These podcasts and their corresponding practice briefs offer educators valuable research insights for classroom application and prompt researchers to reflect on how teachers interpret research within their classroom contexts. 

Here is the list of podcasts and a brief description:

Series opening 

Listen to the podcast

This is the first and opening episode of the 2024 Computer Science (CS) Teacher Talk series. In this episode, the featured guests and the host frame the series, which is focused primarily on K-5 educators and exploring the latest research and evidence-based practices. 

K-5 Computing: Design in Action (Abstraction)

Listen to the podcast

Read the practice brief 

This podcast presents an engaging discussion among teachers on how to teach abstraction in K-5 CS classrooms. During the episode, the hosts highlight the work from “Waite, J. L., Curzon, P., Marsh, W., Sentance, S., & Hadwen-Bennett, A. (2018)” and include a feature from guest speakers!

Making Computing Meaningful to All Students

Listen to the podcast 

Read the practice brief 

This podcast episode presents a discussion among teachers on how to incorporate relevant teaching for students, specifically those who are underrepresented in tech. During this episode, the podcast highlights research from “Centering Minoritized Students’ Perspectives: What Makes CS Learning Consequential” and features guest speakers who assist in understanding and unpacking the topic!

Integrating Computing into Literacy and Math

Listen to the podcast 

Read the practice brief 

Listen to this podcast episode for an engaging discussion among teachers on how to integrate computing into literacy and math instruction. The podcast and the featured guests highlight research from “Understanding the Link between Computer Science Instruction and Reading & Math Performance.”

Parsing Parsons Problems for Teaching K-5 Computer Science

Listen to the podcast 

Read the practice brief 

Join an engaging discussion among teachers discussing Parsons problems and their usage when teaching computer science to K-5 students. In this episode of CS Teacher Talk, the hosts highlight research from Bender, Jeff, Bingpu Zhao, Alex Dziena, and Gail Kaiser entitled “Integrating Parsons puzzles within Scratch enables efficient computational thinking learning.” 

Integrating CS into Other Subjects

Listen to the podcast 

Read the practice brief 

In this episode, listen to an engaging discussion on emerging practices for integrating computer science into various subjects for K-5 students, spotlighting the podcast’s featured guests. The podcast highlights research from “Emerging Practices for Integrating Computer Science into Existing K-5 Subjects in the United States.” 

Physical Computing for K-5 Students 

Listen to the podcast 

Read the practice brief

Are you interested in discussing emerging practices for integrating computer science into various subjects for K-5 students? This episode unpacks this topic with featured guests and highlights research from “Physical computing: A key element of modern computer science education.”

Series closing

Listen to the podcast

This final episode closes out the first podcast series covering research on teaching computer science to K-5 students.

Engage with the 2024 CS Teacher Talks for insights from the CS Teacher Talks hosts.  This podcast has been made possible thanks to the support of the ACM SIGCSE Special Projects Grant, Amazon Future Engineer, and the Siegel Family Endowment.

The post Where Research Meets Reality: Enhancing Computing Education Through Podcasts appeared first on Computer Science Teachers Association.

On April 24, 2024, the United States Department of Justice issued a new regulation called the “Nondiscrimination on the Basis of Disability; Accessibility of Web Information and Services of State and Local Government Entities.”  In October 2023, the regulation was first announced in a Notice of Proposed Rulemaking (NPRM), and there ensued a 60-day period for public comment before the regulation was finalized. In September 2023, I wrote a short article in the CSTA Voice about the proposed regulation and pointed out a problem with the proposal about an exception to web accessibility for password-protected websites used in elementary and secondary education. This exception would allow curriculum and tool providers in K-12 CS education to avoid accessibility requirements by simply putting the curriculum and tools behind a password. I personally protested about this exception to the Department of Justice during the comment period. Perhaps some other CSTA members did the same.

I am happy to announce that the final regulation does not have that exception. In the Department of Justice’s own words in announcing the final regulation: 

In the NPRM, the Department proposed exceptions to the requirements …. for certain password-protected class or course content of public elementary, secondary, and postsecondary institutions.  For the reasons discussed in this section, the Department has decided not to include these exceptions… Accordingly, … password-protected course content will be treated like any other content and public educational institutions will generally need to ensure that that content complies with WCAG 2.1 Level AA …

Depending on the size of a school district, the regulation implementation should be in two or three years. Considering that teaching computer science uses websites and applications heavily, this regulation will have a large impact on K-12 CS education. Some curriculum and tool providers have already started the process of making their products accessible, which is good.  Some providers may want to look at what the State of Maryland has done to make its CS curriculum accessible in response to a state law about nonvisual access that was enacted in 2022.  

