#CSK8 Podcast: Recent Episodes
Jared O'Leary
Each episode of the #CSK8 Podcast explores research, experiences, or perspectives on computer science education with a focus on grades K-8.
In this episode I provide a framework for how districts and educators can get started with computer science education for free.
Click here for this episode’s show notes.
How to Get Started with Computer Science Education
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00:00 Intro
00:22 The problem I hope to address in this episode
03:52 Brief summary of why I'm qualified to address this problem
04:45 Why am I giving this content away for free?
06:18 You can do this
06:56 Step 1: Setting a vision
10:10 Step 2: Develop a plan
14:48 Step 3: Reverse engineer CS education
21:53 Step 4: Teach CS
23:57 Step 5: Reflect, refine, and share
27:01 Thanks for listening and sharing with others!
In this episode I unpack my dissertation, which explores the intersections of videogames, music, and computer science education.
Click here for this episode’s show notes.
How to Get Started with Computer Science Education
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00:00 Problems with "integration"
01:29 Themes
01:47 Quick overview of chapters 1-3
04:37 Chapter 4
04:51 Composition practices
05:26 Performance practices
06:01 Maker practices
09:04 Coding practices
12:22 Chapter 5: Multidisciplinarity
13:46 Chapter 6: Implications
20:17 Thanks for listening!
In this episode I introduce approaches to using Scratch for project-based learning, including backwards, inquiry-based, and emergent project designs.
Click here for this episode’s show notes.
How to Get Started with Computer Science Education
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00:00 Intro
00:22 What is project-based learning?
01:15 Project continuum
03:31 Project prompts
04:23 Storyboard questions
05:07 Steps for creating a project
06:46 Three more frameworks for project-based learning
07:01 Backward design projects
08:25 Inquiry-based projects
09:36 Emergent projects
10:33 If using a sequential curriculum...
11:28 A point of clarification
11:51 Scratch resources to explore
12:59 Podcasts to learn more
13:44 Rhizomatic project-based learning
14:29 Outro
In this episode I describe considerations for facilitating multiple programming languages in one space.
Click here for this episode’s show notes.
How to Get Started with Computer Science Education
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00:00 Intro
01:49 What my classes looked like
09:04 Start small and gradually expand
10:08 Selecting a language or platform
11:42 Implementation suggestions
12:49 Supporting students
13:38 Room setups
14:41 Questions to ask when facilitating
16:03 A tool to help administrators
17:08 What this approach is informed by
17:22 If this approach is overwhelming to you...
18:19 Outro
Building off the previous episode on depression, suicide, and CS education, this episode is a supercut of guests responding to how they take care of themselves and stave off burnout. If you have not done so yet, I highly recommend listening to part 1, part 2, and part 3 to hear perspectives from other guests.
Click here for this episode’s show notes.
How to Get Started with Computer Science Education
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00:00 Intro
00:35 154 Decolonizing Education through SEL and PBL with Matinga Ragatz
02:43 156 See, What Had Happened with Andre Daughty
09:18 165 Intersections of Equity, Making, and Computer Science with Roxana Hadad
18:24 173 Empathetic Listening in Computer Science with Josh Sheldon
19:38 189 Computational Literacies with Michael Horn
22:25 More resources around burnout
22:47 Outro
Note: If you or anyone you know are experiencing signs of depression or suicidal ideation, please reach out to local healthcare professionals or call the National Suicide Prevention Lifeline: 1-800-273-8255
In honor of national suicide prevention week, in this week’s episode replay I read a paper I wrote on the topic of depression, suicide, and computer science education. This paper is formatted into the following sections: 1) A vignette on my own experiences coping with depression and suicide; 2) Statistics on depression and suicide as it relates to various populations computer science educators work with; 3) A vignette of a computer science educator helping a student through depression and suicidal thoughts; 4) Risk factors and warning signs; 5) Suggestions for providing support; 6) A vignette from a computer science educator's perspective on a student who committed suicide; and 7) Closing thoughts.
Click here for this episode’s show notes.
Learn more about National Suicide Prevention Month/Week/Day.
How to Get Started with Computer Science Education
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0:00 Intro
4:38 Vignette 1: Jared
10:45 Statistics on suicide
17:44 Statics on depression
20:30 Vignette 2: Chris and Elliott
28:14 Risk factors and warning signs
32:28 Suggestions for providing support
37:04 Vignette 3: Alex and Sam
40:55 Closing thoughts
In this episode I unpack the impact of an apprenticeship of observation and what computer science educators can do about it.
Click here for this episode’s show notes.
How to Get Started with Computer Science Education
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00:00 What is the apprenticeship of observation?
00:46 Why apprenticeship of observation is important for educators to know about
02:23 The problems that arise from the apprenticeship of observation
06:49 What can educators do about the apprenticeship of observation?
16:35 We need to teach not just our students, but society as a whole
In this episode I unpack Loehr and Schwartz’s (2001) publication titled “The making of a corporate athlete",” which provides some suggestions relevant to educators interested in performing at their best by focusing on rest and recovery.
Click here for this episode’s show notes.
How to support the free content I create.
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00:00 Intro
01:07 The high-performance pyramid
02:00 Ideal performance state
04:55 Physical capacity
09:05 Emotional capacity
12:32 Mental capacity
16:46 Spiritual capacity (it's not what you think)
19:15 Outro
In the 200th episode of the #CSK8 Podcast I want to take a moment to thank everyone for listening over the years and to share some thoughts around the content I’m creating and the future of this podcast.
Click here for this episode’s show notes.
How to support the free content I create.
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00:00 Thank you for listening!
00:47 Some changes I've made
01:57 What are your thoughts on the changes?
03:05 My plans for future content
06:00 Let me know what you think
06:10 Again, thank you! I appreciate you!
In this episode I discuss an approach I’ve used for encouraging critical thinking and dialogue through individualized feedback and group discussion.
Click here for this episode’s show notes.
How to support the free content I create.
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00:00 How do you encourage critical thinking and dialoague with the classes you work with?
00:53 An example of what this might look like
01:17 What the feedback looked like
01:57 Opening up individualized feedback for group discussion
02:54 A pebble in their shoe
03:15 What are your thoughts?
03:26 Answering a question about room setups
06:44 Outro
In this episode I unpack Kumar and Worsley’s (2023) publication titled “Scratch for sports: Athletic drills as a platform for experiencing, understanding, and developing AI-driven apps,” which summarizes explorations of the intersections of computer science and physical education.
Click here for this episode’s show notes.
How to support the free content I create.
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00:00 Abstract
01:33 My single sentence summary
01:52 Paper introduction
02:33 Related work
03:21 Video Sensing: HomeCourt + Scratch
05:53 Wearables: Smartwatches + Micro:bits
07:35 Ball Sensors: Play Impossible & SIQ + Micro:bits
08:32 Discussion and Future Work
08:53 Lingering questions and thoughts
08:58 How do we incorporate physical computing in an individualized or rhizomatic way?
10:07 When do you use physical computing in your classroom?
12:10 Outro
In this episode I unpack Obermüller, Greifenstein, and Fraser’s (2023) publication titled “Effects of automated feedback in Scratch programming tutorials,” which investigates the impact of two different types of hint generating approaches among two different classes.
Click here for this episode’s show notes.
How to support the free content I create.
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00:00 Intro
00:44 Abstract
01:54 My single sentence summary
02:02 1 Introduction
02:42 2 Background
03:25 3 Interactive tutorial system for Scratch
03:47 4 Experimental setup
06:14 RQ1: How do next-step hints influence
08:50 RQ2: How do next-step hints influence
11:42 RQ3: How do next-step hints influence help
12:29 RQ4: How do next-step hints influence
13:15 My lingering questions and thoughts
13:22 What kind of projects can students create with such a tool?
16:56 How do you teach students to provide feedback to peers when other forms of feedback are unavailable?
20:18 As teaching, assessment, feedback, etc. becomes more automated, how will this impact teaching and learning?
21:38 Outro
UPDATE LINK BELOW
Click here for this episode’s show notes.
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00:00 We need to talk about this
01:56 So what does this mean for computer science education?
03:23 Impact on computer science professional development and curricula
05:47 It's not just politicians who are influencing computer science education
06:38 Outro
In this episode I provide some suggestions for setting up your computer lab and talk about their impacts on teaching and learning computer science.
Click here for this episode’s show notes.
How to support the free content I create.
