Arizona Computer Science for All

In 2021 a specialized team at the Arizona SciTech Institute, Arizona Science Center, and Arizona State University will be starting a project to support K8 teachers. The program will be centered around computer science and computational thinking, and how they can support student learning. The project will focus on supporting educators with age-appropriate and grade relevant tools, projects, and background knowledge to support their student's 21-century skills. The project will be led by Cochise County resident and past STEM teacher, Kalman Mannis.

This session will be composed of three parts: First will be an introduction to the Arizona Computer Science Landscape project with a few minutes to get everyone using the same words; 2. Experience sample age-appropriate computer science projects (you get to play!) coached by Jared O'Leary of BootUp, 3. Debrief and next steps.

The practicals will be geared with the understanding that many schools across the county are teaching remotely. To help teachers we are going to provide attendees with free resources that enable kids to learn how to use Scratch through self-paced, interest-driven projects. This session will offer a link to hundreds of free resources that you can immediately use with remote or in-person classes. You will be able to explore free video and visual walkthroughs for developing a project in Scratch, project extensions, debugging exercises, remixing practices, reverse engineering practices, and lesson plans.

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WorkshopJared O'LearyCoding, Project-based learning, Resources, Projects, Computer science, ScratchComment
The Wind River Elementary computer Science Project: Integrating CS Education Standards with Indian Education for All Standards

Fort Washakie, Fremont County School District #38, and Wyoming Indian Schools, are partnering to develop a curriculum that integrates Computer Science education standards with Indian Education for All standards. The project goal is to increase teachers’ self-efficacy for teaching computer science standards and increase pedagogical and content knowledge. This is a partnership with American Institutes for Research, the WY Department of Education, and the nonprofit BootUp and funded by the National Science Foundation’s CSforAll RPP. Project members and representatives from schools will share how their teams are developing, piloting, and refining curriculum units that integrate computer science with Indian Education for All standards in their unique school communities. We’ll discuss our process as well as hear from educators about successes and challenges so far.

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PresentationJared O'LearyComputer science, Curriculum, Coding, Scratch, Wind River ReservationComment
Exploring Free Resources for Teaching Scratch Remotely

With many schools across the country teaching remotely, there is a need for free resources that enable kids to learn how to use Scratch through self-paced, interest-driven projects. This session explores hundreds of free resources that you can begin using with remote or in-person classes today. In particular, this session will explore free video and visual walkthroughs for developing a project in Scratch, project extensions, debugging exercises, remixing practices, reverse engineering practices, and lesson plans.

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WorkshopJared O'LearyCoding, Project-based learning, Resources, Projects, Computer science, ScratchComment
Integrating Computer Science into the Elementary Curriculum - Wind River Reservation

The Wyoming Department of Education, in collaboration with American Institutes for Research, three Wyoming school districts on the Wind River Reservation, and BootUp PD are writing, piloting, and refining a curriculum that integrates computer science with the WY Indian Education for All social studies standards in culturally relevant ways. Representatives from the districts will share their approach, an update on the project, and lessons learned.

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PresentationJared O'LearyComputer science, Curriculum, Coding, Scratch, Wind River ReservationComment
Beyond a Digital Divide: Engineered Inequality and Rethinking Our Relationship to Technology

Discussions around the digital divide often revolve around inequalities related to a lack of access to technology; however, access alone does not create equitable learning experiences. This session unpacks some of the (un)intentionally engineered inequities in technology and encourages a rethinking of how we engage with technology.

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PosterJared O'LearyRhizomatic learning, Project-based learning, Curriculum, Resources, Interest-driven learningComment
Intersections of Popular Musicianship and Computer Science (CSTA)

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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PresentationJared O'LearyChiptunes, Music education, Computer science, Curriculum, Coding, Live codingComment
Getting Started with Elementary CS (2020)

In many states across the United States, districts are just beginning to implement elementary coding and computer science education initiatives; however, teachers and administrators are often unsure how to get started. While high school CS is often guided by AP or dual enrollment criteria, elementary educators are often asked to implement CS standards without guidance on how to do so or what elementary CS education could look like. This birds of a feather session provides a space for elementary educators and administrators to ask questions and share tips and tools for getting started with computer science. As a veteran educator who switched over to coding and makerspace classes from another content area, I know what it's like to feel uncertain about how to get started with CS education. My role in this session is to facilitate discussion, ask questions, and guide attendees toward a multitude of platforms, resources, and approaches to assist them in getting started with elementary CS education.

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Birds of a FeatherJared O'LearyAssessment, Coding, Project-based learning, Resources, Projects, Computer scienceComment
Using a micro:bit with Scratch

Absolute beginners are invited to experience a differentiated physical computing and computer science classroom that meets learners where they are. Utilizing Scratch and micro:bits, participants will self-select into interest based groups to begin creating a project that deepens their own understanding of physical computing and computer science education.

