By Pati Ruiz
The timing of this year’s STEM For All Video Showcase worked well for me as a teacher. It allowed me to see something right when I was starting to evaluate my curriculum and prepare for next year. During the 2017-18 school year, I will be teaching two high school computer science courses: one is an introductory course for Sophomores and the other is a new (for me) intermediate course for Juniors. Due to time constraints, our school schedule will not allow me to offer the AP Computer Science Principles course. Instead, I am designing a curriculum that’s appropriate for my students. I am excited about the content and hope it will be engaging for them.
As I watched the videos in the showcase, the EarSketch: teaching coding through music video presented by Lea Ikkache and Jason Freeman really captured my attention, or, dare I say it - caught my ear. As I read through the discussion thread, I learned quite a bit from the comments. I learned that there is a community of CS educators who are now using EarSketch, and even a Facebook group where the community can discuss the curriculum and share their materials and tips. The curriculum is aligned with the AP CSP standards currently, and the team is looking to align to CSTA standards in the future! Among other topics, students will learn to use variables, loops, conditionals, and lists appropriately. They will also learn to use functions and write appropriate comments for their code.
I am still learning about EarSketch, but what I can tell so far is that it will engage some of my students (all young women) who are very involved with music-based extracurricular activities. It is also an application for programming that my students might not be anticipating. Through my dissertation study, I am learning about the importance of designing relevant and interesting examples and assignments for our students. EarSketch is definitely going to provide my students an opportunity to apply and practice programming concepts in a creative context with very appropriate supports in the form of instructions, resources, and examples. There are many links to audio and video files throughout!
I know that the research group is conducting further research to better understand EarSketch and its implementation in schools, specifically as AP CSP classes integrate the curriculum. I will be on the lookout for more publications about EarSketch – here is one about engagement across gender and underrepresented populations. Also, check out this EarSketch video that includes a variety of perspectives of people who have engaged with music and computer science through EarSketch.
Image from Website:
For more information about EarSketch:
Video: EarSketch: teaching coding through music
Journal Article: EarSketch: A STEAM-Based Approach for Underrepresented Populations in High School Computer Science Education
By Pati Ruiz
Let me start this post with some facts about women in computer science (CS):
As a high school CS teacher at an all-girls school, I always want to learn more about what I can do to encourage my students’ continued participation in CS. While I know that not all of the young women I teach will want to pursue CS, some will and some who might not have considered it might decide to with the right information and support.
I have always suspected that teachers play a critical role in supporting a student's’ persistence in CS. In compiling articles for my dissertation, I found studies that document the factors that play a role in CS participation. In this post, I share some of what what I have learned and what it means for me as an educator.
Wang, Hong, Ravitz, and Ivory (2015) found that young women tend to decide to pursue a STEM-related field, including CS, long before they begin college. Some studies document CS gender differences as early as grade 5. Indeed, once a girl enters college, CS degree and class requirements can be overwhelming to female undergraduates because they more often start college having taken fewer classes than the male students. In addition, girls are often interested in more than “just programming computers;” young women tend to be interested in creating computing tools to help society. It is important to show girls that CS is a field with diverse applications and a broad potential for positive societal impacts because of the value that women place on making positive contributions to society.
There are four factors that influence a young woman to pursue computer science: social encouragement, career perceptions, academic exposure, and self-perception. The good news is that Wang et al. (2015) conclude that the factors playing a role in a young woman’s decision to pursue a CS-related degree in college are largely controllable. This means that K-12 educators, family members, and friends can play a significant positive role in encouraging and exposing young women to pursue CS.
Exposure is important. Students who took one CS class were more likely to want to pursue CS. When it comes to gender, Wang and Moghadam (2017) found that while there is no difference in access to computers or CS learning opportunities for young women and men, there is less awareness of opportunities. Girls are less likely to know about clubs, online sites, or other opportunities outside of school to learn CS. Boys are more likely than girls to learn CS on their own, in a group or club, and online. More boys than girls are encouraged by being told they are “good at” CS (44% of boys versus 12% of girls were encouraged by a teacher and 43% of boys versus 17% of girls were encouraged by a parent).
This means that educators and people in the lives of young women play a large role in providing opportunities for them to learn about the CS field and then encourage these young women to pursue it. So, what can we do? As an Intro to CS teacher, I will continue to work to make (extra) sure I create supportive learning environments as I share the field of CS and tell them that they can be “good at CS.” I will also encourage them if they don’t feel that they “are good at it;” there is no reason they can’t be good if they work hard (ala Dweck’s growth mindset and Duckworth’s grit).
Since a young woman’s family plays a large role in whether they will pursue CS or not, I know I need to create opportunities to reach out to my student’s parents to help them understand why and how they might encourage their daughter to enter and persist in computer science and related fields. I will also continue to encourage their participation in CS. It is also important for students to have peer support - I can encourage students to support one another through on and off-campus clubs and activities.
