In this episode I talk about political and corporate influences that we need to talk about as a field.
In this episode I ask Bard and ChatGPT what the future of education looks like and probe these platforms to get a pulse on what computer science education looks like according to responses from large language models.
Read MoreIn this episode I unpack Shah’s (2019) publication titled “Should there be less mathematics education?,” which questions at what point it would be beneficial for there to be less mathematics education requirements.
Read MoreIn this episode I unpack Shah and Yadav’s (2023) publication titled “Racial justice amidst the dangers of computer creep: A dialogue,” which presents a dialogue that problematizes issues around racial justice in computing education.
Read MoreIn this episode I unpack Koshy et al.’s (2022) publication titled “Moving towards a vision of equitable computer science: Results of a landscape of PreK-12 CS teachers in the United States,” which provides recommendations for the field based on a landscape study of CS educators in the United States.
Read MoreIn this interview with Roxana Hadad, we discuss the blurring of formal and informal learning within makerspaces and culture, how Roxana’s understanding of education evolved over time, feeling lost when having too much choice with one’s learning, the intersections of makerspaces and equity, problematizing discourse and definitions around computational thinking and computer science, preventing burnout while working on many different projects, feeling a lack of agency in education, the future of communication for academics, and so much more.
Read MoreIn this episode I unpack Catalyze Tech Working Group’s (2021) publication titled “The ACT Report: Action to Catalyze Tech, A Paradigm Shift for DEI,” which provides suggestions for business that would like to improve DEI in ways that are relevant to CS organizations and educators.
Read MoreIn this interview with Andre Daughty, we discuss how an educator in Andre’s life sparked a passion that led to a career in education, representation in education, thoughts on what’s holding back the field of education, setting boundaries when communicating with people who are being disrespectful, taking care of yourself to prevent burnout, the Mamba mentality, Andre’s intentionality with improving as a public speaker, the importance of play in learning, growing a podcast audience, and so much more.
Read MoreIn this episode I unpack Coppola’s (2021) publication titled “What if Freire had Facebook? A critical interrogation of social media woke culture among privileged voices in music education discourse,” which summarizes Paulo Freire’s works and hypothesizes how Freire may have responded to some forms of woke culture.
Read MoreIn this episode, Jon Stapleton and I read our (2022) publication titled “Fostering intersectional identities through rhizomatic learning,” which uses mapping as a metaphor for individualized learning.
Read MoreIn this interview with Napiya Nubuya, we discuss Napiya’s journey into CS, how COVID has impacted learning and communities, The Next IT Girl, being a role model for wellness, suggestions for working from home, the influence of fashion and design, our thoughts on the value of education, and so much more.
Read MoreIn this episode I unpack Martin et al.’s (2022) publication titled “Scaling professional learning for equitable and inclusive computer science teaching,” which is an experience report that shares lessons learned from three iterations of scaling professional development around equitable and inclusive CS education.
Read MoreIn this interview with Mike Kaechele, we discuss dismantling prejudices through projects, how to situate project-based learning within the community and for local impact, what can be learned when a project fails, the difference between projects and recipes, why social and emotional learning (SEL) is important, lessons learned teaching a variety of subject areas, differences between equity and equality in education, and so much more.
Read MoreIn this episode I unpack Yadav and Heath’s (2022) publication titled “Breaking the code: Confronting racism in computer science through community criticality, and citizenship,” which articulates some biases in CS curricular design and pedagogy, then provides three suggestions for teaching CS as an agenda for social reconstruction.
Read MoreIn this episode I unpack Mills et al.’s (2021) publication titled “Computational thinking for an inclusive world: A resource for educators to learn and lead,” which is a white paper that provides strategies for integrating CT into disciplinary learning for for developing capacity for computational thinking.
Read MoreIn this interview with Kimberly Scott, we discuss some of the problems with discourse around grit, students as techno-social change agents, teaching with culturally responsive approaches in communities that are hostile toward culturally responsive pedagogies, unpacking discourse and Discourse, considering both present and future identities when teaching, potential disconnects between theory and practice with intersectional work, comforting the disturbed and disturbing the comforted, and so much more.
Read MoreIn this interview with Monica McGill, we discuss the nuances of identities in relation to conversations around equity, the importance of having many pathways in CS, designing games for purposes beyond pure entertainment, codeveloping CS courses with students, how researchers and K-12 practitioners can use CSEdResearch.org, our thoughts on bridging the gap between research and practice, opportunities for the field to continue to grow, the influence of outside forces on K-12 education, and so much more.
Read MoreIn this episode I unpack Lewis’ (2017) publication titled “Good (and bad) reasons to teach all students computer science,” which problematizes common rationales/myths for teaching computer science in K-12 schools.
Read MoreIn this episode I unpack Scott and Elliott’s (2020) publication titled “STEM diversity and inclusion efforts for women of color: A critique of the new labor system,” which uses the metaphor of sharecropping to problematize the new labor system around STEM education and careers.
Read MoreIn this interview with Aria Chernik, we discuss student-centered engagement situated within authentic contexts, problems with focusing entirely on capitalistic purposes of education, using critical pedagogies to problematize power dynamics in the classroom, using an open design for learning, the phenomenology of collaboration, creating a space that encourages taking risks in education, and much more.
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