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00:00 Intro
00:04 Rows
01:46 Stations/pods
03:41 Racetrack
05:36 Donut
07:42 Questions to think through for setting up your room
08:00 Outro
Instead of an episode today I have two quick requests: Check out CSTA’s conference going on this week and consider volunteering with CSTA.
Click here for this episode’s show notes.
How to support the free content I create.
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00:00 Intro
00:05 1st request
00:41 2nd request
01:19 Outro
In this episode I unpack Tobias, Campbell, and Greco’s (2015) publication titled “Bringing curriculum to life: Enacting project-based learning in music programs” to explore how computer science educators could incorporate project-based learning in their classroom.
Click here for this episode’s show notes.
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00:00 Intro
00:35 Abstract
01:32 What is project-based learning?
02:21 Vignettes
03:02 The project continuum
06:47 Designing project-based learning
07:12 Worthy topics
12:11 Real-life context
15:22 Questions
16:55 Critical thinking and dispositions
17:55 Scope
21:29 Designing the experience
23:19 Challenges with PBL
25:23 Assessment and evaluation
25:40 Parting thoughts from the authors
26:36 Lingering questions and thoughts
26:44 Where along the project continuum do your projects tend to lie?
28:21 How do projects afford certain types of engagement while constraining others?
29:22 How might project-based learning differ in constructivist versus constructionist pedagogies?
30:51 How comfortable are you with facilitating multiple projects simultaneously?
32:11 Outro
In this episode I talk about how you can use Liz Lerman’s Critical Response Process to encourage feedback and dialogue among students around the projects they create.
Click here for this episode’s show notes.
How to support the free content I create.
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00:00 Intro
00:39 The three roles of the Critical Response Process
01:14 The four steps of the Critical Response Process
01:28 Step 1
02:06 Step 2
02:36 Step 3
03:13 Step 4
04:15 Quick summary of the Critical Response Process
04:37 Another approach for feedback and assessment
05:33 Using questions for feedback and assessment
05:55 The importance of modeling feedback
06:41 What questions do you have?
07:14 Please consider sharing
In this episode I provide a framework for how districts and educators can get started with computer science education for free.
Click here for this episode’s show notes.
How to support the free content I create.
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00:00 Intro
00:22 The problem I hope to address in this episode
03:52 Brief summary of why I'm qualified to address this problem
04:45 Why am I giving this content away for free?
06:18 You can do this
06:56 Step 1: Setting a vision
10:10 Step 2: Develop a plan
14:48 Step 3: Reverse engineer CS education
21:53 Step 4: Teach CS
23:57 Step 5: Reflect, refine, and share
27:01 Thanks for listening and sharing with others!
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.
Click here for this episode’s show notes.
How to support the free content I create.
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00:00 Intro
00:41 1. What will teaching and learning look like ten years from now?
07:10 - How is that different from today?
09:32 2. What is the role of artificial intelligence in teaching and learning?
17:26 3. Why are teachers leaving the field and what can be done to prevent that?
27:40 How much should a public elementary school computer science educator be paid in Arizona with ten years of experience and a doctorate in education?
29:21 - How much should a private elementary school educator be paid in Arizona with ten years of experience and a doctorate in education?
30:39 5. What are the top five pedagogies for teaching computer science?
33:04 - Elaborate on how each of the pedagogies you listed are beneficial for learning
33:42 - What are the downsides for each of the pedagogies you listed?
35:08 6. How could teachers make computer science classes more equitable?
37:50 7. Why should all students learn computer science?
40:36 - Should someone learn computer science if they are not going to be a professional computer scientist?
43:09 - What prevents students from being interested in computer science?
45:15 8. How can teachers learn how to teach computer science classes if they don't have a background in computer science?
49:13 9. What is computational thinking and why is it being taught in schools?
51:28 - List five examples of computational thinking
52:22 10. Write me a lesson that teaches an elementary student how to create a short Scratch.mit.edu story
57:41 - Write me a lesson that teaches an elementary student how to create a short Scratch.mit.edu story about algorithmic bias
58:53 - Write me a lesson that teaches an elementary student how to create a short Scratch.mit.edu story about algorithmic bias while encouraging students to incorporate their own interests, needs, desires, etc. in the story
01:00:25 11. Based on the kinds of questions I've already asked today, what questions should I ask you next?
01:02:37 My thoughts on this exploration
01:05:12 Outro
In this episode I unpack Olari, Tenório, and Romeike’s (2023) publication titled “Introducing artificial intelligence literacy in schools: A review of competence areas, pedagogical approaches, contexts and formats,” which is a review of literature exploring how researchers from 31 papers investigated AI-related literacies in schools.
Click here for this episode’s show notes.
How to support the free content I create.
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00:00 Intro
00:52 Abstract
01:48 My one sentence summary
02:35 Paper introduction
03:09 Artificial intelligence literacy in school education
04:08 Research questions
04:25 Method
05:09 Results: Competence areas
07:08 Results: Pedagogical approaches
10:46 Results: Contexts and formats
12:45 Discussion
16:12 Lingering questions and thoughts
16:16 When teaching AI, what balance do you strive for between learning about AI and using AI as a tool for learning/creating?
17:09 AI in education is an under explored area of potential professional development for educators
18:14 Outro
In this interview with Michael Horn, we discuss computational literacies vs computational thinking, power in literacy, cultural imperialism, the impact of programming language on identity, the intersections of music and CS, and so much more.
Click here for this episode’s show notes.
How to support the free content I create.
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00:33 An introduction by Michael
01:10 Dual appointment?
01:36 How Michael became interested in designing innovative learning experience
03:17 What is computational literacy?
10:43 Computational literacy and power
14:48 Underground computational literacies
18:53 Colonization in education
21:55 Genres of computer science
24:46 Learning higher vs lower level languages
32:21 What is TunePad?
37:10 How students and teachers might use TunePad
37:52 Challenges with integrating CS in music classes
39:58 Why arts educators are afraid of integrating
48:11 How Michael iterates on his abilities
51:55 How Michael prevents burnout
54:42 What Michael wishes there was more research on
59:45 Something listeners can help Michael with
01:00:46 What I'm getting excited about
01:02:32 Coding as performance art
01:03:34 How to connect with Michael
01:03:50 Outro
In this episode I unpack Kazemitabaar et al.’s (2023) publication titled “Studying the effect of AI code generators on supporting novice learners in introductory programming,” which found that students who had access to AI code generators while learning how to code out performed students who did not have access, even when engaging in manual coding exercises.
Click here for this episode’s show notes.
How to support the free content I create.
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00:00 Intro
01:14 Abstract
02:18 My single sentence summary
03:11 AI as distributed cognition
04:31 Research questions
05:15 Related work and the AI-assisted learning environment
05:44 Design of this study
06:56 Results: Training phase
11:00 Results: Evaluation phase
11:55 Results: Qualitative feedback
13:34 Discussion
15:01 AI and the use-modify-create framework
17:41 What are some implications of this study?
18:27 How do the findings for this study compare with studies on students using Stack Overflow?
19:38 Outro
In this episode I unpack Khalil & Er’s (2023) publication titled “Will ChatGPT get you caught? Rethinking of plagiarism detection,” which explores how likely it is for plagiarism software to detect whether an essay was written by generative AI.
Click here for this episode’s show notes.
How to support the free content I create.
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00:00 Intro
00:24 Abstract
01:50 My single sentence summary
02:38 Introduction and background
03:04 Methodology
03:40 Findings
06:47 A discussion on plagiarism
09:06 Recommendations for educators
11:13 Advice for students
11:36 Advice for institutions
12:15 Lingering questions + thoughts
12:23 How are you using (or planning on using) generative AI to help you teach or to help students learn?
13:10 What concerns do you have about generative AI in education?
13:42 Where is the line for you with plagiarism when using generative AI vs other sources (e.g., Stack Overflow) with programming?
15:38 Plagiarism: Process vs product
18:07 Learning more about AI and education
18:40 Outro
In this episode I unpack Laurent et al.’s (2022) publication titled “Impact of programming on primary mathematics learning,” which describes a randomized control study that compared the impacts of learning mathematics with an integrated CS and mathematics class.
Click here for this episode’s show notes.
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00:00 Introduction
00:57 Abstract
01:46 My single sentence summary
02:27 A short introduction to my thoughts on integration
03:36 Paper introduction
08:04 Method
08:46 Findings
09:56 Explanation 1: Implementation
11:21 Explanation 2: Time
12:15 Explanation 3: Cognitive load
14:29 Lingering questions + thoughts
14:33 What approaches to integration do you think work better than others?