The new regulation is 76 pages in a three-column format, but the executive summary is much shorter. I don’t think it is necessary for CS teachers to read the regulation, but it would probably be a good idea to let their principals and district-level administrators know about it. 

Author’s note: Read more about how to prepare for these standards in “Preparing for New ADA Digital Accessibility Standards” from TCEA’s Matt Russell. 

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I briefly reviewed the new rule and found that it directly impacts K-12 education, particularly CS education that relies heavily on web access to various curricula and tools. There are 24 different references to “elementary and secondary school” in the rule.  

I was particularly struck by exception (6) from the accessibility requirement which I quote: “(6) class or course content on a public entity’s password-protected or otherwise secured website for students enrolled, or parents of students enrolled, in a specific class or course at a public elementary or secondary school.” This appears to me to be a license for content providers of educational materials to make their products inaccessible simply by putting them behind a password wall. There are exceptions to this exception listed later in the rule, but they are hard to parse. The moral, ethical, and legal obligations to make content accessible to all people is important and whether or not course materials are password protected is not the issue. A student with a disability who wants to take a class but cannot because the course materials are not accessible is blocked from taking that class.  

Readers of the CSTA Voice may want to review the rule and make their own comment.  

About the Author

Richard Ladner is professor emeritus in the Paul G. Allen School of Computer Science and Engineering at the University of Washington. He joined the UW faculty in 1971 after receiving his PhD in mathematics at the University of California, Berkeley, that same year. He officially retired in 2017. Although he is not teaching anymore, he continues his research in accessible computing and advocacy work in supporting people with disabilities in computing fields. Since 2006, he has been the leader of AccessComputing, a National Science Foundation–funded project that aims to increase the participation of students with disabilities in computing fields. In 2014, he worked with Andreas Stefik to create AccessCSforAll, a program that works on developing accessible computer science educational technology and training K–12 computer science teachers to include students with disabilities in their classes. In 2018 he was named a Champion of Computer Science – Accessibility by CSTA and Code.org. He joined the CSTA Board of Directors in 2022.

The post New Proposed U.S. Department of Justice Rule on Accessibility appeared first on Computer Science Teachers Association.

The persistent underrepresentation of women in STEM (Science, Technology, Engineering, and Math) fields is a well-documented and long-standing issue. Among these fields, computer science and computer science education suffer the greatest disparity of student gender. (Margolis & Fisher, 2002) In recent years, several initiatives have been developed to balance the scales of computer science equity. This includes organizations such as Girls Can Code and Women in Technology; government initiatives such as CSforALL, developed under Barak Obama in 2016 to support computer science equity (Latimer, 2021). Further, the Computer Science Teachers Associate, which in 2023 installed its fifth cohort of Equity Fellows, a select group of computer science educators who demonstrated a passion and acumen for equity, inclusivity, and accessibility in computer science education. (CSTA, 2023). 

Through the work of these organizations and other researchers, several obstacles that contribute to the under-representation of women and girls in computer science have been identified. However, research suggests the most effective intervention is developing a student’s “sense of belonging” or “computing identity”. (Beyer, 2014; Margolis & Fisher, 2002) A computing identity can be defined as the sense of self and belonging within a technology or computer science environment. Strategic classroom interventions have the potential to strengthen one’s computing identity by shaping their experiences in computer science classrooms, interactions with cultural influences, role models, mentors, and historical narratives. This paper explores curricular strategies to cultivate a sense of belonging and computing identity of female students with a specific focus on the utilization of historical narratives.

As I delve deeper into the research within this field, I find myself reflecting on my personal journey throughout my academic and professional endeavors. Recalling my undergraduate years in computer science during the early 1990s, I distinctly remember feeling like an outsider. As one of the few women comprising only 1.5% of my class, I lacked both role models and a supportive environment tailored to our needs. The absence of discussions centered around the contributions of female pioneers and other exemplary figures left me hesitant to seek assistance when needed.

Had our curriculum incorporated the achievements of women in the field, my experience might have been markedly different. By integrating the narratives of these trailblazers into our academic discourse, I speculate that my peers and I would have felt more empowered to actively engage in our studies and seek support when necessary. Moreover, exposure to diverse perspectives and experiences could have mitigated the prevalence of sexist microaggressions, discriminatory practices, and instances of harassment that plagued many women, including myself, in the technology workforce.

In envisioning an alternate scenario where female contributions were acknowledged and celebrated within computer science education, I believe the industry landscape could have been fundamentally transformed. Rather than viewing women as anomalies in the tech sector, our presence would have been normalized, fostering an inclusive environment where individuals of all genders are recognized for their talents and expertise. By addressing historical omissions and actively promoting diversity within the field, we can strive towards a future where equality and representation are no longer the exception, but the standard.

