In this episode I unpack the chapter titled “Equity in Computer Science Education” from the K-12 Computer Science Framework (2016). This chapter discusses how equity issues influenced the development of the framework, which was used to develop CSTA’s national CS standards and many state CS standards.
Read MoreRather than listen to this week’s planned unpacking scholarship episode, please take the time to learn from the anti-racism resources in the show notes, then share and respectfully discuss them with others.
Read MoreIn this episode I unpack Graves and DeLyser’s (2017) article titled “Interested In Class, But Not In The Hallway: A Latent Class Analysis (LCA) of 2015-16 CS4All Student Surveys,” which highlights that although many of the 1,525 survey respondents expressed an interest in computer science in the classroom settings, they did not choose to engage in CS outside of the classroom.
Read MoreIn this episode I unpack Kafai and Peppler’s (2011) article titled “Beyond small groups: New opportunities for research in computer-supported collective learning,” which is an analysis of participation within the Scratch community that compares and contrasts collaborative learning (i.e., learning within small groups) with collective learning (i.e., learning within massive groups).
Read MoreIn this episode I unpack Werner, Denner, Campe, and Torres’ (2020) article titled “Computational sophistication of games programmed by children: A model for its measurement,” which unpacks how the authors updated the game computational sophistical (GCS) model to account for computational learning evident within 39 games development by pairs of middle school children.
Read MoreIn this episode I read and comment on Jackie Corricelli’s article titled “Emergency Remote Teaching: Challenges & Possible Solutions,” which provides suggestions for CS educators facing challenges with teaching in online environments. The original article can be found on CSTA’s website.
Read MoreIn this episode I unpack Lee et al.’s (2011) publication titled “Computational thinking for youth in practice,” which provides examples of how middle and high school youth engage in computational thinking and introduces the “use-modify-create” framework (a three-stage progression through computational thinking).
Read MoreIn this episode I unpack Franklin et al.’s (2020) publication titled “Scratch Encore: The design and pilot of a culturally-relevant intermediate Scratch curriculum,” which introduces the Scratch Encore curriculum and provides a quick summary of positive feedback from the teachers who used the curriculum during a pilot year.
Read MoreIn this episode I unpack Lee et al.'s (2020) experience report titled “Introducing coding through tabletop board games and their digital instantiations across elementary classrooms and school libraries," which investigates the transfer of understanding when students begin learning CS through a tabletop board game and switch to a digital coding environment.
Read MoreIn this episode I unpack Santo, Vogel, and Ching’s (2019) publication titled “CS for What? Diverse Visions of Computer Science Education in Practice,” which is a white paper that provides a useful framework for considering the underlying values and impact of CS programs or resources.
Read MoreIn this episode I unpack Vossoughi, Hooper, and Escudé’s (2016) publication titled “Making through the lens of culture and power: Toward transformative visions for educational equity,” which provides a critique of maker culture discourse in order to "reconceptualize the educational practice of making in ways that place equity at the center" (p. 215).
Read MoreIn this episode I unpack Brahms and Crowley’s (2016) publication titled “Making sense of making: Defining learning practices in MAKE magazine,” which is a content analysis that uses communities of practice as a framework for exploring maker practices evident within MAKE magazine.
Read MoreIn this episode I unpack Bowler and Champagne’s (2009) publication titled “Mindful makers: Question prompts to help guide young peoples' critical technical practices in maker spaces in libraries, museums, and community-based youth organizations,” which "examines question prompts as a means to scaffold reflection and reflexivity in the design, development, and use of technological artifacts in maker spaces for youth at public libraries, museums, and community-based organizations" (abstract).
Read MoreIn this episode I unpack Allsup and Baxter’s (2004) publication titled “Talking about music: Better questions? Better discussions!” which is a short article that discusses open, guided, and closed questions, as well as a framework for encouraging critical thinking through questions. Although this article is published in a music education journal, I discuss potential implications for computer science educators.
Read MoreIn this episode I unpack Sotamaa's (2010) publication titled “When the game is not enough: Motivations and practices among computer game modding culture,” which is a case study that explores the attitudes, motivations, and practices of 29 people who create mods for the game Operation Flashpoint.
Read MoreIn this episode I unpack Scacchi’s (2010) publication titled “Computer game mods, modders, modding, and the mod scene,” which examines modding practices within the mod scene, and discusses the social and corporate pressures that influence this culture.
Read MoreIn this episode I unpack El-Nasr and Smith’s (2006) publication titled “Learning through game modding,” which describes two case studies on modifying video games to learn software development and design, as well as programming, artistic, and video game concepts.
Read MoreIn this episode I unpack Hsu, Chang, and Hung’s (2018) publication titled “How to learn and how to teach computational thinking: Suggestions based on a review of the literature,” which is a content analysis of 120 publications written between 2006 and 2017 that reveals that CT means many things and that people are implementing it through a variety of means.
Read MoreIn this episode I unpack Peppler and Kafai’s (2009) publication titled “Creative coding: Programming for personal expression,” which is an analysis of a single project created in Scratch that appears to indicate kids can learn how to create media arts expressions despite little experience with coding.
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