14:46 If you were working with someone who wanted to integrated CS with another subject area, what advice would you give them?
16:26 Outro
In this episode I unpack Bao & Hosseini’s (2023) publication titled “Mind the gap: The illusion of skill acquisition in computational thinking,” which compares learning, perceptions of learning, and confidence among adult learners participating in interactive, video-based, and text-based learning.
Click here for this episode’s show notes.
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00:00 Introduction
00:35 Abstract
01:37 Single sentence summary
02:30 Paper introduction
02:54 Research questions
04:27 1.1 Our controbutions
04:51 2 Design and development
05:06 3 Experimental design
05:36 Results: Perception of learning
08:58 Results: Actual learning comprehension
09:16 Results: Interest in learning
09:59 Results: Usability
11:19 Results: Positive correlations
11:52 Lingering questions and thoughts
12:01 How do you know when a student understands something?
14:40 How important is it to various stakeholders that students understand CS?
17:30 How do you develop expertise over time?
19:59 Outro
In this episode I unpack Shehzad et al.’s (2023) publication titled “Rethinking integrated computer science instruction: A cross-context and expansive approach in elementary classrooms,” which compared perceptions of teaching and learning the intersections of computer science and geometry in integrated and cross-context approaches.
Click here for this episode’s show notes.
How to support the free content I create.
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00:00 Intro
00:22 Abstract
01:20 Single sentence summary
02:08 Paper introduction
02:49 Research questions
03:07 Theoretical framework: Expansive framing
04:32 Cross-context, expansively-framed CS-mathematics lessons
06:32 Methods
07:01 Findings: RQ1 - Paraprofessionals' perceptions
11:48 RQs 2 + 3: Students' perceptions
13:52 Lingering questions and thoughts
13:57 How would this study have compared with teachers instead of paraprofessionals?
14:38 What’s your rationale for integrating (or not)?
15:39 Outro
In this episode I unpack Hu and Yadav’s (2023) publication titled “How K-12 CS teachers conceptualize CS ethics: Future opportunities and barriers to ethics integration in K-12 CS,” which explores K-12 CS educators’ perspectives on ethics before and after an introduction to the big ideas around ethics in computing.
Click here for this episode’s show notes.
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00:00 Introduction
00:35 Abstract
01:41 One sentence summary
01:59 Paper introduction
02:47 Research questions
03:24 Background
03:57 Big ideas in CS ethics
05:05 Methods
05:39 Findings
05:43 RQ1a: Pre-conceptualizations of CS ethics
06:33 RQ1b: Post-conceptualizations of CS ethics
08:04 RQ2a: Opportunities and barriers
11:11 RQ2b: Values
12:13 Lingering questions and thoughts
12:15 What does this mean for PD and curriculum providers?
12:57 How does your desire to integrate ethics compare with your desire to focus on equity? Where do the two overlap and diverge?
13:27 How has your understanding of ethics changed over time?
14:00 Do you prefer mini series or something new every week?
15:10 Outro
In this episode I unpack Smith et al.’s (2023) publication titled “Incorporating ethics in computing courses: Barriers, support, and perspectives from educators,” which investigates the perceived barriers and support for implementing ethics into higher education CS courses.
Click here for this episode’s show notes.
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00:00 Introduction
00:41 Abstract
02:24 Paper introduction
02:42 Research questions
03:06 Method
03:29 Findings
03:31 RQ1: Educators' perceptions of ethics
09:26 RQ2: Barriers to ethics integration
15:12 RQ3: Structures supporting ethics
18:33 Discussion
18:45 Lingering questions and thoughts
18:55 If we consider null curricula, won't there always be not enough time to learn the technical?
20:03 If integrating CS into another content area, are we further diluting CS by also focusing on ethics?
22:01 How would these perspectives compare with elementary, middle school, and high school educators?
22:22 Outro
In this episode I unpack Horton, Liu, McIlraith, and Wang’s (2023) publication titled “Is more better when embedding ethics in CS courses?,” which investigates the impact of one and two embedded ethics modules within undergraduate computer science courses.
Click here for this episode’s show notes.
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00:00 Introduction
00:34 Paper abstract
01:56 One sentence summary
02:42 1 Introduction
03:16 3 Our embedded ethics program
03:34 41. Research questions
04:34 4.2 Methods
05:02 Results
05:08 5.1 Positive impact decreases and is restored by a subsequent module
06:25 5.2 A second module in the same semester provides little added benefit
07:45 5.3 Positive impact of EE modules is robust across many contexts
08:22 5.4 Replication of results showing positive impact from CS2 module
08:57 Discussion
09:43 Lingering questions and thoughts
09:53 Is there are point where you don’t think computer scientists need to focus on ethics in computing?
12:11 When should ethics be embedded within a CS class?
14:08 How might a person’s understanding of ethics in computing impact their careers in computing?
16:15 Outro
A quick announcement of some upcoming changes to the podcast.
Click here for this episode’s show notes.
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In this episode I unpack Goetze’s (2023) publication titled “Integrating ethics into computer science education: Multi-, inter-, and transdisciplinary approaches,” which unpacks three approaches to integrating ethics with computer science education.
Click here for this episode’s show notes.
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00:00 Introduction
00:20 Abstract
03:12 Paper introduction
04:37 Goals of computer ethics education
05:39 Cross-disciplinary typologies
07:23 A cross-disciplinary framework
13:34 Multidisciplinary computer ethics
16:15 Interdisciplinary computer ethics
18:53 Transdisciplinary computer ethics
23:22 What a successful transdisciplinary computer ethics program might look like
25:19 Lingering questions and thoughts
25:24 How might we communicate and develop shared understandings of the integration of computer science and ethics?
26:37 What other frameworks might we utilize when exploring the intersections of computer science and ethics?
27:59 When is there too little/much of ethics in CS?
28:54 Outro
In this episode I unpack Jarzemsky, Paup, and Fiesler’s (2023) publication titled “‘This Applies to the Real World’: Student Perspectives on Integrating Ethics into a Computer Science Assignment,” which explores student perspectives on an undergraduate ethics assignment in a CS class.
Click here for this episode’s show notes.
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00:00 Intro
01:28 Abstract
02:25 Intro to the paper
03:42 Creating the assignment
06:04 Evaluation methods
07:16 Finding: Strength of the assignment
08:20 Finding: Suggestions for improving the assignment
11:31 Finding: Opinions of integrating ethics
16:52 Finding: New assignment ideas
19:27 Discussion
24:35 Lingering questions + thoughts
24:43 What’s your preferred balance between thinking and doing in computer science?
26:06 What’s your own rationale for including (or excluding) ethics in your classes?
26:43 How might we connect ethics with other frameworks?
27:47 Outro
In 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.
Click here for this episode’s show notes.
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00:00 Intro
00:45 Paper abstract
01:48 Paper introduction
03:03 The costs of [computer science] education
05:51 But can’t more [computer science] education lead to equity and justice?
10:11 What is gained from less [computer science] education?
12:02 Lingering questions + thoughts
12:08 At what point will someone have enough CS experience in a K-12 context?
15:19 What other subject areas might we benefit from having more of?
18:31 Outro
In 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.
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00:00 Intro
02:29 Who are we? Why this dialogue?
03:52 What do you see as significant trends in computing education, and what are their implications for racial justice?
10:19 What are dominant approaches to racial equity and justice in computing education? How do you appraise their potential to achieve those goals?
21:01 What are some approaches in computing education you find promising, and what are the limits of those approaches?
30:41 How do we actually change the system of computing education towards racial justice? Is this even possible?
34:54 What strategic visions do you see as promising in computing education to advance racial justice? What questions would you pose to the field?
35:30 Would the authors make the same recommendations for emproving racial equity if they focused on other forms of equity?
36:48 Outro
In this episode I unpack Welsh’s (2023) publication titled “The end of programming,” which asks when generative AI will replace the need for knowing how to program.
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00:00 Intro
00:48 Programming is going to be obsolete
02:46 CS is continuing to evolve (and possibly without us)
03:13 The comments to this article are worth reading
04:20 How will generative AI impact CS education at large?
06:37 Computational thinking is not the answer to AI
09:03 I'm not convinced computational thinking is a thing
11:15 When isn't computational thinking?
11:49 If AI is writing the code, do we need to know how to code?
15:48 Outro
In this episode I unpack Eisner’s (2002) publication titled “The centrality of curriculum and the function of standards: The curriculum is a mind-altering device,” which problematizes curricula and standards by discussing how both can deprofessionalize the field of education.
