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.

How to Get Started with Computer Science Education

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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.

How to Get Started with Computer Science Education

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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.

How to Get Started with Computer Science Education

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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.

Click here for this episode’s show notes.

How to Get Started with Computer Science 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.

Click here for this episode’s show notes.

How to Get Started with Computer Science Education

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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.

Click here for this episode’s show notes.

How to Get Started with Computer Science 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.

Click here for this episode’s show notes.

How to Get Started with Computer Science Education

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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.

Click here for this episode’s show notes.

How to Get Started with Computer Science Education

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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

In this episode I unpack Richard and Kayumova (2022) publication titled “Examining early elementary computer science identity repertoires within a curriculum: Implications for epistemologically pluralistic identities,” which analyzes how a curriculum can implicitly communicate what computer scientists do.

Click here for this episode’s show notes.

How to Get Started with Computer Science Education

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00:00 Intro

02:13 Paper introduction

05:45 Conceptual framework and literature review

06:47 Critical discourse analysis

08:29 Framework and methodology

09:30 Findings

10:03 A CS person is someone who is able to solve a puzzle

12:51 A CS person is someone who persists through

13:22 A CS person is someone who is connected to their

15:31 A CS person is someone who works verbally with peers

18:16 Discussion

20:54 Conclusion

21:38 If researchers were to analyze the discourse you use when teaching, what themes might emerge?

23:10 How might the curriculum developers respond to this article?

26:00 I think a big part of the critique is inherent in the epistemological underpinnings of the curriculum itself

27:09 Closing thoughts

29:17 Outro

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.

Click here for this episode’s show notes.

How to Get Started with Computer Science Education

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 00:00 Intro

01:37 Paper intro

02:17 Methods

04:02 Results - Does gender correlate with coding skill?

05:38 Does prior education impact coding skill levels?

06:48 Does parent education level impact coding skills?

07:24 Does socioeconomic status impact coding skills?

07:39 Discussion, conclusion, and implications

10:42 Lingering thoughts and questions

10:59 What other factors at home might impact the students you work with?

12:30 How might you address access and equity gaps that exist in the communities you work with?

13:55 A potential big takeaway from this article

16:18 Outro