Gender Disparity in Computer Science and the Need for Equitable Representation

Since the age of personal computers, the technology sector has experienced under-representation of marginalized peoples, especially in terms of gender. The marketing of early personal computers to upper-middle-class boys in combination with the “geek” or “hacker” stereotype of intellectual yet anti-social loners propagated by popular culture (Margolis & Fisher, 2002) was the major cause of the severe gender gap in computer science. Although there have been marginal improvements in recent decades, a typical computer science classroom, secondary or post-secondary is still considered a male-dominated field. A 2011 Statistics Canada study found that only 15.8% of first-year computer science undergraduate students were female. (Wall, 2019)

The importance of balancing the gender scales, especially in computer science, is crucial. In general, the vitality of an industry is intricately tied to the depth and breadth of its diversity, as it incorporates multifaceted perspectives, varied backgrounds, and unique experiences. In the context of computer science, gender-balanced representation not only aligns with ethical considerations but also functions as a catalyst for innovation and problem-solving. Further, in computer science, this becomes more important with the development and expanded use of artificial intelligence and machine learning. The more diverse the data that is fed into these systems, the more accurate the output and the fewer opportunities for biases. (Miller, 2023) 

Historical Narratives and Computing Identity

My personal journey through computer science history stems from an experience while studying for a Bachelor of Education at the University of Manitoba. While walking towards the library there was a poster of Ada Lovelace that drew my attention. On the side of the poster, it said, “World’s First Computer Programmer”.  The spectrum of emotions that ran spanned from awe to anger. As a woman in computer science, who first began to program in 1983, studied in high school, college, and university, and worked as a professional programmer, how could I not know that the first programmer was a woman? How many more stories need to be told? (Latimer, 2021) My exploration into the world of computer science history thus began, looking for the untold stories of the female pioneers. 

The importance of educating students on the history of any discipline is crucial to a well-balanced education, including cultivating critical thinking and analysis skills, understanding cultural identity, building empathy and introducing potential role models. Within computer science specifically, these historical figures act as role models for marginalized students, especially women. When a student relates to a role model or historical figure, the connection strengthens their computing identity and breaks negative stereotypes. (Impagliazzo & Lee, 2004) Conversely, negative stereotypes and a lack of relatable role models will have the opposite effect leaving female students feeling isolated. “The social history and culture of computing, based on the activities and culture of boys and men who have made computing the central focus of their lives, contribute to boys’ sense of belonging and girls’ sense of ‘outsidership’ in computer science.” (Margolis & Fisher, 2002 p.75).

Fostering Computing Identity Through Historical Narratives

Historical narratives play an important role in computer science education. By exploring the lives and contributions of these historical female figures, educators also introduce role models, can break stereotypes and foster female students’ computing identity.  These historical figures as role models can break gender stereotypes, and reduce stereotype threat, for those who are under-represented in the field. Sylvia Beyer writes, “Being exposed to female role models who are similar to the self changes female students self-views enabling them  to envision themselves in those roles.” (Beyer, 2014 p. 157)To further support this claim Heyback and Pickup write, “A common proposal for increasing interest and access to STEM is the need for more female role models.” (Heybach & Pickup, 2017 p.616).  In the classroom, there are a number of ways, both implicitly and explicitly historical narratives can be introduced.  

Curriculum

In this case, the exploration of computer science historical narratives can be inherently linked with the explicit delivery and assessment of learning outcomes. The narratives chosen must be deliberate, intentional, and diverse in gender. Engaging with the material not only permeates it with significance and substance but also establishes a meaningful connection with the historical figures emphasized in the classroom. This relationship enhances the depth of comprehension, fostering an understanding that transcends mere academic exploration and forges a profound link with the historical context being studied. The rationale for teaching history in a computing class may not be immediately apparent. History has a unique ability to give understanding to the past so as not to repeat past mistakes, revisit ideas considered too advanced for its time, and remember the inventors, innovators, and pioneers of the field, such as Grace Hopper, Hedy LeMarr and Margaret Hamilton,  who may not have been given their due credit (Impagliazzo & Lee, 2004).

