#CSK8 Podcast - A podcast for computer science educators

In this episode I unpack Tshukudu et al.’s (2021) publication titled “Teachers’ views and experiences on teaching second and subsequent programming languages,” which “understand computing teachers’ views and practices on the use of transfer strategies in teaching second and subsequent programming languages” (p. 297).

Click here for this episode’s show notes.

How to Get Started with Computer Science Education

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00:00 Intro

00:33 Abstract

01:38 My single sentence summary

02:25 Paper introduction

03:55 Background

07:49 Research setup

09:01 Results

09:05 RQ1: Reasons for multiple languages

11:21 RQ2: Problems/benefits of teaching multiple languages

16:16 RQ3: Views on the use of transfer strategies

17:44 RQ4: Types of transfer strategies

19:20 Discussion

21:35 Lingering questions and thoughts

21:49 What’s the level of transfer when teaching to concept versus label or skill?

26:29 What’s the line between motivation to learn and effectiveness of an approach used to transfer understandings?

28:29 How might we help people with making connections between languages?

28:57 How and when might we teach multiple languages within the same class?

30:10 What transfer strategies might we learn from other domains?

31:13 Outro

In this interview with Addison Lilholt, we discuss Addison’s DREAM job, the importance of students having fun through meaningful learning experiences, lessons learned from remote teaching, the importance of mental breaks when learning/teaching, recommendations for getting started with CS, the intersections of CS and environmental sciences, creating an arcade cabinet to explore engineering and CS, being open about iterating on abilities as an educator, 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

01:00 Addison introducing himself

01:22 What is the DREAM Lab?

04:39 An ideal CS space

09:47 How did COVID change Addison's teaching?

17:44 Has Addison had pushback for taking learning breaks?

19:53 Addison's journey into CS education

23:53 Recommendations for getting started with CS

25:17 The intersections of CS and environmental science

27:53 Engineering an arcade cabinet for a school project

30:20 How Addison considers breadth and depth

32:33 What's holding back educators and what can we do about it?

34:15 How Addison iterates on his abilities

40:36 How Addison prevents burnout

44:44 Bringing contemporary topics into CS classes

47:50 What Addison wishes there was more research on

49:16 Something Addison could use help with

50:21 What led me to create this podcast

56:04 How to connect with Addison

56:26 Outro

[This episode was a friendly April Fools prank where the entire podcast was an abstraction] In this episode I unpack author’s (year) publication titled “title colon title,” which summary in a single sentence.

Click here for this episode’s show notes.

How to Get Started with Computer Science Education

In this episode I unpack Mills et al.’s (2021) publication titled “Computational thinking for an inclusive world: A resource for educators to learn and lead,” which is a white paper that provides strategies for integrating CT into disciplinary learning for for developing capacity for computational thinking.

Click here for this episode’s show notes.

How to Get Started with Computer Science Education

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00:00 Intro01:05 Abstract

02:10 My single sentence summary

02:38 Overview of recommendations

03:45 Paper introduction

05:14 What is computational thinking?

08:57 The current state of computing education

13:09 Reimagining computational thinking to be more inclusive

15:49 What districts should focus on: Integrate learning and develop capacity

17:10 Strategy #1: Leverage Synergies Between Disciplinary Learning and CT

17:47 Strategy #2: Develop Computational Thinking Skills in the Younger Grades

18:09 Strategy #3: Promote Student Agency and Purpose

21:44 Develop capacity for computational thinking

22:01 Strategy #1: Promote Shared Leadership Among Districts, Schools and Teachers

25:32 Strategy #2: Develop Sustained, Individualized Professional Learning Opportunities

25:56 Strategy #3: Integrate Computational Thinking into Pre-Service Teacher Education

27:08 Lingering questions and thoughts

27:48 When is computational thinking and the discourse around it a form of epistemological colonization?

29:07 Discourse around CT sometimes comes across as reifying a collection of tools, but it’s not a heuristic or process to think through.

31:10 I think it would be useful as a field to define when something is not computational thinking

32:53 Outro

In this interview with Sara Vogel, we discuss changes in CS education since Sara was last on the podcast, the impact of COVID on learning, some of the problems with computational thinking, the importance of modifying curricula to make it more culturally and historically responsive, deficit language and racism around bilingual students, the importance of understanding translanguaging pedagogies, what apprenticeship and joint work can look like in education, 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 Intro

01:08 Sara introducing herself

02:06 How the past two years has impacted Sara's approach to CS education

07:47 If Sara could wave a magic wand...

12:00 Thoughts on mandatory classes and computational thinking

17:00 Problematizing approaches to CS

22:17 How to help teachers see problems in CS education

27:11 Modifying elective curricula for mandatory classes

28:52 Defecit mindsets and bilingual education

35:07 What is translanguaging and how does it inform Sara's approach to education?

39:09 Language development and CS education

40:53 Apprenticeship in education

44:09 When wouldn't Sara use joint work?

46:09 How to learn from outside of the field

48:59 How Sara prevents burnout

53:46 How Sara iterates on her abilities

56:37 What's holding back educators and what can we do about it?

01:00:27 What Sara wishes there was more research on

01:01:17 Something Sara could use help with from a listener

01:02:34 How can we build community?

01:03:53 How to connect with Sara

01:04:24 Outro

In this episode I unpack an excerpt from Schubert’s (2008) publication titled “Curriculum inquiry,” which describes different venues or types of curriculum that educators and education researchers should consider.