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00:00 Intro
00:45 Chapter introduction
00:52 Curriculum as a mind-altering device?
01:51 Curricula come in many different forms
04:56 Teacher-proof curricula
07:00 We need to think beyond what is being taught
09:07 Every lesson can impact how a student thinks
13:41 School holds back students' creativity
16:56 Why districts aren't sustainable with CS implementation
19:11 Integrated CS curricula
25:02 Some problems with siloed curricula
25:48 There are more factors that influence learning than content and pedagogy
28:02 Are standards a form of deprofessionalization?
33:10 This approach doesn't align with learning science
33:32 Do standards have a constructive role to play in computer science education?
35:36 What the public needs to understand about education
37:05 Teachers shouldn't have to do this
39:57 I might have paid more attention in school if...
42:00 Outro
In this episode I unpack Eisner’s (2002) publication titled “Educational aims, objectives, and other aspirations,” which problematizes behavioral education objectives and discuss two alternative approaches.
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00:00 Intro
01:22 What are behavior objectives?
05:42 The roots of behavioral objectives
07:52 What led to the industrialization of education?
09:26 Perspectives on the industrialization of education
11:17 Interesting that the education didn't adopt this corporate system
12:02 Children are not inert objects
16:05 A problem with behavioral learning objectives
17:05 A 2nd problem with behavioral learning objectives
18:46 A third critique of behavioral learning objectives
22:36 Rethinking education by rethinking art
23:51 Problem-solving learning objectives
28:05 Expressive outcomes
29:43 Education without a learning objective?
31:57 Preventing educational burnout
33:55 A shift from learning to performance objectives
35:54 Perhaps we should focus on areas other than objectives
39:36 Lingering questions + thoughts
39:42 What does your school's curriculum focus on: behavioral objectives, problem-solving objectives, or expressive outcomes?
40:33 In what ways do(n’t) standardized educational objectives align with equity-based pedagogies?
41:01 Is there a correlation between politicians with industry/business/military backgrounds and voting for performance based objectives?
41:40 Outro
In this interview with Josh Sheldon, we discuss computational action, designing exploratory professional development experiences, learning how to listen to and empathize with students, applying SEL with teachers, the future of teaching and learning, the problems with external influences on CS education, and so much more.
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00:00 Intro
00:43 Josh introducing himself
01:12 How Josh got into computer science education
04:51 What is computational action?
09:29 Schooling becomes less creative and more recreative
10:42 Josh's advice for designing professional development
13:17 Listening with empathy
15:31 How Josh learned to listen to students with empathy
17:50 SEL is important for both students + teachers
20:32 Changes Josh would make to the system of education
23:03 How Josh's philosophy + understandings of education has changed over time
26:27 What motivates Josh
28:52 The future of education + learning
32:01 Viewing education as a complex system
35:54 Problematizing CS discourse + generative AI
41:49 Ensuring equity is a part of the future with AI
47:28 How Josh tries to prevent burnout
49:02 When corporations take priority over education
51:56 Should CS teachers be paid the same rate as other subject areas?
53:52 A thank you from Josh
54:38 How to connect with Josh
54:48 Outro
UPDATE LINK BELOW
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In this episode I unpack Metin, Basaran, and Kalyenci’s (2023) publication titled “Examining coding skills of five-year-old children,” which investigates whether gender, parent education, or socioeconomic status has an impact on coding abilities of five-year-olds.
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In this episode I unpack McGee, Dettori, and Rasmussen’s (2022) publication titled “Impact of the CPS computer science graduation policy on student access and outcomes,” which explores the impact of a computer science graduation requirement in Chicago Public Schools.
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In this episode I'm a guest on CSTA Wyoming's podcast for computer science educators and I answer some questions about the intersections of music and computer science.
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In this episode I unpack Stauffer’s (2017) keynote titled “Whose imaginings? Whose future?,” which encourages educators to reflect on who is the shaping the future of their field.
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In this short episode I give a preview for what I’ll be doing in 2023 and provide some simple ways that you can help support the free content I create.
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In 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.
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In 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.
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In this episode I read and unpack my (2019) publication titled “Assessment Considerations: A Simple Heuristic,” which is intended to serve as a heuristic for creating or selecting an assessment.
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In this episode I unpack Scott’s (2012) publication titled “Rethinking the roles of assessment in music education,” which summarizes three roles of assessment (assessment of learning, assessment for learning, and assessment as learning) that I discuss in relation to computer science education.
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In this episode I unpack Payne and Ruthmann’s (2019) publication titled “Music making in Scratch: High floors, low ceilings, and narrow walls,” which problematizes the limitations of making music with Scratch.
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In 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.
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In this episode I unpack Keune’s (2022) publication titled “Performing algorithms: Weaving as promising context for computational learning,” which explores weaving as a potential practice for exploring computer science concepts..
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In this episode I unpack Kücklich’s (2005) publication titled “Precarious playbour: Modders and the digital game industry,” which problematizes modding as a form of free labor.
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In this episode I unpack Sharif, McCall, and Bolante’s (2022) publication titled “Should I say “disabled people” or “people with disabilities”? Language preferences of disabled people between identity- and person-first language,” which summarizes findings from a survey on participant preferences for language around disability and an analysis on language in conference abstracts.
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In this episode I unpack Smith, Bill, and Hughes’ (2008) publication titled “Thinking through a lesson: Successfully implementing high-level tasks,” which provides a heuristic that can be used to prepare for a lesson.
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In 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.
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In this episode I unpack Proctor, Bigman, and Blikstein’s (2019) publication titled “Defining and designing computer science education in a K12 public school district,” which serves as a case study of a district’s processes and tensions developing a plan for implementing computer science across K-12.
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In this interview with Matinga Ragatz, we discuss Matinga’s journey into education, creating environments where kids can learn through struggle, the importance of social and emotional learning (SEL), how schools promote individualism and exceptionalism, the intersections of project-based learning and SEL, decolonizing education, the importance of shared values in education, and so much more.
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In 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.
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Building off the previous episode on depression, suicide, and CS education, this episode is a supercut of guests responding to how they take care of themselves and stave off burnout. If you have not done so yet, I highly recommend listening to last year’s supercut on the same topic or the episode from two years ago to hear perspectives from other guests.
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Note: If you or anyone you know are experiencing signs of depression or suicidal ideation, please reach out to local healthcare professionals or call the National Suicide Prevention Lifeline: 1-800-273-8255
In honor of national suicide prevention week, in this week’s episode replay I read a paper I wrote on the topic of depression, suicide, and computer science education. This paper is formatted into the following sections: 1) A vignette on my own experiences coping with depression and suicide; 2) Statistics on depression and suicide as it relates to various populations computer science educators work with; 3) A vignette of a computer science educator helping a student through depression and suicidal thoughts; 4) Risk factors and warning signs; 5) Suggestions for providing support; 6) A vignette from a computer science educator's perspective on a student who committed suicide; and 7) Closing thoughts.
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Learn more about National Suicide Prevention Month/Week/Day.
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In 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.
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In 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.
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In this episode I share some of my concerns about the future of education and ask that you join me for a conversation on the topic.
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In this episode I unpack Ni et al.’s (2022) publication titled “Teachers as curriculum co-designers: Supporting professional learning and curriculum implementation in a CSforAll RPP project,” which shares results of an RPP where teachers collaboratively designed an app development curriculum that they implemented in their classrooms.
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In this interview with Ben Owens, we discuss Ben’s transition from working as an engineer to working in K-12 education, opensource as a metaphor for teaching and learning, various stakeholder reactions to opensource resources and learning, bridging the gap between out-of-school and in-school learning, iterating on teaching and learning, and so much more.
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In this episode I unpack Worsley’s (2022) publication titled “Examining the realities and nuances of ‘low-stakes’ interest-driven learning environments,” which discusses two case studies of students programming in low-stakes, interest-driven learning environments.
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In this interview with Carter Zenke, we discuss Carter’s pedagogical approach that centers playfulness, creativity, and purpose; lessons learned teaching CS50 to over one million students; balancing free exploration with learning content; designing opportunities for getting into CS; the benefits of watching recordings of your own teaching; helping educators find their “why”; and so much more.
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In this episode I unpack Petrie’s (2021) publication titled “Programming music with Sonic Pi promotes positive attitudes for beginners,” which investigates student attitudes around enjoyment, importance, and anxiety when coding music through Sonic Pi.