Assessment beyond a written test can come in the form of a research project or presentation. Students find and research a computer science historical figure with whom they have a connection. In a middle-year classroom, an art-based assessment may be implemented similar to the one outlined by Alison Master et al. (Master, Allison et al., 2016). Students are asked to draw a picture of a computer scientist with whom they have a connection, or “looks like them”. Older students can write a short biography, obituary or present pertinent information about the person they chose. By examining the historical figure’s narrative, early life, personal and professional challenges, and contributions to computer science, students find deeper connections with these pioneers. It is these connections that can foster and strengthen a computing identity.(Graham, Sandy & Latulipe, Celine, 2002; Latimer, 2021; Madkins et al., 2020)

Practical examples from my practice vary in their delivery but remain focused on four main research questions. 1. Describe the figure’s early life. This usually focuses on home life or education. 2. What obstacles did they overcome? Generally, this category explores elements of discrimination or external factors like war or poverty. 3. What was their contribution to computer science?  This requirement allows students to explore the innovations and inventions of their chosen pioneer and the impact it has on computer science and their daily lives. 4, What are some other interesting facts? This open-ended question allows students to delve deeper into the lives of these people. 

The most recent lesson employing this concept was a jigsaw activity using children’s books. In groups, students are assigned one book telling the story of a computer science pioneer. Groups then switch to share their knowledge of their historical figure with the rest of the group. Details for this lesson can be found at www.womenofCS.weebly.com/lesson-plan-jigsaw.html. 

In the older classes as a final assessment for this unit, a presentation comparing and contrasting the lives of two computer science historical figures from different eras gives students an outlet to explore the above research questions as well as explore the similarities and differences between them. Finally, a reflection that allows the student to explore the personal connection they have with their chosen figures. Details for this lesson can be found at www.womenofCS.weebly.com/cs-history-compare-contrast.html. 

As a film enthusiast, incorporating feature films and documentaries is a natural fit. Using works such as Hidden Figures, Bombshell or Coded Bias can be used as learning opportunities for students and provide fuel for class discussions. 

Classroom Environment

Adorning one’s classroom space is generally at a teacher’s discretion. However, it should not be done without purpose or intent. Looking back to the “Geek Myth” of computer scientists as anti-social, science fiction loving, intellectuals the classroom environment should not perpetuate the negative stereotype. This matters when the desired message is one of inclusion. Research indicates that when the classroom environment reflects diversity and steers away from the “Hacker” stereotype, positive impacts to students’ sense of belonging and computing identity are observed(Cheryan et al., 2011). When the negative stereotypes are propagated in the classroom environment, students identifying outside that persona feel excluded, unwelcome and unvalued. (Cheryan et al., 2009, 2011; Margolis & Fisher, 2002). These computer science pioneers, innovators, and inventors don the walls to generate deeper conversations. Several times in my own practice, spontaneous conversations evolved from these images. 

In today’s society, the accessibility of role models has reached unprecedented levels. Prior to the advent of platforms such as Zoom, FaceTime, and WebEx, educators were limited by their geographical location when sourcing guest speakers and other invited guests. However, with the emergence of these remote communication technologies, the educational landscape has been broadened. Now, individuals from diverse backgrounds and locations across the globe can virtually address any classroom, thereby offering students a wealth of varied experiences and perspectives. This expansion of access to global talent has ushered in a new era of educational enrichment, empowering students with opportunities to engage with a diverse array of voices, disciplines and insights.

Conclusion

Fostering a positive computing identity is a crucial component of balancing the equation for marginalized and racialized people in computer science. Incorporating the historical narratives of female computer science pioneers, innovators, and inventors can be a strategy to challenge obstacles that female students may face in the field. When a student can relate to these individuals on a personal level, making meaningful connections with them, they transform from a name on a page to a role model. It is these connections that foster a positive computing identity for students regardless of gender.

References

Beyer, S. (2014). Why are women underrepresented in computer science? Gender differences in stereotypes, self-efficacy, values, and interests and predictors of future cs course-taking and grades. Computer Science Education, 24(2–3), 153–192. https://doi.org/10.1080/08993408.2014.963363

Cheryan, S., Master, A., & Meltzoff, A. N. (2015). Cultural stereotypes as gatekeepers: Increasing girls’ interest in computer science and engineering by diversifying stereotypes. Frontiers in Psychology, 6. https://doi.org/10.3389/fpsyg.2015.00049

Cheryan, S., Meltzoff, A. N., & Kim, S. (2011). Classrooms matter: The design of virtual classrooms influences gender disparities in computer science classes. Computers & Education, 57(2), 1825–1835. https://doi.org/10.1016/j.compedu.2011.02.004

Cheryan, S., Plaut, V. C., Davies, P. G., & Steele, C. M. (2009). Ambient belonging: How stereotypical cues impact gender participation in computer science. Journal of Personality and Social Psychology, 97(6), 1045–1060. https://doi.org/10.1037/a0016239

CSTA. (2023, September 18). CSTA Announces 2022-24 Equity Fellowship Cohort. https://csteachers.org/csta-announces-the-2023-24-equity-fellowship-cohort/

Graham, Sandy & Latulipe, Celine. (2002). CS girls rock: Sparking interests in computer science and debunking the stereotypes. SIGCSE, Reno, NV.