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PresentationJared O'LearyComputer science, Curriculum, Coding, Physical computing, ScratchComment
Project-based Learning with Scratch (Constellations)

This presentation begins with an introduction to various approaches of project-based learning with Scratch; for example, backwards, inquiry-based, and emergent project designs. The second portion of this session is an interactive exploration of free Scratch project examples and resources I have developed.

The purpose of this session is twofold: a) provide an introduction to different types of project-based learning (e.g., backwards, inquiry-based, and emergent design) and how they lie on the project continuum (i.e., fixed, flexible, or open), and b) to give time to allow attendees to explore the free project-based resources I have created for Scratch. Everyone will walk away with dozens of lesson plans and resources to get them started with project-based learning with Scratch.

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BYODJared O'LearyProject-based learning, Scratch, Coding, Curriculum, Inquiry-based learning, Projects, Computer scienceComment
Blurring Disciplinary Boundaries through Chiptunes

My portion of this panel session begins with a brief discussion on the broad landscape of music engagement as it relates to video games (e.g., music engagement within, through, and around video games). I then dive deeper into the potential for such engagement to blur disciplinary boundaries across multiple disciplines. As a main example, I discuss how chipmusicians might engage in computer science, entrepreneurial, and visual art practices for music-related purposes. Such engagement raises questions for the field of education and demonstrates an underexplored potential evident within the intersections of music, video games, and education.   

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PanelJared O'LearyChiptunes, Music education, Computer science, Curriculum, Video game musicComment
Individualized Learning through Rhizomatic Design

While group-based learning through a sequence can be a useful approach for elected classes as it is easier to assume student "buy in" or motivation, group-based learning can be a difficult approach for mandated classes that include students who do not wish to attend the class or are initially uninterested in CS. In addition, group-based learning is often based on the pacing of the average student, which is a pace that is often too fast or slow for students who fall outside of the class average. This poster, and the resulting discussions, posits a rhizomatic approach to curricular and experience design that encourages individualized learning within group settings. Rather than moving through CS concepts and practices in a prescribed sequence, a rhizomatic approach encourages self-directed learning along multiple paths or an entirely undefined path. This poster challenges educators to question in what ways the curricula and pedagogies they are familiar with might be modified to encourage equitable learning for a multitude of axiologies (values) or ontologies (ways of being) by creating a space for interests to guide learning.

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PosterJared O'LearyRhizomatic learning, Project-based learning, Curriculum, Resources, Interest-driven learningComment
Getting Started with Elementary CS (2019)

In Arizona (and many other states), districts are just getting started with elementary coding and CS education initiatives; however, teachers and administrators are often unsure where to get started. While high school CS is often guided by AP or dual enrollment criteria, elementary educators are often asked to implement CS standards without guidance on how or what elementary CS education could look like. This Birds of a Feather session intends to provide a space for elementary educators and administrators to ask questions as well as share tips and tools for getting started with computer science.

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Birds of a FeatherJared O'LearyAssessment, Coding, Project-based learning, Resources, Projects, Computer scienceComment
Project-based Learning with Scratch (ISTE)

This presentation begins with an introduction to various approaches of project-based learning with Scratch; for example, backwards, inquiry-based, and emergent project designs. The second portion of this session is an interactive exploration of free Scratch project examples and resources I have developed.

The purpose of this session is twofold: a) provide an introduction to different types of project-based learning (e.g., backwards, inquiry-based, and emergent design) and how they lie on the project continuum (i.e., fixed, flexible, or open), and b) to give time to allow attendees to explore the free project-based resources I have created for Scratch. Everyone will walk away with dozens of lesson plans and resources to get them started with project-based learning with Scratch.

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BYODJared O'LearyProject-based learning, Scratch, Coding, Curriculum, Inquiry-based learning, Projects, Computer scienceComment
A Corpus-assisted Discourse Analysis of Chiptune-related Practices Discussed within Chipmusic.org

This study examined 245,098 discussion forum posts within a website dedicated to chiptunes, which are electronic music compositions or performances either emulating the sounds of or created through early computer and video game sound chips. Corpus-assisted discourse analysis tools and techniques assisted with revealing patterns of discourse across 10,892,645 words written between December 30th, 2009 and November 13th, 2017 within chipmusic.org.

Findings indicate seven interconnected themes of chiptune-related practices that demonstrate potential transdisciplinary connections between computer science education and music education: (a) music composition practices, (b) music performance practices, (c) maker practices, (d) coding practices, (e) entrepreneurial practices, (f) visual art practices, and (g) community practices. Abstract continues . . .

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PosterJared O'LearyChiptunes, Discourse, Corpus-assisted discourse analysis, Music technology, Music education, Computer science, CodingComment