a couple of paragraphs

    from the close of this particular

    chapter so the section is titled

    questions for continued curriculum

    inquiry and there's so many good

    questions in here which is why i want to

    read all of them for you this is from

    page 412 quote the expansion of

    curriculum away from school into

    multiple spheres of life has made many

    scholars uneasy some have assumed that

    this diminishes the democratic project

    that we have historically seen as the

    purpose of schools what however if

    schools have become so fully

    institutionalized to serve affluence

    that the democratic project has been

    transformed into preparation for

    autocracy or oligarchy of a new

    corporate world in such a case should

    not the context that shape us become

    curricular content worthy of study what

    if school is a mere decoy for education

    of the dewey and democratic tradition

    what if engagement in educational

    experience that searches for meaning and

    direction opposes the intended

    curriculum of developing loyal followers

    are we in an area in which the choice is

    as chomsky warns hegemony or survival if

    schools are largely reflections of

    messages that assert domination by an

    opulent minority are they not

    preventatives to the free pursuit of

    lifelong learning what if the structures

    of schooling are a hidden curriculum

    that rejects personal and democratic

    construction of meaning and direction

    what if dominant goals curriculum

    materials and tests are packages

    delivered unwittingly by minions who

    perpetuate the power of a globalized

    opulent minority is it not the

    responsibility of those concerned with

    curriculum to find the best places to

    keep alive basic curriculum questions

    what is shape dust how do we become what

    we are what is worth being and doing how

    do we want to become and how can we

    shape the journey to go there how can we

    live together without continuing to

    destroy this planetary environment for

    those involved in curriculum inquiry i

    ask how can we overcome the powerful

    impediments to pursue such questions how

    can curriculum inquiry enable public

    discourse including that of children and

    youths to be centered on such questions

    unquote some fantastic questions to

    think through now normally i like to end

    with like sharing some of my own

    lingering thoughts and questions and

    whatnot i've kind of been embedding that

    throughout what i'm going to do instead

    is just kind of give a quick example of

    each of these different venues of

    curriculum inquiry okay so zooming out

    again and i'll use boot ups curriculum

    like as an example so the lessons that i

    have written out like scratch and

    scratch junior are the intended

    curriculum i went into it going i want

    kids to be able to express themselves i

    want their interest to drive their

    learning i want them to find a way to

    connect concepts practices

    understandings of computer science

    education with things they are already

    passionate about so that way they can

    hopefully develop a passion for computer

    science that's what i intend however i

    have seen some people teach the lessons

    that i've created that are like designed

    to be springboards as a model not a

    mandate but what i've instead seen the

    talk curriculum where some teachers will

    go in and be like okay we're all going

    to create the exact same thing

    everybody's going to recreate jared's

    project exactly the way that jared

    created it that talk curriculum is very

    indifferent than what i intended and

    what students experience in that might

    differ for each of them some of them

    might be working in a group some of them

    might be working individually those have

    a big impact on how they experience

    those particular projects that i

    designed which has an impact on what

    they embody in terms of what do they

    walk away with what do they learn all of

    these are also shaped by hidden

    curricula that i have unknowingly or

    intentionally designed into it for

    example in a scratch junior project that

    has mixed race parents with jobs that

    are not typically associated with those

    genders that is a hidden curriculum that

    i intentionally design into the

    curriculum and then also hidden

    curricula of the social milieu so the

    social context such as classroom

    environment how kids and adults

    collaborate and communicate with each

    other and then depending on what is

    tested or assessed you want to go with

    that like maybe there's just a project

    rubric hey when you turn on this project

    make sure it has a variable make sure it

    has two conditionals and like four

    different event structures or something

    that tested curriculum has a profound

    impact on what students will experience

    and embody because they tend to focus on

    that rather than the things that are not

    tested or assessed but then everything

    within that that is left out of those

    experiences that's the null curriculum

    and then beyond all of that that went on

    in the classroom context the outside

    curriculum maybe somebody instead of

    using boot ups curriculum maybe they

    went with code.org on their own at home

    or maybe they just went on youtube and

    watched griff patch or something create

    something cool in scratch they're like i

    want to do that too all of these

    different types of curriculum or venues

    for curriculum have a profound impact on

    teaching and learning which leads me to

    a question that i have if you were to

    analyze your experiences as both a

    teacher or a student of computer science

    education how have the various

    curriculum venues impacted your

    understanding of computer science

    education and then building off of what

    i mentioned last week how do these

    venues intersect or interact with the

    images or characterizations of

    curriculum that i previously discussed

    if you actually sit down and take the

    time to really think about these

    different images characterizations

    venues of curriculum in relation to the

    different types of integration this can

    lead to

    a very rich reflection and discussion

    with colleagues about what do we

    actually want from our computer science

    curriculum and how do our integration

    goals align with our vision or

    rationales for computer science and

    maybe it doesn't maybe one of the things

    that you'll find is you know what

    integration while it might save time it

    actually is a disservice to the concepts

    practices understandings we want

    students to walk away with instead we

    want to have a standalone class that

    specifically dives deep into computer

    science concepts practices standards

    whatever and then we can embed those

    understandings into other subject areas

    or maybe you'll find no we just want to

    focus on integrating into math and math

    only and that's really up to you my hope

    is that these podcasts spark discussion

    or thought or reflection or inquiry and

    if it did i hope you consider sharing

    with somebody else or leaving a review

    on whatever app that you're listening to

    this on it just helps more people find

    it thank you for joining me in this

    nerdy discussion around curriculum if

    you're not a fan of curricula and

    curricular discourse and scholarship my

    apologies for the last several episodes

    that have kind of talked about it but

    hopefully it was of interest to you

    certainly is for me but i know i'm a

    curriculum nerd stay tuned next week for

    another episode and until then i hope

    you're all staying safe and are having a

    wonderful week

Article

Schubert, W. H. (2008). Curriculum inquiry. In F. M. Connelly, M. F. He, & J. Phillion (Eds.), The Sage Handbook of Curriculum and Instruction (pp. 399-419). Thousand Oaks, CA: Sage


Intro

“In this chapter, curriculum inquiry is conceived as thought, study, and interpretation used to understand curriculum, which is characterized as experiential journeys that shape perspectives, dispositions, skills, and knowledge by which we live. Curriculum inquiry inevitably must consider a multitude of questions that have perplexed educators throughout history; for example, what is worthwhile, why, where, when, how and for whose benefit?”


My One Sentence Summary

This excerpt describes different venues or types of curriculum that educators and education researchers should consider.


Some Of My Lingering Questions/Thoughts

  • If you were to analyze your experiences as both a teacher or student of computer science education, how have the various curriculum venues impacted your understanding of computer science education?

  • How do these venues intersect or interact with the images of curriculum discussed last week?


Resources/Links Relevant to This Episode



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