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In this interview with Charlotte Dungan, we discuss Charlotte’s holistic approach to education, remotely teaching CS to rural communities, why Charlotte believes teaching is harder than working in industry, teaching AI in elementary school, the influence of money on research and practice, the future of work, and much more.
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In 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.
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In this episode I unpack Walker, Sherif, and Breazeal’s (2022) publication titled “Liberatory computing education for African American students,” which unpacks and situates the five pillars of the liberation framework proposed by El-Amin within data activism modules.
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In 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.
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In this episode I unpack Brinkley’s (2020) publication titled “Participation at what cost? Teaching accessibility using participatory design: An experience report,” which summarizes lessons learned designing and teaching undergraduate and graduate courses on inclusive design.
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In this episode I read from a list of school shootings in the United States of America. As uncomfortable as it might be, I ask that you take some time to honor and remember those who have been murdered and injured at school, then act to change this.
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In this episode I unpack Fritz et al.’s (2021) publication titled “Project moveSMART: When physical education meets computational thinking in elementary classrooms,” which summarizes pilot study findings and activities that integrate CS/CT with physical education through a micro:bit.
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In this interview with Bob Irving, we discuss Bob’s book (Hard Fun: Supercharge your middle school computer science classroom with project-based, hands-on, just-in-time learning!), learning CS through Minecraft, the impact of COVID on Bob’s teaching, the importance of interest-driven learning, the future of CS education, and much more.
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In this episode I unpack Benedict and O’Leary’s (2019) publication titled “Reconceptualizing “music making:” Music technology and freedom in the age of Neoliberalism,” which explores the use of computer science practices to counter neoliberal influence on education.
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In this interview with Maya Israel, we discuss Maya’s shift from special education into CS education, the importance of universal design for learning (UDL) in CS classes, understanding the spectrum of accessibility for students with a diverse set of needs, the current status of accessibility and inclusion within the field of CS education, problematize deficit framings of students with disabilities, and so much more.
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In 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.
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In this interview with Ruthe Farmer, we discuss Ruthe’s perspectives on feminism in education, Ruthe’s journey through tech inclusion entrepreneurship, finding ways outside of the classroom to have an impact on education, Ruthe’s work with the Last Mile Education Fund, and so much more.
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In this episode I unpack Tshukudu et al.’s (2021) publication titled “Teachers’ views and experiences on teaching second and subsequent programming languages,” which “understand computing teachers’ views and practices on the use of transfer strategies in teaching second and subsequent programming languages” (p. 297).
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In this interview with Addison Lilholt, we discuss Addison’s DREAM job, the importance of students having fun through meaningful learning experiences, lessons learned from remote teaching, the importance of mental breaks when learning/teaching, recommendations for getting started with CS, the intersections of CS and environmental sciences, creating an arcade cabinet to explore engineering and CS, being open about iterating on abilities as an educator, and so much more.
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[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 title,” which summary in a single sentence.
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In 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.
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In this interview with Sara Vogel, we discuss changes in CS education since Sara was last on the podcast, the impact of COVID on learning, some of the problems with computational thinking, the importance of modifying curricula to make it more culturally and historically responsive, deficit language and racism around bilingual students, the importance of understanding translanguaging pedagogies, what apprenticeship and joint work can look like in education, and much more.
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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.
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In this episode I unpack an excerpt from Schubert’s (1986) book titled “Curriculum: Perspective, paradigm, and possibility,” which describes different examples, intents, and criticisms of “images” or “characterizations” of curriculum.
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In 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.
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In this episode I unpack Bresler’s (1995) publication titled “The subservient, co-equal, affective, and social integration styles and their implications for the arts,” which “examines the different manifestations of arts integration in the operational, day-to-day curriculum in ordinary schools, focusing on the how, the what, and the toward what” (p. 33).
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In this interview with Sara Lev, we discuss the place for joy in teaching and learning, the impact of remote learning on PBL in early childhood, misconceptions around PBL in early childhood, encouraging curiosity by responding to questions with questions, social and emotional learning, the impact of yoga and meditation on teaching, and so much more.
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In this episode I unpack my (2020) publication titled “Intersections of popular musicianship and computer science practices,” which discusses potential implications of hardware and software practices that blur the boundaries between music making and computer science.
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In 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.
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In this episode I unpack Chongo, Osman, and Nayan’s (2021) publication titled “Impact of the plugged-in and unplugged chemistry computational thinking modules on achievement in chemistry,” which investigated achievement outcomes between a chemistry unit in three groups: 1) chemistry classes integrated with Scratch projects, 2) chemistry classes integrated with both unplugged and Scratch projects, and 3) chemistry classes with no focus on computational thinking.
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In 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.
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In 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.
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In 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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In this episode I unpack Cayari et al.’s (2021) publication titled “Trans voices speak: Suggestions from trans educators about working with trans students,” which provides five suggestions from Trans educations on working with Trans students.
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In this interview with James Fester, we discuss using informal learning approaches within formal learning spaces, what makes a learning experience engaging, how James’ experience in the National Parks Service’s Teacher Ranger Teacher program informed how he taught in the classroom, unpacking nuances of project-based learning, debunking common misconceptions of PBL, and so much more.
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In this episode I unpack Menier, Zarch, and Sexton’s (2021) publication titled “Broadening gender in computing for transgender and nonbinary learners,” which is a position paper problematizes the current lack of trans and nonbinary individuals in discourse around gender in CS education.
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In this interview with Khalia Braswell, we discuss the lack of representation in education, improving equity and inclusion in CS education, what Khalia has learned with INTech Camp for Girls, how Khalia iterates on her own abilities, the importance of self care, our thoughts on the future of CS education, and much more.
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In this episode I unpack Kafai and Proctor’s (2021) publication titled “A revaluation of computational thinking in K–12 education: Moving toward computational literacies,” which summarizes three key framings of computational thinking and proposes computational literacies in place of computational thinking.
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In this interview with Ashley Waring, we discuss Ashley’s experiences with integrating CS in the classroom, lessons learned providing professional development for new-to-CS educators, what Ashley learned helping write Alabama’s CS standards and providing support after the rollout, language and oppression in standards development, why focusing on a college degree as an end goal might not be as important as focusing on lifelong learning, and more.
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In this episode I unpack the report titled “2021 state of computer science education: accelerating action through advocacy,” which is an annual report on the state of K-12 CS in the United States that was authored by The Code.org Advocacy Coalition, Computer Science Teachers Association (CSTA), and the Expanding Computing Education Pathways Alliance (ECEP).
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In this interview with Jorge Valenzuela, we discuss the importance of engineering in STEM, situating computational thinking within a problem, getting started with computational thinking and computer science, project-based learning, incorporating social and emotional learning (SEL) in the classroom, Jorge’s approach to professional development, and much more.
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In this episode I unpack Flapan et al.’s (2021) publication titled “Preparing school leaders to advance equity in computer science education,” which provides some suggestions and resources for preparing administrators for advancing equity work in K-12 CS education.
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In this interview with Mitch Resnick, we discuss misconceptions people have around the four P’s (Projects, Passion, Peers, and Play) in Mitch’s book, encouraging depth of understanding while playing, what has surprised Mitch during his career, encouraging online communication and collaboration without creating artificial engagement, what Mitch wishes we’d see more of and discuss in CS education, our pet peeves with unplugged activities and computational thinking, accounting for survivorship bias with Scratch, expanding our focus on equity and inclusion to include both the “who” and the “how,” the importance of experimenting and learning through play, and much more.
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In this episode I unpack Khalifa, Gooden, and Davis’ (2016) publication titled “Culturally responsive school leadership: A synthesis of the literature,” which summarizes and synthesizes literature on culturally responsive school leadership as it relates to principals in urban schools.
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In this interview with Leigh Ann DeLyser, we discuss the purpose of CSforALL, considerations for leading people with different visions for (or interests in) CS education, the evolution and future direction of CS education, positive and negative corporate influence on education, thinking through equity from a systems perspective, and much more.
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In this episode I unpack Kafai et al.’s (2019) publication titled “Stitching the loop with electronic textiles: Promoting equity in high school students’ competencies and perceptions of computer science,” which explores the impact of an electronic textiles unit on high school students’ understandings of computer science.
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In this interview with Laura Discenza, we discuss advice for getting started with learning how to teach CS, speaking with arts educators about the intersections of the arts and CS, regularly incorporating the “20% free learning/creating time” into the school day through a “genius hour,” avoiding overly scaffolding learning in the classroom, the importance of having fun with CS in elementary school, and much more.
