Our newest paper ("Wind River Elementary Computer Science Collaborative: Connecting Computer Science and Indigenous Identities and Knowledges on the Wind River Reservation") was just published in the Journal of Computer Science Integration. Check out the work my American Institutes for Research colleague Katie Rich, former BootUp Professional Development partner Jared O'Leary, Arapahoe Schools partner Veronica Miller, and I wrote up. Paper link here: https://lnkd.in/ggjC2h7a --- Check out the abstract below --- Three Northern Arapaho and Eastern Shoshone–serving districts formed a researcher–practitioner partnership with the Wyoming Department of Education, the American Institutes for Research®, and BootUp Professional Development to advance the computer science (CS) education of their elementary students in ways that strengthen their Indigenous identities and knowledges. In this paper, we share experiences from 2019 to 2022 with our curriculum development, professional development (PD), and classroom implementation. The researcher–practitioner partnership developed student and teacher materials to support elementary CS lessons aligned to Wyoming’s CS standards and “Indian Education for All” social studies standards. Indigenous community members served as experts to codesign culturally relevant resources. Teachers explored the curriculum resources during three 4-hour virtual and in-person PD sessions. The sessions were designed to position the teachers as designers of CS projects they eventually implemented in their classrooms. Projects completed by students included simulated interviews with Indigenous heroes and animations of students introducing themselves in their Native languages. Teachers described several positive effects of the Scratch lessons on students, including high engagement, increased confidence, and successful application of several CS concepts. The teachers also provided enthusiastic positive reviews of the ways the CS lessons allowed students to explore their Indigenous identities while preparing to productively use technology in their futures. The Wind River Elementary CS Collaborative is one model for how a researcher–practitioner partnership can utilize diverse forms of expertise, ways of knowing, and Indigenous language to engage in curriculum design, PD, and classroom implementation that supports culturally sustaining CS pedagogies in Indigenous communities. --- #CSforAll CS@AIR: The Center for Evolving Computer Science Education
Joseph P. Wilson, Ph.D.’s Post
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Chartered Teacher, #Cteach programme mentor, Founding FCCT FRSA. APPG ex member Teacher supply SIG, RGT@LCM experienced status. Apple developer Education. Chartered College of Teaching Research Champion.
Part 1 The EEF has explored is the impact of primary computing education on student learning and attainment. In this analysis, we will examine the findings of the EEF's research on primary computing and discuss their implications for teaching and learning. The EEF's research on primary computing focuses on the use of technology in the classroom and its potential to enhance learning outcomes. The study investigates the impact of various interventions, such as coding programs, digital tools, and computer-based activities, on students' attainment in subjects like mathematics, science, and problem-solving skills. One notable finding from the EEF's research is the positive impact of teaching computational thinking skills on students' academic achievement. Computational thinking refers to the ability to break down complex problems into smaller, manageable parts and develop algorithms or step-by-step solutions. The research suggests that explicitly teaching computational thinking skills can improve students' problem-solving abilities, logical reasoning, and analytical thinking, which are transferable skills applicable across various subject areas. Furthermore, the EEF's research highlights the importance of integrating technology into the curriculum in a purposeful and meaningful way. Simply providing access to computers or digital devices is not enough to improve learning outcomes. (Effective integration involves thoughtful planning, teacher training, and pedagogical strategies that align technology use with curriculum objectives. The research emphasizes the need for teachers to be skilled in using digital tools and resources to facilitate active and engaging learning experiences for students.) this section alludes to a high level understanding of Pedagogy and Computer Science. I would imagine this will be difficult at primary level meaning that engaging critically with the research will also be problematic. Additionally, the EEF's research emphasizes the importance of addressing equity and access issues in primary computing education. It acknowledges that students from disadvantaged backgrounds may have limited access to technology outside of school, which can widen the digital divide and impact their learning opportunities. The research highlights the need for schools to provide equitable access to digital resources and support, ensuring that all students can benefit from the potential of primary computing education. In conclusion, the EEF's research on primary computing findings emphasize the importance of teaching computational thinking skills, purposeful integration of technology into the curriculum, and addressing equity and access
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We're now 15 years beyond the 2008 National Science Foundation CS10K initiative to train 10,000 computer science teachers. Some progress has been made, however: - Only 57% of US high schools offer foundational computer science courses. - Only 5.8% of students enroll in these courses. - Just 31% of the enrolled students are female. Did you know that Computational Thinking can be taught without coding? Yep, it's true. Starting in Kindergarten, we can teach kids foundational CT skills such as debugging, sequencing, abstraction, and decomposition which applies across all subjects. It's also a serious confidence boost to have young children learning these skills and the vocab that goes along with it as they move onto coding, physical computing, and beyond!🚀 https://lnkd.in/es9XWcrx