Heybach, J., & Pickup, A. (2017). Whose stem? Disrupting the gender crisis within stem. Educational Studies, 53(6), 614–627. https://doi.org/10.1080/00131946.2017.1369085

Impagliazzo, J., & Lee, J. A. N. (2004). Using computing history to enhance teaching. In J. Impagliazzo & J. A. N. Lee (Eds.), History of Computing in Education (Vol. 145, pp. 165–175). Springer US. https://doi.org/10.1007/1-4020-8136-7_17

Latimer, K. (2021). Stem the tide: Inspiring change in IT through cs education. In M. Nantais & R. Redekopp (Eds.), Education and Technology: Manitoba Teachers and Social Issues. Manitoba Association of Computing Educators. http://www.manace.ca/uploads/1/4/4/2/14425612/manitoba_action_and_reflection_-__educational_technology_and_social_issues.pdf

Madkins, T. C., Howard, N. R., & Freed, N. (2020). Engaging Equity Pedagogies in Computer Science Learning Environments. Journal of Computer Science Integration, 1–27. https://doi.org/10.26716/jcsi.2020.03.2.1

Margolis, J., & Fisher, A. (2002). Unlocking the clubhouse: Women in computing. MIT Press.

Master, Allison, Cheryan, Sapna, & Meltzoff, Andrew. (2016). Computing where she belongs: Stereotypes undermine girls sense of belonging in computer science. Journal of Educational Pschology, 108(3), 424–437. https://doi.org/10.1037/edu000061

Miller, K. (2023, October 31). Where are the women in tech and AI? The Boston Globe. www.bostonglobe.com

Wall, K. (2019). Persistence and representation of women in STEM programs. Statistics Canada.

About the Author

Karen Latimer teaches computer science, ICT, and mathematics at St.Paul’s High School in Winnipeg Manitoba Canada, and a Masters of Education student at the University of Manitoba focusing on curriculum studies with the CS equity lens. Her previous experience as a software developer and project manager gives her a unique perspective as an advocate for women in computing. These experiences shaped her pedagogical philosophies and ignited a passion for teaching the history of computer science through its pioneers and unsung heroes.

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What inspired you to volunteer your time with CSTA? How has this experience impacted you?

I attended my first CSTA conference in 2022 in Chicago. I was so excited to finally meet teachers who were teaching what I was teaching, and to be able to make connections and share ideas. CS is often a very isolating subject area, especially in the elementary schools. I wanted to ensure that all future elementary attendees had the same amazing experience that I had!

How long have you been involved with CSTA, and what motivated you to join?

I applied for and received an honorable mention for the CS Teaching Excellence Awards for 2021-2022. This was my first experience with CSTA, and I quickly became very interested in joining and continuing to grow and learn with this great community of CS teachers.

Can you share any memorable experiences or highlights from your involvement with CSTA?

My first experience with CSTA was attending the Chicago conference. It was beyond my expectations. It’s very hard to isolate one memorable experience during the conference as the whole event greatly impacted my future in CS education. Every single person I met and every session I attended made an impact on how I viewed CS instruction with my elementary students.

How has CSTA impacted your teaching career and professional development?

As stated previously, my elementary CS instruction has greatly been impacted my the numerous resources, ideas, and supports I received when attending the CSTA conference and by continuing to volunteer with CSTA. I’m constantly learning about new ideas, resources and activities to incorporate into my current CS instruction.

In what ways do you see CSTA shaping the future of computer science education?

Computer science is evolving quicker than any other area of education today. It’s necessary to be able to work with CS colleagues and for CSTA to keep up with changes and to provide quality instruction to our students.

Are there any specific initiatives or projects within CSTA that you’ve been particularly passionate about?

As this is my first year participating on the Elementary Subcommittee for the 2024 CSTA Conference in Las Vegas, I am looking to seeing what the impact my role and participation will play in the conference. I worked for many hours with this subcommittee to ensure the conference will benefit all CS teachers and specifically elementary teachers. I’m excited to experience all we’ve accomplished when I attend the conference this summer!

What does the future of CSTA look like?

Oh, I can only imagine! I’m hoping to continue to be able to volunteer with CSTA working on providing elementary teachers support and resources for their students. It’s an exciting time for us as many states are beginning to see the value in providing foundational CS instruction to our youngest learners!

The post CSTA Volunteer Spotlight: Meet Michele Cislo appeared first on Computer Science Teachers Association.

Congratulations to Our Winners

Congratulations to these 10 teachers!