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In this episode I unpack Lachney et al.’s (2021) publication titled “culturally responsive debugging: a method to support cultural experts’ early engagement with code,” which explores a strategy for situating debugging within professional expertise among participants within an introductory programming workshop for adults.
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Building off the previous episode on depression, suicide, and CS education, this episode is a supercut of guests responding to how they take care of themselves and stave off burnout. If you have not done so yet, I highly recommend listening to last year’s supercut on the same topic, but with different guests.
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Note: If you or anyone you know are experiencing signs of depression or suicidal ideation, please reach out to local healthcare professionals or call the National Suicide Prevention Lifeline: 1-800-273-8255
In honor of national suicide prevention week, in this week’s episode replay I read a paper I wrote on the topic of depression, suicide, and computer science education. This paper is formatted into the following sections: 1) A vignette on my own experiences coping with depression and suicide; 2) Statistics on depression and suicide as it relates to various populations computer science educators work with; 3) A vignette of a computer science educator helping a student through depression and suicidal thoughts; 4) Risk factors and warning signs; 5) Suggestions for providing support; 6) A vignette from a computer science educator's perspective on a student who committed suicide; and 7) Closing thoughts.
Click here for this episode’s show notes.
Learn more about National Suicide Prevention Month/Week/Day.
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In this episode I unpack Kallia and Cutts’ (2021) publication titled “Re-examining inequalities in computer science participation from a Bourdieusian sociological perspective,” which uses Bourdieu’s discussions of capital, habitus, and field to analyze 147 publications on CS interventions.
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In this episode I unpack Christensen et al.’s (2021) publication titled “Computing educational activities involving people rather than things appeal more to women (recruitment perspective),” which investigated the preferences of high school males and females for computing educational activities with people or things.
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In this episode I unpack Israel et al.’s (2015) publication titled “Empowering K–12 students with disabilities to learn computational thinking and computer programming,” which is a short article that provides some strategies to increase access and engagement among students with disabilities in CS education contexts.
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In this interview with Jesse Rathgeber, we discuss what educators should know about (dis)ability culture and research, person-first language vs identity-first language, suggestions for combating ableism through anti-ableist practices, how the arts and CS can come together and learn from each other (great for sharing with arts educators who might be interested in CS), and much more.
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In this episode I unpack Coenraad et al.’s (2021) publication titled “The effects of providing starter projects in open-ended Scratch activities,” which compares two groups of students to determine the impact of Scratch starter projects on student creativity.
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In this episode I unpack Ivey et al.’s (2021) publication titled “Abolitionist computer science teaching: Moving from access to justice,” which argues that the field of CS education can use abolitionist pedagogical practices to move from focusing on access to focusing on the full humanity of students.
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In this interview with Grant Smith, we discuss the importance of continuing to learn from other educators, what informal and formal learning spaces can learn from each other, how COVID has impacted Grant’s teaching philosophy, our preferences for in-person or virtual professional development and classroom instruction, lessons learned from entrepreneurial adventures in CS education, learning by jumping in and trying new things, heuristic-based learning, and so much more.
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In this episode I unpack the Kapor Center’s (2021) publication titled “Culturally responsive-sustaining computer science education: A framework,” which describes multiple courses of action for six core components of culturally responsive-sustaining CS education.
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In this interview with Jean Ryoo, we discuss equity as an evolving idea, what an ideal CS class looks like, collaborating and learning through research-practitioner partnerships (RPPs), the importance of examining our own biases, the importance of community, working through burnout/depression/anxiety, helping students through depression and suicidal ideation, the problems with whitewashing in education, and so much more.
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In this episode I unpack my (2020) publication titled “Applications of affinity space characteristics in music education,” which has twelve characteristics of informal learning spaces that I will discuss in relation to computer science education.
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In this interview with Dominick Sanders, we discuss the importance of connecting with and listening to students, the impact of being a positive role model for kids, considering equity for individuals and across the entire state of South Carolina, what Dominick learned through their experience with Xposure STEM, Dominick’s plan for improving CS in South Carolina, Dominick’s experience with CSTA’s Equity Fellowship, how Dominick continues to learn and grow as a CS educator, thinking through intersectionality in relation to representation, and so much more.
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In this episode I unpack Bell’s (2021) publication titled “CS unplugged or coding classes? Perhaps a more appropriate question is ‘why not both’?,” which argues there’s value in doing both unplugged and coding lessons.
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In this interview with Mark Guzdial, we discuss the similarities and differences between constructionism and constructivism, think through when to situate and apply learning, discuss contextualized learning, creating multiple pathways for exploring computer science, problematizing subservient relationships with integrated curricula or courses, task-specific and domain-specific languages, using multiple learning theories through a multiperspectivalist approach, changes to public policy that Mark would make to help out CS educators and the field, and much more.
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In this episode I discuss some example questions we can ask to encourage kids to think deeper about computer science and computational thinking by unpacking two papers on using guiding questions in mathematics education. The first paper paper by Way (2014) is titled “Using questioning to stimulate mathematical thinking” and the second paper by Pennant (2018) is titled “Developing a classroom culture that supports a problem-solving approach to mathematics.”
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In this interview with Phil Bagge, we discuss the rise of CS in UK curricula, the evolution of Phil’s pedagogical approach, how time constraints impact pedagogical approaches, not letting the loudest voices drive instruction, how research informs Phil’s approach for working with teachers new to CS, how to emphasize student agency in teacher professional development, and much more.
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In this episode I unpack Koshy, Martin, Hinton, Scott, Twarek, and Davis’ (2021) publication titled “The Computer Science Teacher Landscape: Results of a Nationwide Teacher Survey,” which provides recommendations for the field based on a summary of findings on teacher demographics, current challenges for CS educators, and the state of cultural relevance in CS education.
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In this interview with Jason Bohrer, we discuss lessons learned coming into computer science education from another subject area, lessons learned working with CSTA chapters across the country (and during a pandemic), how CSTA has impacted the field and continues to evolve over time, how Jason continued to learn about CS without getting burned out, considering equity and inclusion when recruiting for CS education, CSTA’s new CS Teacher Standards, and much more.
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In this episode I unpack Wang and Moghadam’s (2017) publication titled “Diversity barriers in K-12 computer science education: Structural and social,” which describes potential structural and social barriers for Black, Hispanic, and female students in K-12 contexts.
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In this interview with Sofía De Jesús, we discuss Sofía’s book (Applied Computational Thinking with Python: Design algorithmic solutions for complex and challenging real-world problems), the importance of bringing your full self into the classroom, designing for equity and inclusion, working with individuals one-on-one rather than teaching to group averages, problematizing grades in education, collaborating with educators, and much more.
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In this episode I unpack Israel, Lash, Bergeron, and Ray’s publication titled “Planning K-8 computer science through the UDL framework,” which discusses the potential for using Universal Design for Learning (UDL) in CS classes.
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Hey everyone, Jared O'Leary here with the #CSK8 Podcast. I wanted to interrupt the regular schedule for this podcast to ask for some recommendations. In particular, I'm asking for recommendations in three areas: 1) guests to interview, 2) topics and publications to unpack, and 3) recommending the podcast to other CS educators. Although I have a variety of guests scheduled for upcoming interviews and have already released nearly 40 interviews at the time of this recording, I'm always looking for more people to chat with and would really appreciate recommendations for people to interview on the show. I'm also interested in hearing more about what topics and papers you'd like me to unpack or discuss in an upcoming episode. For these first two recommendations you can email me by using the "contact me" button on my website, which I'll include a link to in the description. And by the way, please feel free to recommend yourself if you'd like to share what you're exploring in CS education. For the final recommendation I just ask that you share this with someone else to help spread the word. Most of the time when you hear people make this request it's so they can increase their income through monetizing content; however, that's not why I'm asking for this. For context, BootUp has been able to monetize our YouTube channel for well over a year now and has had a couple thousand hours of watch time just in the last 90 days alone; however, we chose to not monetize our free resources and don't have any plans to change that. The same goes for this podcast. I'm asking for these three recommendations because I genuinely want to learn from awesome people and share content with the community. If you'd be so kind, please consider recommending a guest, a topic or paper, or recommending this podcast to a friend. Thank you so much for listening to this short request. I hope you're all having a wonderful week and are staying safe.
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In this episode I unpack Bailenson’s (2021) publication titled “Nonverbal overload: A theoretical argument for the causes of Zoom fatigue,” which describes four potential causes for Zoom fatigue.