We're on a mission to bring Computer Science to Every Classroom! 🌐💻 📈 **The Current Landscape:** - Challenge: Only 57% of US high schools offer foundational computer science courses. - Our Solution: We bridge the gap by delivering comprehensive programs directly to elementary schools, ensuring no student is left behind. - Challenge: Just 5.8% of students enroll in existing CS courses - Our Solution: We deliver lessons that are fun, hands-on, and aligned with students' interests to spark curiosity and build confidence. - Challenge: Only 31% of students enrolled in existing CS courses are female - Our Solution: Through the spirit of Aloha, we promote inclusivity and create an environment where ALL students feel valued and welcome We're committed to revolutionizing education and equipping the next generation with the skills they need for a tech-driven world. 🚀💡 #CSForAll #CodingForKids #CodingIsFun https://lnkd.in/ezGk6BGB
Integrating computational thinking into primary teaching - Raspberry Pi Foundation
https://www.raspberrypi.org
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📐🖥️ Harnessing ICT for Mathematics Education 🌐 Mathematics is a universal language, and the use of Information and Communication Technology (ICT) is transforming the way we teach and learn it. Here are a few reasons why this marriage of math and technology is such a game-changer: 💻 Interactive Learning: ICT tools like online simulations, interactive apps, and virtual math environments make learning math engaging and interactive. Students can visualize complex concepts and experiment with them in real-time. 📊 Data-Driven Insights: Technology allows educators to gather data on student performance, helping tailor instruction to individual needs. It enables teachers to identify strengths and weaknesses, allowing for more personalized learning experiences. 🌐 Global Collaboration: ICT connects math learners and educators worldwide, fostering collaboration and sharing of best practices. This global perspective enhances math education and opens up new horizons for students. 🧮 Problem-Solving Skills: ICT tools offer a wide range of problem-solving exercises and challenges, helping students develop critical thinking skills that are essential not just in math but in all aspects of life. 🎓 Accessible Learning: Online resources and digital platforms make math education accessible to a broader audience. Whether you're in a classroom or remote learning environment, math is at your fingertips. 🧁 Real-World Applications: Technology enables the exploration of real-world math applications, from finance and engineering to data analysis and computer science, connecting classroom learning to practical skills. As educators, technologists, and math enthusiasts, we have a unique opportunity to shape the future of math education. Let's share our experiences and insights in the comments. Have you come across any inspiring examples of ICT transforming math education, or do you have innovative ideas to share? The marriage of mathematics and technology is creating a more engaging, personalized, and globally connected math education landscape. Let's continue to embrace and champion these advancements for the benefit of students around the world. 🌟🧑🏫 #MathEducation #ICTinEducation #MathAndTech
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Don’t think the argument has been that it should be one or the other, but rather that we need more active learning approaches in our classrooms. The approaches we take should be aligned to the learning objective and the characteristics and level of our learners. We should also be using strategies to support students actively engaging when we lecture. Good note taking, critical analysis, asking questions, and checks for understanding are important. And we must keep in mind issues of cognitive load and attention span from the learning science literature. Important to think about how we might use asynchronous and technology to support lecture-based approaches, which can free up synchronous opportunities for essential social- and problem-based elements of learning. More important these days given the need for expanding access and providing flexibility. Regardless, more research is absolutely needed. We seem to all agree there. The unfortunate reality is that the classroom remains under examined at the post secondary level. https://lnkd.in/g4WNszA4
Which Is Better, Active Learning or Lecture? It’s Not So Simple.
chronicle.com
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A lot has been said about the results of the PISA assessment. I even managed to engage in a bit of debate in the comments of my Facebook community posts 🤣. Alongside that, I want to share what I've observed in our schools over almost 2 years (a fairly large sample - 1700 children this year and nearly 4000 last year). So here it is: - The most significant knowledge gaps are obviously from the years of COVID and war. Currently, we are working on an tutoring classes project in collaboration with CARE (children catch up on material through group tutoring in core subjects). During the entrance test for grouping children by knowledge levels, there is nothing to divide. The highest grade on the subject is 6 (out of 12) - The biggest communication problems are observed in children from the 5th grade. They have only been in traditional classrooms for a year, haven't had time to learn to communicate. Now, after 4 years of online learning, children behave simply like first graders, although we didn't observe such problems with children of this age before. - Students in the 10th and 11th grades are very motivated to acquire knowledge (not just go to school, but actually learn), and this is very gratifying. Looking at all the issues, we are also making changes. ✅ Instead of outdated computer science, our teachers now teach STEM, 3D modelling and programming. ✅ Many other subjects are being integrated, allowing children to understand the connection between subjects and their importance in everyday life. ✅ We are introducing Business Basics with instructors from successful companies. ✅ We are changing the approach to the work of class supervisors - introducing a system of curators (people whose work is EXCLUSIVELY related to the development of children). It's challenging for us, but every crisis is also an opportunity, so I believe that the results of the next surveys will pleasantly surprise us all because I believe in our children and educators. More support from the government would be welcome, but that's another story...
