Coding Education and the Democratic Classroom

Coding Education and the Democratic Classroom

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  Coding Education andthe Democratic Classroom Madeleine Dougherty Manager of STEM Programs Girls Inc. of Chattanooga
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  Computer Science inSchools
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  A Note AboutPsychology Boys Girls
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  Comp Sci =Comp Lit?
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  Code.org Launch
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  “They” want usto teach coding! Hurry! Code.org (Blockly) ● No syntax - visual programming editor ● Motivational videos ● Code Studio curriculum ● Fundamental programming concepts and algorithms
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  Great, I taughtcoding! Except... ● Instructional method not as appealing to girls as to boys ● Eliminates teachers from teaching ● “Where did the maze come from?” ● Attempts to frame value of coding around money, start-up culture
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  “They” want usto teach coding! Hurry! Codecademy ● Courses in many languages ● Short modules on different topics within each course ● Learning per se ● Single correct answers to course sections ● Offers “sandbox” for advanced members
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  Great, I taughtcoding! Except... ● No context: “Why are we doing this?” ● Does not explicitly teach algorithmic thinking ● Instructional method alienates girls ● Compartmentalized, linear learning ● Eliminates teacher from teaching
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  “They” want usto teach coding! Hurry!
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  Curriculum-In-A-Box These are inauthenticcoding experiences and ineffective teaching strategies.
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  Curriculum-In-A-Box One Size FitsAll curricula are bad for public schools.
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  A Better Way!
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  Authentic Instruction -What is it? It looks like the actual work of programming!
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  What Computer ProgrammingLooks Like
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  What Computer ProgrammingLooks Like
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  What Computer ProgrammingLooks Like
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  Authentic Instruction -What is it? Problem-Based Learning ● Contextualized within real, relevant topics ● Open-ended - students determine what they need to know in order to accomplish given goal ● Culminates in an interdisciplinary project and publication ● Student-directed and completed in cooperative teams ● Appealing to multiple learning styles
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  Authentic Instruction -What is it? Problem Based Learning ● Greater than AND the sum of its parts* o Students construct understanding of computer science concepts through hands-on exploration o Teacher provides explicit instruction ● Harder! o Teacher must anticipate and troubleshoot unique bugs o Classroom space feels chaotic
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  Authentic Instruction -How Does It Help? ● Students solve problems as a cooperative team ● Students independently manage project priorities and deadlines ● All students given opportunity to act as leaders and peer educators ● Teacher is a co-learner and active participant, not an arbitrary authority ● Whole class actively participates and finds authentic value in learning
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  Democracy Matters We teachershave done our jobs if we have prepared our students to take initiative, resolve problems effectively and independently, and respect others regardless of perceived status. Coding is not the only way to do this. But it is one way.
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  If You Wantto Know More... ISTE - International Society for Technology in Education BIE - Buck Institute for Education and Project-Based Learning Diane Ravitch - Research Professor of Education at NYU and Education Historian NCWIT - National Center for Women & Information Technology Generation STEM - Study on girls and STEM by Girl Scouts of America
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  Bibliography Gurian, M. &Stevens, K. “With Boys and Girls in Mind,” Educational Leadership, Nov. 2004. Margolis, Jane, Allan Fischer, and Faye Miller. “Caring About Connections: Gender and Computing.” Carnegie Mellon University, n.d. Web. 20 April 2015. Modi, Komal, Ph.D., Judy Schoenburg, Ed.M., and Kimberly Salmond, M.P.P. Generation STEM: What Girls Say about Science, Technology, Engineering, and Math. Rep. N.p.: Girl Scouts of America Research Institute, 2012. Print. Ravitch, Diane. Left Back: A Century of Failed School Reforms. New York: Simon and Schuster, 2000. Print. Ravitch, Diane. The Death and Life of the Great American School System: How Testing and Choice are Undermining Education. New York: Basic Books, 2010. Print. Sax, Leanoard (2005). Why Gender Matters. New York: Broadway Books