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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How to Get Started with Computer Science Education

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00:00 Introduction

00:47 Gail introducing herself

02:55 Gail's switch from classroom to independent educator

08:34 An educational experience that continues to impact Gail

11:24 Teaching students to respond to innapropriate content online

17:23 External influence on teachers

19:01 Teaching prereaders to code

26:05 How to respond to parents concerned with too much screen time

30:44 Integrating technology into classrooms

37:51 Helping administrators understand what CS/CT looks like in classrooms

41:41 The importance of pedagogy and content knowledge

44:23 Thoughts on trends in education

49:54 Advice for preventing burnout in education

56:24 What Gail wishes there was more research on

58:27 Gail's wish for the future of CS education

01:00:50 How to connect with Gail

01:02:47 Outro

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.

Click here for this episode’s show notes.

How to Get Started with Computer Science Education

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00:00 Intro

01:08 Abstract

02:31 One sentence summary

02:55 Study design and participants

03:22 Motivations for modding video games

03:51 Collaborating around modding

06:17 Five key motivators for modding

09:12 Play testing videogames in class

10:07 Incorporating research in modding

10:47 Students creating their own modding tutorials

11:54 Perspectives on money and modding

13:12 Lingering questions and thoughts

13:17 In what ways might the motivators for engaging in modding practices outside of school be similar or different from motivators within a formalized educational context?

13:53 How might these motivators change among different age groups, platforms or languages, or types of mods?

14:53 Outro

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.

Click here for this episode’s show notes.

How to Get Started with Computer Science Education

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00:00 Introduction

00:56 Jon's introduction

01:13 Computer science educator and recovering music teacher

03:31 How music and CS evolved for Jon

05:02 Teaching yourself how to code

10:51 What is a teacher-artist?

14:14 Problematizing "facilitator"

16:35 When teachers aren't experts in a domain

18:58 Teacher as dungeon master

22:44 How communities have impacted Jon's ability to learn

27:04 How Jon tries to foster a sense of community in their classroom

31:09 A caveat when encouraging kids to participate in a community

33:54 Teachers shouldn't ban technology without talking about it first

37:03 Affordances and constraints of programming languages in CS classes

48:05 Theories and philosophies that inform Jon's approach to education

01:00:50 When theories of education are out-of-touch

01:06:48 How Jon continues to evolve/refine their approach to education

01:08:37 A continuum of creativity through projects

01:15:21 A question for the field

01:16:14 How to connect with Jon

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.

Click here for this episode’s show notes.

How to Get Started with Computer Science Education

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00:00 Introduction

01:31 Abstract

02:42 Paper introduction

04:12 Mods, modders, modding, and the mod scene

04:48 Customizing, tailoring, and remixing game embodiments

11:43 Career contingencies and organizational practices of modders alone and together

14:25 Social worlds intersecting the mod scene

16:35 Conclusion

17:06 How and when might CS educators encourage not only engagement with software and hardware modding practices, but the mod scene outside of a school?

18:18 Outro

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.

Click here for this episode’s show notes.

How to Get Started with Computer Science Education

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00:00 Introduction

01:11 Katie introducing herself

01:18 How Katie got into computer science education

02:04 An experience in education that continues to impact Katie

06:08 Unpacking bias in CS and CS education

07:01 Samething Katie believed when she first started working in education that she no longer believes

07:53 How Katie's experiences in education led to working at micro:bit

10:26 What is a micro:bit?

12:53 How can people program with micro:bits?

14:15 micro:bit accessories

14:58 How can kids use micro:bits?

19:44 What is the "do your :bit" challenge?

22:10 What pedagogies foster creativity?

25:23 An inquiry-based approach to standards

26:53 Rhizomatic learning in the classroom

36:38 What do you hope kids create through rhizomatic learning?

37:34 What Katie wishes there was more research on

46:08 Why I care about CS education

48:39 How to connect with Katie