• Abraham Delos Reyes, Sonoran Science Academy – East, Tucson, AZ
• Amber C. Williamson, Atlanta College and Career Academy, Atlanta, GA
• Bhawna Verma, Paradise Valley High School, Cave Creek, AZ
• Diana Kahle, Upper Arlington High School, Columbus, OH
• Jessica Ashley Leinani Campbell, Albemarle County Public Schools, Charlottesville, VA
• Ji Jacob Jun, Rancho San Juan High School, Salina, CA
• Kimberly Ann Hermans, Troy High School, Fullerton, CA
• Pradip C. Misra, Bagdad Unified School District #20, Bagdad, AZ
• Wanda L. Jones, Nova Middle School, Davie, FL

Congratulations to Honorable Mentions

Congratulations to our five honorable mentions!

• Jeffrey J. Wile, Warwick School District, Lititz, PA
• Jessie Nunes, North High School, Des Moines, IA
• John Chapin, Academies of Loudoun, Leesburg, VA
• Jose L. Silva-Smith, Tornillo HS, Tornillo, TX
• Katy Ullrich, Liberty High School, Baton Rouge, LA

We encourage you to take a moment and read more about these amazing teachers on the CS Teaching Excellence Awards winners page.

The post Meet the 2024 CS Teaching Excellence Award Winners appeared first on Computer Science Teachers Association.

Why the Ozobot?

There are many robots on the market targeted for use in the classroom. The Ozobot measures in at only 2.5 cm in diameter and height, but don’t let its size keep you from giving it a try. This little robot can be programmed using drag-and-drop blocks, Python, or even screen-free by using markers to draw paths and color codes. According to D. J. Barnes, “studies show that robotics generates a high degree of student interest and engagement” (Barnes, 2002), and this robot is always a favorite in the classroom. The robots come in sets of 12 or 18 and fit nicely into a charging container that allows all Ozobots to be charged at the same time.  A charged Ozobot lasts for about 90 minutes, which is more than enough time to complete activities. In my experience, the robot is great for all ages, but Elementary and Middle School classrooms seem to be the best fit. Students love the hands-on quality of the little robots that can be used right on their desks, under the desks, or anywhere else in the classroom. As reported by Resource Area for Teaching, “When hands-on activities are employed, teaching is more fun, and students are more motivated to learn” (Resource Area for Teaching, 2012). There have been days when the students cheered when I entered the classroom with the Ozobots because they knew they were going to have fun while they learned.

Using the Ozobots

“Robotics programming is necessary for elementary school students and is useful in promoting their higher-order thinking abilities”.  (Noh and Lee, 2019)  In its basic form, the Ozobot uses optic sensors to follow a drawn black line.  The addition of color codes allows the robot to change direction or speed and allows students to create cool moves like a backwalk or tornado. By using black, blue, red, or green markers and in combinations of 3 or 4 colors, students create the codes for the Ozobot to read. Another programming option is using the Ozoblocky drag-and-drop editor that allows students of all ages to program the robot independently of color codes. This can be done on a variety of devices, including Chromebooks, tablets, and phones. There is an app that can be downloaded, or students can program directly into a web interface. Students can even create accounts to save their work. Ozoblocky is designed for pre-readers by using images on the blocks at level 1, while level 5 appeals to users with experience in logic, variables, and functions. There is even a Python programming solution in beta form for students with advanced programming skills. As students interact with each level of programming the Ozobot, their critical and higher-order thinking skills are tested as the Ozobot performs more commands at higher levels. Students can build the program, run it, debug it, and then reprogram if necessary. Part of the appeal of these robots is that student learning becomes visible. In her book No Fear Coding, Heidi Williams illustrates the importance of why it is critical for K-5 students to make their thinking visible. She states, “We know that young students are concrete thinkers and are beginning to follow step-by-step directions.  These beginning stages… are the start of algorithmic thinking in action.” This constitutes a developmental progression of skills as students begin to move from concrete to abstract thinking. Students can watch the robots carry out commands, either drawn or programmed, and then can very easily make modifications to debug the code if necessary. Even in the Blockly drag-and-drop tiles, the icons and associated words move from concrete to abstract, helping students to take the next steps in their own thinking.  

Pair programming

One of my favorite ways to use the Ozobots is in pairs or small groups. This allows students to see how they can arrive at the same answer even though there are many different paths to get there. When working in pairs, students are coding on their own but have a partner to whom they are explaining their thinking.  In the book Computational Thinking {and Coding} for Every Student, Jane Krauss and Kiki Prottsman point out that during pair programming, “students in both roles are thinking aloud, which is a metacognitive strategy for evaluating and improving reasoning.” As students reason out loud, they often help each other to problem solve, look at the problem from different perspectives, and help each other if they come to roadblocks in their programming. Krauss and Prottsman go on to say that “learning is most effective when students are able to see how other people tackle an issue, and then are able to step back and analyze why and how the solution worked, to see if they can incorporate pieces of it into their own project.” This helps students to learn from peers and learn how to explain their learning to others.  