In many ways, what I already do is similar to what I learned I should do. I learned that I should go out of my way to bring in guest speakers (young women in particular) to talk with my students about the opportunities available to them if they decide to pursue CS. It is important to me that my students understand that solving problems with people who have different information, opinions, and perspectives is beneficial for all. It’s also great when they get to hear about the impact and the fun the young women have in the field. By encouraging my students to explore the various areas within CS and exposing them to practitioners in the field, I hope that more of the young women I teach will consider pursuing a career in computer science.
I also learned about curriculum and pedagogical approaches, too, but I’ll discuss those in a another blog post. I am just starting my dissertation study that will examine factors that might encourage or discourage the participation of more women in undergraduate CS programs. I am interested in what types of learning experiences encourage or discourage participation by a diverse group of students in undergraduate computer science departments. The work by Wang, Hong, Ravitz, and Ivory (2015), Wang, Hong, Ravitz, and Modhadam (2016), and Wang and Modhadam (2017) has been helpful in guiding my research. More importantly it has helped me better understand my role as a CS educator.
National Science Foundation. (2012). Science and Engineering Indicators 2012. Washington, DC. Retrieved from http://www.nsf.gov/statistics/seind12/c0/c0i.htm
National Center for Education Statistics (2012). Degrees conferred by degree-granting institutions. Washington, DC. Retrieved from http://nces.ed.gov/programs/digest/d12/tables/dt12_318.asp
Wang, J., & Moghadam, S. H. (2017). Diversity Barriers in K–12 Computer Science Education: Structural and Social. In Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education (pp. 3–8). http://doi.org/10.1145/3017680.3017734
Wang, J., Hong, H., Ravitz, J., & Moghadam, S. H. (2016). Landscape of K-12 Computer science education in the U.S.: Perceptions, access, and barriers. In Proceedings of the 47th ACM Technical Symposium on Computing Science Education, (pp. 645–650). http://doi.org/10.1145/2839509.2844628
Wang, J., Hong, H., Ravitz, J., & Ivory, M. (2015). Gender differences in factors influencing pursuit of computer science and related fields. In Proceedings of the 2015 ACM Conference on Innovation and Technology in Computer Science Education - ITiCSE ’15, (pp. 117–122). http://doi.org/10.1145/2729094.2742611
By Patricia (Pati) Ruiz
The NSF 2016 Video Showcase: Advancing STEM Learning For All featured 65 videos under the “Broadening Participation” keyword. This topic is an important one for those of us who work in the classroom. I learned through the Cyberlearning 2016 conference that the NSF established the Broadening Participation in Computing Alliance Program between 2006 and 2009 to address issues of engagement and education in computing and computationally-intensive disciplines across the K-20 education landscape.
One underrepresented group discussed in the NSF video showcase was students with diagnosed learning differences. Two of the videos on this topic were very interesting to me – these were Diverse Learning Technologies: Helping students with LD, ADHD, and ASD reach their full potential in STEM and Accessible PhET Simulations for Diverse Learners. In order to learn more about working with diverse learners, I spoke with Amar Abbott, a High Tech Center Access Specialist and faculty member at Taft College. Here is our conversation:
Question: You watched the Diverse Learning Technologies: Helping students with LD, ADHD, and ASD reach their full potential in STEM and Accessible PhET Simulations for Diverse Learners videos from the 2016 NSF Video Showcase. What did you find interesting about them?
Amar Abbott: I thought that they were very informative and I especially liked that all of the videos had closed captioning embedded. This makes them accessible to a wider audience. Also, I learned a lot about the technologies that are being developed for helping students with learning differences.
Question: How might these videos inform your practice?
Amar Abbott: These videos have helped me think more deeply about cognitive load and helping students and teachers monitor learning. One question that came up for me is: If a tool provides some support for the cognition of the student, what can the community [around the student(s)] also do to help support cognitive learning? In addition, I would also like to learn more about the situative and social supports that might help students.
Question: What will you do with what you learned from these videos?
Amar Abbott: I appreciated the introduction to Landmark College, their resources, and research group there; it’s a great model. Their focus on UDL is especially excellent because their work stems from direct experience. I am going to try to visit Landmark and hopefully develop long-term relationships with the researchers and students there.
As for the accessible PhET Simulations for Diverse Learners project video, I learned a great deal about what affordances learners need for activities like simulations. The video was to the point, and I like that it highlighted a blind student working with the PhET Simulations. Projects like these puts accessibility in the forefront and that helps all learners.
It was great to hear Amar’s thoughts, and as a teacher, I will be interested in following both of these projects. I am especially interested in what the University of Colorado team discovers about how simulations “are shaped by sociocultural norms of science, [and] can also be used to change the traditional norms of how students engage in the classroom.” This work will be helpful for everyone interested in broadening participation and engaging all learners in STEM topics.