Computer Science

STEAM-Based Interventions in Computer Science: Understanding Feedback Loops in the Classroom

Many organizations are seeking to address the need for greater numbers of computer scientists in the US, and in particular, more women and underrepresented minorities. It is not uncommon to develop curriculum that relies heavily on cutting edge technology and computing tools designed to make computing more compelling. Many curriculum developers are seeking to promote creativity as a part of computing, and often do so using STEAM (science, technology, engineering, arts, and mathematics) based interventions where the arts play a prominent role in the classroom.

Author/Presenter: 
Roxanne Moore
Michael Helms
Michael Helms
Year: 
2017
Short Description: 

In this paper, authors present the causal loop diagrams developed to explain the relationships between the actors and attributes involved in implementing EarSketch in a particular school setting. The diagram allows us to better make decisions that ensure both an engaging but also effective STEAM-based computing curriculum.

Turn-Taking and Chatting in Collaborative Music Live Coding

Co-located collaborative live coding is a potential approach to network music and to the music improvisation practice known as live coding. A common strategy to support communication between live coders and the audience is the use of a chat window. However, paying attention to simultaneous multi-user actions, such as chat texts and code, can be too demanding to follow. In this paper, we explore collaborative music live coding (CMLC) using the live coding environment and pedagogical tool EarSketch.

Author/Presenter: 
Anna Xambó
Pratik Shah
Gerard Roma
Jason Freeman
Brian Magerko
Year: 
2017
Short Description: 

In this paper, authors explore collaborative music live coding (CMLC) using the live coding environment and pedagogical tool EarSketch. In particular, we examine the use of turn-taking and a customized chat window inspired by the practice of pair programming, a team-based strategy to efficiently solving computational problems.

Authenticity and Personal Creativity: How EarSketch Affects Student Persistence

McKlin, T., Magerko, B., Lee, T., Wanzer, D., Edwards, D., & Freeman, J. (2018). Authenticity and personal creativity: How EarSketch affects student persistence. In Proceedings of the 49th ACM Technical Symposium on Computer Science Education (SIGCSE 2018). New York, NY: ACM Publications.

Author/Presenter: 
Tom McKlin
Brian Magerko
Taneisha Lee
Dana Wanzer
Doug Edwards
Jason Freeman
Year: 
2018
Short Description: 

This conference paper explains how EarSketch affects student persistence.

eColloq Webinar: Cyberlearning Tools for Mobile, Community Engaged, and Connected Learning

Event Date: 
Wed, 12/06/2017 - 3:00pm to 4:30pm
Associated Dates and Deadlines: 

The second webinar in a new eColloq Series on Cyberlearning featured presentations by Katie Headrick Taylor and Tom Moher on their research, followed by discussion. The eColloq will be chaired by Michael Hoffmann, Georgia Institute of Technology.

REGISTER 

Event Type: 

MSPnet Academy: Infusing Computational Thinking into Science Education

The Santa Fe Institute has been developing programs and curricula that infuse computational thinking into Science education for the past 12 years. In this webinar, presenters describe how the study of Complex Adaptive Systems through computer modeling and simulation fits into existing science frameworks and classes, share information about their program and curricula, and describe the professional development needed to prepare Science teachers to address the computational thinking practices presented in the NRC framework and NGSS.

Author/Presenter: 
Irene Lee
Paige Prescott
Maureen Psaila-Dombrowski
Lead Organization(s): 
Year: 
2015
Short Description: 

In this webinar, presenters describe how the study of Complex Adaptive Systems through computer modeling and simulation fits into existing science frameworks and classes, share information about their program and curricula, and describe the professional development needed to prepare Science teachers to address the computational thinking practices presented in the NRC framework and NGSS.

Computer Science, Coding, and Project-Based Learning for Engineering Instruction

Chapter 7 of the publication Engineering Instruction for High-Ability Learners in K-8 Classrooms, this chapter written by Irene Lee and April DeGennaro focuses on computer science, coding, and project-based learning for engineering instruction.

Citation: Lee, I. & DeGennaro, A. 2016. Computer Science, Coding, and Project-Based Learning for Engineering Instruction. In Dailey, D. & Cotabish, A. (Eds.), Engineering Instruction for High-Ability Learners in K-8 Classrooms.  Prufrock Press. Austin, TX. 

Author/Presenter: 
Irene lee
April DeGennaro
Lead Organization(s): 
Year: 
2016
Short Description: 

Chapter 7 of the publication Engineering Instruction for High-Ability Learners in K-8 Classrooms, this chapter written by Irene Lee and April DeGennaro focuses on computer science, coding, and project-based learning for engineering instruction.

Computer Science, Coding, and Project-Based Learning for Engineering Instruction

Chapter 7 of the publication Engineering Instruction for High-Ability Learners in K-8 Classrooms, this chapter written by Irene Lee and April DeGennaro focuses on computer science, coding, and project-based learning for engineering instruction.

Citation: Lee, I. & DeGennaro, A. 2016. Computer Science, Coding, and Project-Based Learning for Engineering Instruction. In Dailey, D. & Cotabish, A. (Eds.), Engineering Instruction for High-Ability Learners in K-8 Classrooms.  Prufrock Press. Austin, TX.

Author/Presenter: 
Irene Lee
April DeGennaro
Lead Organization(s): 
Year: 
2016
Short Description: 

Chapter 7 of the publication Engineering Instruction for High-Ability Learners in K-8 Classrooms, this chapter written by Irene Lee and April DeGennaro focuses on computer science, coding, and project-based learning for engineering instruction.

CSTA Voice: The Voice of K–12 Computer Science Education and Its Educators

This article, Reclaiming the Roots of CT, is part of a CSTA Voice bi-monthly publication, where Lee argues for a focused definition of CT that clearly distinguishes it from other forms of thinking.

Citation: Lee, I. 2016. Reclaiming the roots of CT. CSTA Voice: The Voice of K–12 Computer Science Education and Its Educators, 12(1), 3–4. Retrieved on 11-3-2016 from http://www.csteachers.org/resource/resmgr/Voice/csta_voice_03_2016.pdf

Author/Presenter: 
Irene Lee
Lead Organization(s): 
Year: 
2016
Short Description: 

This article, Reclaiming the Roots of CT, is part of a CSTA Voice bi-monthly publication, where Lee argues for a focused definition of CT that clearly distinguishes it from other forms of thinking.

Computer Science, Coding, and Project-Based Learning for Engineering Instruction

Chapter 7 of the publication Engineering Instruction for High-Ability Learners in K-8 Classrooms, this chapter written by Irene Lee and April DeGennaro focuses on computer science, coding, and project-based learning for engineering instruction.

Citation: Lee, I. & DeGennaro, A. 2016. Computer Science, Coding, and Project-Based Learning for Engineering Instruction. In Dailey, D. & Cotabish, A. (Eds.), Engineering Instruction for High-Ability Learners in K-8 Classrooms.  Prufrock Press. Austin, TX. 

Author/Presenter: 
Irene Lee
April DeGennaro
Lead Organization(s): 
Year: 
2016
Short Description: 

Chapter 7 of the publication Engineering Instruction for High-Ability Learners in K-8 Classrooms, this chapter written by Irene Lee and April DeGennaro focuses on computer science, coding, and project-based learning for engineering instruction.

Pages

Subscribe to Computer Science