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[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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In this interview with Siobahn Grady, we discuss the importance of self care and healthy boundaries, the impact of education, misconceptions and problematic assumptions people make with HBCUs, misconceptions and misunderstandings of being a professor in CS, lessons learned using machine learning to identify authorship of tweets, exploring the implications of social media and technology with students, the intersections of arts and CS, improving equity and inclusion in computing through action, and much more.
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In this episode I unpack Tsan, Boyer, and Lynch’s (2016) publication titled “How early does the CS gender gap emerge? A study of collaborative problem solving in 5th grade computer science,” which investigates the potential impact of gendered groups on the quality of completed Scratch projects in an in-school computer science class for 5th grade students.
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In this panel discussion with Catherine Bornhorst, Jon Stapleton, and Katie Henry, we discuss what rhizomatic learning is and looks like in formalized educational spaces, affordances and constraints of rhizomatic learning, how to support individual students within a group setting, standards and rhizomatic learning, why few people know and use rhizomatic learning approaches, how to advocate for and learn more about rhizomatic learning, and much more.
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In this episode I unpack Mellström’s (2009) publication titled “The intersection of gender, race and cultural boundaries, or why is computer science in Malaysia dominated by women?,” which “points to a western bias of gender and technology studies, and argues for cross-cultural work and intersectional understandings including race, class, age and sexuality” (p. 885).
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In this interview with Amy Ko, we discuss the importance of mentorship in education, learning what not to do with teaching, the positive results of being vulnerable, understanding and exploring the limitations and consequences of CS, problematizing grades in education, practicing teaching through mental simulations, the importance of engaging in the CS community, and much more.
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In this episode I unpack Butler’s (1988) seminal publication titled “Performative acts and gender constitution: An essay in phenomenology and feminist theory,” which unpacks the notion that gender is a performative act that is socially and historically constructed.
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In this interview with Roger Mantie, we discuss the importance of leisure for self preservation, problematize the single focus of education for workforce readiness, discuss the importance of focusing on happiness and wellbeing, explore discourse in education and around leisure, and much more.
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In this episode I unpack Medel and Pournaghshband’s (2017) publication titled “Eliminating gender bias in computer science education materials,” which examines three examples of “how stereotypes about women can manifest themselves through class materials” (p. 411)
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In this interview with Vicky Sedgwick, we discuss Vicky’s journey into CS education, how Vicky’s pedagogy has changed in virtual environments, advice for designing learning experiences in CS, the importance of integrating CS in other subject areas, recommendations for improving equity and inclusion, building online communities in an age where people are questioning the value of social media, and much more.
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In this episode I unpack Denning’s (2017) publication titled “Remaining trouble spots with computational thinking: Addressing unresolved questions concerning computational thinking,” which answers three questions: what is computational thinking, how do we measure students’ computational abilities, and is computational thinking good for everyone?
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In this interview with Joanna Goode, we discuss corporate influence through neoliberal practices in CS education, reflecting on engaging all students in CS programs, considerations around equity and inclusion in CS education, layers of curriculum design and implementation, discussing and problematizing integration, influences of policy and administrative support (or the lack of) on CS education, Joanna’s experience with developing Exploring Computer Science, and much more.
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In this episode I unpack Ericsson, Krampe, and Tesch-Römer’s (1993) publication titled “The role of deliberate practice in the acquisition of expert performance,” which debunks the notion of innate abilities within a domain and describes the role of deliberate practice in achieving expert performance.
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In this interview with Melissa Rasberry, we discuss making educational lemonade out of lemons, using technology to collaborate in virtual learning communities, how people are learning differently through online communities, CS for All Teachers, suggestions for using different social media platforms to connect with other educators, and much more.
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In this episode I unpack Trancred et al.’s (2020) publication titled “Understanding women modders using the serious leisure perspective,” which discusses a survey that investigated motivations for participating in modding practices among women.
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In this interview with Abby Funabiki, we discuss the differences between for-profit and nonprofit CS education organizations, the importance and ability for nonprofits to collaborate with others, CS as the new digital divide, how to get started with CS implementation with limited or no extra funding, suggestions and considerations for district-wide implementation, and much more.
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In this episode I unpack Regelski’s (2002) publication titled “On ‘methodolatry’ and music teaching as critical and reflective praxis,” which problematizes the lack of philosophy, theory, and professional praxis in music education. Although this article is published in a music education journal, I discuss potential implications for computer science educators.
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In this interview with GT Wrobel, we discuss the importance of understanding your “why” behind pedagogical approaches and curriculum design, the internal tensions that arise when designing curriculum used by people around the world, the potential for standards and assessment to be a form of oppression, how feedback impacts the evolution of a curriculum, considerations when designing culturally relevant curricula that is used around the world, aligning curriculum development with professional development, the importance of taking a break to prevent burnout, where we hope the field goes in the next few years, and much more.
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In this episode I unpack Jenkins et al.’s (2009) publication titled “Confronting the challenges of participatory culture: Media education for the 21st century,” which summarizes the three challenges in media literacy education and provides several core media literacy skills that can address these challenges.
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In this week’s interview with Chris Woods (dailySTEM), we discuss the importance of contextualizing STEM through everyday connections, leveraging student interests, blurring boundaries between subject areas, the affordances and constraints of the acronym STEM, Chris’ new book Daily STEM: How to Create a STEM Culture in your Classrooms & Communities, continuing to learn by asking questions, and much more.
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In this episode I unpack Resnick and Rusk’s (2020) publication titled “Coding at a crossroads” which discusses challenges in CS and coding education, and summarizes the four guiding principles that educators can use when engaging in coding practices in their classroom.
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In this interview with Lien Diez, we discuss Lien’s work with Georgia Tech’s Constellations Center for Equity in Computing, what CS educators can do to learn more about and incorporate anti-racist practices, the importance of encouraging and developing both students and teachers as leaders, the shifts and pivots in education as a result of COVID, and much more. After listening to this episode, make sure to check out Lien’s podcast, Voices of Innovative Compassionate Experts in Society (VOICES).
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This episode is the final episode of a miniseries that unpacks Paulo Freire’s (1970) book “Pedagogy of the Oppressed.” This particular episode unpacks chapter 4, which synthesizes the concepts introduced in the previous chapters and discusses the difference between anti-dialogical and dialogical practices in education (and at large). This episode builds off the previous unpacking scholarship episodes on chapter one, chapter two, and chapter three so make sure you listen to those episodes before jumping in here.
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Listen to the episodes on Pedagogy of the Oppressed
Chapter one
Chapter two
Chapter three
Chapter four
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In this interview with Nicki Washington, we discuss the importance of cultural competency, expanding beyond “diversity” by focusing on creating inclusive and equitable environments, learning from people and scholarship outside of the field, lessons learned working with CS educators across the country, lessons learned while teaching during a pandemic, focusing on the humanity in computer science education, and much more. If you haven’t listened to it yet, check out the unpacking scholarship episode that unpacks one of Nicki’s papers.
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This episode is episode three of a miniseries that unpacks Paulo Freire’s (1970) book “Pedagogy of the Oppressed.” This particular episode unpacks chapter 3, which discusses the importance of dialogue when engaging in liberatory practices. This episode builds off the previous unpacking scholarship episodes on chapter one and chapter two, so make sure you listen to those episodes before jumping in here.
Click here for this episode’s show notes.
Listen to the episodes on Pedagogy of the Oppressed
Chapter one
Chapter two
Chapter three
Chapter four
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In this interview Bryan Brown, we discuss the importance of language in education. In particular, we discuss the role of language in teaching and learning, discursive identity, situated language and learning, the importance of representation in education, the role of language on stress, how smartphones and virtual communication platforms (e.g., Zoom) could change learning, and many other topics relevant to CS education and learning.
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This episode is episode two of a miniseries that unpacks Paulo Freire’s (1970) book “Pedagogy of the Oppressed.” This particular episode unpacks chapter 2, which discusses the “banking” approach to education that assumes students are repositories of information, and then proposes a liberatory approach to education that focuses on posing problems that students and teachers collaboratively solve. If you haven’t listened to the discussion on the first chapter, click here.
Click here for this episode’s show notes.
Listen to the episodes on Pedagogy of the Oppressed
Chapter one
Chapter two
Chapter three
Chapter four
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In this interview with Kristin Stephens-Martinez, we discuss learning CS in large classes (e.g., 200+ students), the winding and challenging journey through education and research, recognizing the importance of representation and providing support for underrepresented identities, the benefits of peer instruction, Kristin’s podcast (CS-Ed Podcast), the disconnect between research on education and practice in the classroom, and much more.