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Interesting "article" out of the EdWeek research division. This looks a lot more like how teachers "feel" about "technology" than research on the use of "technology". Unfortunately, technology in classrooms is often presented as a zero-sum game, use or don't use technology. Not using technology is a nostalgic mistake that is not possible or productive. The pencil, ballpoint pen, calculator, overhead projectors, and whiteboards are all technologies that have been integrated into the classroom and instruction. I don't hear anyone suggesting removing overhead projectors and whiteboards from classrooms. This reminds me of a quote from Zen and the Art of Motorcycle Maintenance by Robert Pirsig. “The way to solve the conflict between human values and technological needs is not to run away from technology. That’s impossible. The way to resolve the conflict is to break down the barriers of dualistic thought that prevent a real understanding of what technology is -not an exploitation of nature, but a fusion of nature and the human spirit into a new kind of creation that transcends both. When this transcendence occurs in such events as the first airplane flight across the ocean or the first footstep on the moon, a kind of public recognition of the transcendent nature of technology occurs. But this transcendence should also occur at the individual level, on a personal basis, in one’s own life, in a less dramatic way.” There are definitely counterproductive technologies that are misused in classrooms, especially in math classrooms. We should all continue to assess the quality of programs and their uses. How do we find the right programs that are integrated into the instruction and learning of mathematics to develop deeper engagement and understanding for students? In my opinion, that is the question we should be asking when it comes to technology in math classrooms.
25 Bad Uses of Tech to Avoid When Teaching Math, According to Teachers
edweek.org
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Check out this fascinating article from The 74 Million about an AI-driven professional development program for middle school math teachers. It highlights how AI can enhance teaching methods and improve students' math skills. The study's results are promising, showing significant student performance improvements. A great read for educators and tech enthusiasts! Read more here. https://lnkd.in/gtByNdT6 #EducationTechnology #AIinEducation #MathTeaching #ProfessionalDevelopment
AI Can Teach Math Teachers How to Improve Student Skills
https://www.the74million.org
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Have you ever wondered why is STEAM so important? 💡 In today’s world, setting students up for future success means exposing them to these disciplines holistically in order to develop their critical thinking skills. “Education is under pressure to respond to a changing world,” education writer Jeevan Vasagar asserts in a Financial Times article. “As repetitive tasks are eroded by technology and outsourcing, the ability to solve novel problems has become increasingly vital.” And the earlier students are exposed to the STEAM disciplines, the better. In a study by Microsoft, 4 in 5 STEAM college students (78%) said they decided to study STEAM in high school or earlier, and one in five (21%) decided in middle school or earlier. 📚 #steameducation #tinkerlabs
Why STEAM is so Important to 21st Century Education
onlinedegrees.sandiego.edu
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Congratulations to University of California, Berkeley Associate Professor Zach Pardos and his team doctoral student Ioannis Anastasopoulos, UC Berkeley Electrical Engineering & Computer Sciences (EECS) undergraduate Shreya Bhandari, and doctoral student Yunting Liu for their winning research with OATutor in the Tools Competition. OATutor is the first open-source adaptive tutoring system grounded in Intelligent Tutoring Systems principles. The team is developing a technology that autonomously generates a computer tutor capable of covering any lower-division college STEM subject. Utilizing large language models (LLMs), their approach aims to rapidly produce content that not only meets the specific needs of educators but also appeals to the unique experiences and career goals of adult learners. The Tools Competition is administered by The Learning Agency and Georgia State University. OATutor's success in the Growth category comes with a $150,000 award. OATutor was selected from more than 1,900 submissions worldwide. Collectively, winners were awarded more than $8 million, and their tools are projected to impact more than 24 million learners by 2027. Winning solutions will play a key role in accelerating and better assessing K-12 learning outcomes, strengthening 21st-century skills, boosting the impact of early childhood instruction, facilitating the learning science research process, engaging adult learners in higher education, and training and upskilling learners for an adaptive workforce — all while advancing the field of learning engineering. Read more about The Tools Competition https://lnkd.in/ecE8XPFm In this story about OATutor, learn more about it, see a demonstration, and most importantly, get the open source code: https://lnkd.in/g4ScXZXC
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