Ozobot Curriculum

To help encourage creativity, Ozobot has also created the Ozobot Classroom website which allows educators to search through vetted lessons created by the Ozobot education team, the 100+ certified Ozobot educators, and other educators from around the world. There is a written, sequential curriculum aligned to national education standards that spans from PK-8th grade to teach students how to use the Ozobots, and there are STEM and 3D Printing activities designed especially for use with the Ozobots.  “Programming is a creative activity, and robots are effective tools for fostering creativity. Previous studies have shown that using robots in programming courses encourages students’ creativity”. (Noh and Lee, 2019) Since COVID was a time for change in teaching methods, the Ozobot curriculum team designed lessons that students could complete without their classroom teacher guiding the lesson. In the lesson library, are also several lessons that have short video segments which show students how to complete the lesson. The curriculum team has also created the ultimate mash-up of robotics and augmented reality in its Metabot platform. Choose custom costumes and backgrounds, then program the Ozobot using color code tiles or Blockly to watch the Ozobot travel in an augmented reality world. The Ozobot education team is always adding new ideas and bringing fresh and new ideas to the table to help students learn critically and creatively.  The Metabot platform won the EdTech Breakthrough Award in 2023.

Are Ozobots really all that?

There have been students I have met along the way who get frustrated using the Ozobots. Many times it is because they lack the fine motor skills needed to draw the color codes correctly on paper. Sometimes it is because they don’t have the patience to try a solution, debug, and then try again. Most of the drawbacks to using the Ozobots stem from these two frustrations. Taking the time to teach students how to use them properly before a lesson may help mitigate this. In my opinion, these robots really are all that. I have been using them for over 10 years in many different subject areas and classrooms, and look forward to every time that I use them with students, frustrations, and all.  After all, don’t we want students to learn from trying, failing, then trying again in a different way. The Ozobots allow for this type of learning.

Conclusion

There is always a lot of happy chatter in the room when we use the Ozobots, but more importantly, there is creativity, sharing of ideas, and problem-solving as students work together to code their robots. Students are motivated to learn. Just today, I was using them in a 2nd grade class where students had to complete multiplication problems.  Students were highly engaged and worked hard to have the opportunity to use the Ozobots once they finished the multiplication problems. Besides the motivating aspect of the Ozobots, when using them, students are exposed to many ideas of computational thinking as they work through completing tasks with the Ozobot. An entry level Ozobot Evo kit can be purchased for $175, or classroom kits with multiple Ozobots and charging trays start at just over $2,000. These are comparable to other robots currently on the market. Visit the Ozobot website (https://ozobot.com/) if you would like to learn more!

References

Barnes, D. J. (2002, February 27). Teaching introductory Java through LEGO MINDSTORMS models. ACM SIGCSE Bulletin, 34(1), 147–151. https://doi.org/10.1145/563517.563397

Krauss, J., & Prottsman, K. (2017). Computational thinking and coding for every student: The teacher’s getting-started guide. Corwin, SAGE Publishing Company.

Noh, J., & Lee, J. (2019). Effects of robotics programming on the computational thinking and creativity of elementary school students. Educational Technology Research and Development, 68(1), 463–484. https://doi.org/10.1007/s11423-019-09708-w

R. (2017, May 9). CASE FOR HANDS-ON LEARNING. RAFT. https://www.raft.net/case-for-hands-on-learningWilliams, Heidi. No Fear Coding: Computational Thinking across the K-5 Curriculum. International Society for Technology in Education, 2021.

About the Author

Prior to volunteering with CSTA, Joyce has had over 26 years of experience in education. Starting as an art teacher, and then moving into teaching technology, Joyce has been mentoring teachers and pre-service teachers on how to integrate technology in their classrooms from the PK-College level for more than 20 years. Her favorite part about coaching others is seeing the moment when teachers see how the use of technology can enhance activities in their classrooms, and then watching students light up when they experience the activities. She loves to integrate robotics into the curriculum, and is a Certified Ozobot Educator. Joyce has also won grants from the NSA for the Gencyber program which brought cybersecurity summer camps to Winthrop University two years in a row for both teachers and middle/high school students. She partnered with the Citadel to bring Code.org training to Winthrop University for a programming summer camp for local teachers. In her free time, Joyce loves traveling with her husband and 4 teenage children.