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This episode is the start of a miniseries that unpacks Paulo Freire’s (1970) book “Pedagogy of the Oppressed.” This particular episode unpacks chapter 1, which discusses how oppressors maintain control over the oppressed. Following unpacking scholarship episodes discuss what this looks like in education and how educators can adopt a “pedagogy of the oppressed” to break cycles of oppression.
Click here for this episode’s show notes.
Listen to the episodes on Pedagogy of the Oppressed
Chapter one
Chapter two
Chapter three
Chapter four
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Building off the previous episode on depression, suicide, and CS education, this episode is a supercut of guests responding to how they take care of themselves and stave off burnout.
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Note: If you or anyone you know are experiencing signs of depression or suicidal ideation, please reach out to local healthcare professionals or call the National Suicide Prevention Lifeline: 1-800-273-8255
In honor of national suicide prevention week, in this week’s episode I read a paper I wrote on the topic of depression, suicide, and computer science education. This paper is formatted into the following sections: 1) A vignette on my own experiences coping with depression and suicide; 2) Statistics on depression and suicide as it relates to various populations computer science educators work with; 3) A vignette of a computer science educator helping a student through depression and suicidal thoughts; 4) Risk factors and warning signs; 5) Suggestions for providing support; 6) A vignette from a computer science educator's perspective on a student who committed suicide; and 7) Closing thoughts.
Click here for this episode’s show notes.
Learn more about National Suicide Prevention Month/Week/Day.
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In this interview with Dan Schneider, we discuss how Dan transitioned from math education to CS education, designing spaces for educational experiences, suggestions for expanding and diversifying CS programs, how pedagogical approaches evolve over time through experimentation and reflection, the importance of listening to and working with kids one-on-one, and much more.
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In this episode I unpack Goode’s (2008) publication titled “Increasing diversity in K-12 computer science: Strategies from the field," which provides suggestions for educators who are interested in increasing the diversity of their CS classes or programs.
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In this interview with Martin Urbach, we discuss the importance of intentionality in education, exploring the social/political/historical contexts that can be explored in an educational experience, student choice and agency in the design of a space or experience, how to fight oppressive systems in education from the inside, committing to continuing to learn and grow on a daily basis, and much more.
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In this episode I unpack Goode’s (2010) publication titled “Connecting K-16 curriculum & policy: Making computer science engaging, accessible, and hospitable for underrepresented students” which discusses the development process behind the Exploring Computer Science curriculum, as well as the policy work that occurred in parallel with the the curriculum development.
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In this interview with Joyce McCall, we unpack and problematize some of the issues around race and racism in relation to education. In particular, we discuss the importance of allies not only showing up to support marginalized or oppressed groups, but staying when conversations get uncomfortable; the Shire from the Lord of the Rings as a metaphor for hegemony and systemic racism; as well as a variety of theories such as critical race theory, double consciousness, cultural capital; and much more.
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In this episode I unpack Washington's (2020) paper titled "When twice as good isn't enough: The case for cultural competence in computing," which explores the five elements and six stages of cultural competence in relation to undergraduate computing programs.
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In this interview with Shuchi Grover, we discuss the importance of having a variety of assessments in a CS class, why we need more research on computational thinking, why educators and scholars should read literature outside of the field, Shuchi’s new book titled “Computer Science in K-12: An A-To-Z Handbook on Teaching Programming,” and much more.
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In this episode I unpack Ladson-Billings’ (1995) seminal publication titled “Toward a theory of culturally relevant pedagogy,” which influenced much of the discourse around culturally relevant pedagogy in computer science education.
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In this interview with Laurie “Mrs. Geeky” Green, we discuss advice for novice and veteran computer science educators who are integrating CS and technology in a variety of subject areas, what an engaging integration experience looks like, the importance of finding platforms and approaches that work for you and the kids you work with, helping administrators and educators understand what computer science is (and how it’s different than computational thinking), suggestions for integrating in online and virtual spaces, and much more.
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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.
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In this interview with Stacie Mason and Peter Rich, we discuss recommendations for introducing and integrating computational thinking in the classroom, the importance of contextualizing computational thinking within coding practices, peer and family influence on learning to code and to think computationally, lessons learned by researching coding and computational thinking, our perspectives on whether computer science and coding should be a mandatory subject, and much more.
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Rather 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.
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In this interview with Brenda Bass, we discuss advice for educators interested in getting started with robotics or physical computing, considering equity and access with robots and physical computing devices, how to learn more about robotics and CS without a background in either area, and much more.
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In 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.
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In this interview with McKay Perkins, we discuss what McKay has learned over the years providing elementary CS/coding professional development, considerations for creating within constraints, teaching a sustainable way for integrating CS/coding in elementary schools, the importance of adapting PD to continuous feedback, advice for becoming a professional development facilitator, and much more.
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In 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).
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In this interview with Anne Gunn, we discuss Anne’s background as both a CS professional and educator, thoughts on data analysis for classroom integration (e.g., sonification), implications of understanding CS as a skill rather than a topic, our experience helping develop the Wyoming Computer Science Standards, and other topics relevant to #CSK8 educators.
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In 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.
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In this interview with Jackie Corricelli, we discuss advice for novice and veteran CS educators, the potential for collaboration between industry and educators, designing for more inclusive CS education, volunteering for CS education organizations, and much more.
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In 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.
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In this interview with Andreas Stefik, we discuss the importance of using evidence-based programming languages, problems with the lack of replication in CS education scholarship and academia in general, the importance of designing for accessibility and disabilities, lessons learned designing Quorum (an accessible programming language and platform), and much more.
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In 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).
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In this interview with Kim Wilkens, we discuss embracing failure, encouraging activism and community impact through CS and technology, supporting marginalized gender identities in CS, and much more.
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In 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.
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In this interview with Justin Cannady, we discuss project-based learning in CS, encouraging debugging and working through failure as students and teachers, considerations for integrating CS, lessons learned working on NMSI’s CS AlignEd, and much more.
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In 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.
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In this interview with Rafi Santo and Sara Vogel, we discuss informal learning in CS, the CS Visions Framework, equity through social justice pedagogy, considerations for Integration, and much more.
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In 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.
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In this interview with Clark Merkley, we discuss what Clark has learned over the years working with administrators across the nation who are interested in implementing CS education in their district.
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In 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).
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In this interview with Dave Briccetti, we discuss Dave’s background in programming and education, advice for learning a programming language, suggestions for encouraging kids to think ethically (e.g., how to respond to potentially plagiarized content), why Dave prefers professional programming tools in educational settings, and much more.
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In 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.
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In this interview with Dianne O'Grady-Cunniff, we discuss some suggestions for starting or expanding your program, as well as other topics for novice and veteran CS educators.
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In 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).
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In this interview with Sarah Judd, we discuss what Sarah learned both in the classroom and as a CS curriculum writer, the curriculum Sarah continues to develop for AI4ALL, advice and philosophies that can guide facilitating a class and designing curriculum, some of our concerns with discourse on gender in CS, my recommended approach to sustainable professional development, and much more.
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In 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.
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In this interview with Gail Lovely, we discuss navigating appropriate behavior with digital technologies, some considerations for early and pre readers, how to respond to concerns about screen time, metaphors of education as playpens and playgrounds, learning CS/coding through literacy, and much more.
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In 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.
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In this interview with Jon Stapleton, we discuss metaphors for education and facilitating, the importance of community and navigating inappropriate content online, how programming languages and platforms influence learning, theories and philosophies that inform Jon’s practice, critical code studies, and much more.
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In 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.
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In this interview with Katie Henry, we discuss the micro:bit and the do your :bit challenge, rhizomatic learning, the potential for CS for healing, and much more.
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In 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.
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In this interview with Bob Irving, we discuss our emphasis on creative coding/computing for leisure, fostering engagement with coding/CS, improving pedagogy over time, and much more.
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In 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.
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In this interview with Sandra Ahlstrom, we discuss transfer of understanding across programming languages, collaborating around computing, the impact we want to have as educators, and several more topics relevant to CSK8 educators.
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In 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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In this interview with Eljakim Schrijvers, we discuss computational thinking and programming challenges through Bebras and the International Olympiad in Informatics.
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This episode introduces the podcast by discussing what listeners can expect in the following episodes.
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