Click here for this episode’s show notes.

How to Get Started with Computer Science Education

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00:00 Intro

00:51 Chapter introduction

01:45 My single sentence summary

01:55 Why this is important

05:57 What is the intended curriculum?

10:06 What is the taught curriculum?

11:13 What is the experienced curriculum?

12:32 What is the embodied curriculum?

13:01 What is the hidden curriculum?

15:23 What is the tested curriculum?

16:49 What is the null curriculum?

19:05 Outside curriculum

20:26 Chapter closing

22:22 Example of what this looks like

24:54 If you were to analyze your experiences as both a teacher or student of computer science education, how have the various curriculum venues impacted your understanding of computer science education?

25:06 How do these venues intersect or interact with the images of curriculum discussed last week?

26:03 Outro

In this episode I unpack an excerpt from Schubert’s (1986) book titled “Curriculum: Perspective, paradigm, and possibility,” which describes different examples, intents, and criticisms of “images” or “characterizations” of curriculum.

Click here for this episode’s show notes.

How to Get Started with Computer Science Education

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00:00 Intro

00:22 My single sentence summary

01:34 What are images of curricula?

02:51 Different images of curricula

03:37 Curriculum as content or subject matter

05:19 Curriculum as program of planned activities

09:33 Curriculum as intended learning outcomes

12:25 Curriculum as cultural reproduction

14:27 Curriculum as experience

18:34 Curriculum as discrete tasks and concepts

20:55 Curriculum as an agenda for social reconstruction

23:36 Curriculum as currere

26:30 Metaphors of curriculum

28:24 Lingering questions and thoughts

28:30 What images, characterizations, and metaphors of curricula resonated with you as a student?

29:43 What images, characterizations, and metaphors do some domains or fields of study gravitate toward over others?

30:43 Outro

In this interview with Kimberly Scott, we discuss some of the problems with discourse around grit, students as techno-social change agents, teaching with culturally responsive approaches in communities that are hostile toward culturally responsive pedagogies, unpacking discourse and Discourse, considering both present and future identities when teaching, potential disconnects between theory and practice with intersectional work, comforting the disturbed and disturbing the comforted, 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

01:07 Kimberly introducing herself

01:33 The kind of social transformation Kimberly strives for in her work

05:09 Problems with grit

08:43 Techno-change agents

10:08 How can we encourage techno-change agents in schools?

14:40 How does social impact relate to AP classes and standardized educations?

16:40 What can teacher education programs and PD organizations do to encourage techno-change agents?

18:41 Small acts of subversion

22:35 discourse vs Discourse

26:31 The intersections of identity and cultural capital

29:10 Designing for present and future identities

31:23 Engaging in equity work without essentializing

32:46 The story of Miguel

37:07 But what about maids?

40:48 Comfort the disturbed. Disturb the comfortable

44:40 If Kimberly could wave a magic wand...

46:30 Teaching, learning, community

49:31 How Kimberly prevents burnout

51:22 How Kimberly iterates on her abilities

53:06 What Kimberly wishes there was more research on

54:44 What has surprised Kimberly about her own research

59:31 Something Kimberly could use some help with

01:06:18 Elaborating on preventing burnout

01:08:40 How to connect with Kimberly

01:09:28 Outro

In this episode I unpack Bresler’s (1995) publication titled “The subservient, co-equal, affective, and social integration styles and their implications for the arts,” which “examines the different manifestations of arts integration in the operational, day-to-day curriculum in ordinary schools, focusing on the how, the what, and the toward what” (p. 33).

Click here for this episode’s show notes.

How to Get Started with Computer Science Education

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00:00 Intro

00:23 Single sentence summary

01:25 Paper introduction

02:22 Why educators need to define what integration means to them

07:47 Child-centered integration

09:40 Integration styles

11:03 Subservient integration

12:37 Co-equal cognitive integration

14:11 Affective integration

17:53 Social integration

18:52 Discussion

23:55 Lingering questions and thoughts

24:04 If we were to interview a variety of teachers in different CS integration contexts, what integration styles would we find?

24:26 How do the different types of visions for CS lean toward different integration styles?

24:52 I want to encourage PD providers and CS leads to challenge administrators who integrate simply for the sake of saving time

26:21 Outro

In this interview with Sara Lev, we discuss the place for joy in teaching and learning, the impact of remote learning on PBL in early childhood, misconceptions around PBL in early childhood, encouraging curiosity by responding to questions with questions, social and emotional learning, the impact of yoga and meditation on teaching, 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

00:58 Sara introducing herself

01:27 How Sara empowers people to be joyful

03:10 An experience in education that continues to impact Sara

06:08 An ideal learning experience

08:27 Remote learning with young learners

11:19 If you're skeptical about PBL with young learners...

13:22 Misconceptions about PBL with young learners

16:59 When Sara would not do PBL with young learners

18:54 Advice about education that really resonates with Sara

23:06 Something Sara no longers believes about education

25:40 Challenges unique to early childhood educators

29:40 What is SEL and how did Sara learn about it?

32:53 Why should educators learn more about SEL?

33:18 Resources to learn more about SEL

35:38 How yoga and meditation has impacted Sara's teaching

44:01 How Sara prevents burnout

47:57 How Sara iterates on her abilities as an educator

49:57 What's holding back educators and what we can do about it

52:03 What Sara wishes there was more research on

53:15 Something Sara could use help with

54:16 How to connect with Sara

55:24 Outro