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What inspired you to volunteer your time with CSTA? How has this experience impacted you?

CSTA was and continues to be a huge part of my formation as an educator. It only makes sense for me to give back and help teachers become better versions of themselves.

How long have you been involved with CSTA, and what motivated you to join?

[I have been a] member since 2018 and chapter leader since 2019. What motivated me was the conference, which was in Omaha, Nebraska, that year. I learned so much from the sessions I attended and connected with individuals, some of which I am still connected with.

Can you share any memorable experiences or highlights from your involvement with CSTA?

The connections I have been able to make. Sometimes organizations that are looking to make connections and offer amazing opportunities for teachers reach out to us first. I love to make those connections!

How has CSTA impacted your teaching career and professional development?

From introduction to different and exciting providers to strategies for being an inclusive teacher. It has provided me with such a broad overview of what is out there and has helped shaped the type of educator I am. Someone who likes to try new things with students and be inclusive at the same time, trying to teach students to give back.

In what ways do you see CSTA shaping the future of computer science education?

First of all, standards. So many DOE’s use the CSTA standards or model their standards after CSTA’s.

Also, helping create a community of inclusive teachers.

Are there any specific initiatives or projects within CSTA that you’ve been particularly passionate about?

The whole sense of building the community of educators. Being able to provide PD’s, opportunities for students and connection with the community.

What does the future of CSTA look like?

For all teachers, not only CS, but of all subjects, to be part of CSTA and collaborate as we demystify CS and implement CS.

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According to Code.org’s State of CS Report, 12% of Asians participated in foundational Computer Science courses – this is more than double the national demographic of 5%. Does that mean we no longer have to worry about Asian American representation in tech?

Like with all data, this only tells part of the story.

In 2020, the organization Stop AAPI Hate was formed to address the rise of anti-Asian sentiments during the start of the Covid-19 global pandemic. Quickly, the narrative of the Model Minority Myth, a narrative that paints Asians as successful because of their hard work and good behavior, is questioned. If we were truly equal, why are we still seen as outsiders in our community?

As a Filipina-American woman, it has been hard to describe my experiences until I came across Cathy Hong’s Minor Feelings: “We keep our heads down and work hard, believing that our diligence will reward us with our dignity, but our diligence will only make us disappear.” 

There are many narratives on how Asian students are “geniuses” or don’t need extra support, but as a result, a gap forms in what Asian students are being told and what Asian students are actually experiencing. Often, this results in Asian students minimizing their own experience because it does not match the dominant narrative. While data might tell a story of the Asian American population thriving in tech, we have to unpack and understand the unique ways Asian American students face discrimination.

In this article, I would like to address three main points when thinking about your Asian American students. This article is by no means comprehensive and is only meant to be a starting point for exploring Asian American identity and challenges they face. At the heart of it, we must listen to the unique ways their Asian American identity is intertwined with their experiences, as no student connects with their identity the same way.

1. Unpacking “Asian American”

The term “Asian American” is rooted in the collective fight for equity in the 1960s and was coined by Yuji Ichioka and Emma Gee. While the community supports and uplifts each other in shared experiences, it’s also important to recognize that this term encompasses more than 20 countries each with its unique history, culture, and language.

While many aspects of East Asian culture have found their way into American popular culture, I ask you to consider how familiar you are with its other countries. Looking at this Asian and Pacific Islanders Identities and Diversity list of countries, which countries are you familiar with? Which countries do your students identify with? 

Furthermore, even with this knowledge, we cannot make assumptions about a student’s experiences. Their ethnicity doesn’t decide where and what culture they grow up with. A family that has been in the USA for several generations will have a different experience growing up than a family who may have just immigrated. Every student has a unique experience and relationship with their identity, and it’s important to start from curiosity rather than assumptions.

2. Considering intersectionality

Remember, “Asian American” is but one part of their identity. Our students are multifaceted individuals with different genders, sexualities, neurodiversities, religions, socioeconomic classes, and so much more.

Intersectionality is a term coined by Kimberlé Crenshaw, and is a way for understanding how overlapping identities relate to discrimination. For example, Asian women have expressed unique barriers, facing stereotypes and discrimination in the tech workplace that Asian men do not experience. We cannot flatten our student’s experiences by deeming one identity “more defining” than the other.

3. Are we truly being inclusive?

Even with all these statistics, we need to ask —Does the dominant culture truly accept Asians bringing their whole selves?

The Bloomberg article, Why Silicon Valley’s Many Asian American Still Feels Like a Minority, details the experiences of four Asian Americans in Silicon Valley who were barred from leadership positions due to Asian stereotypes and assumptions. While data-wise, Computer Science seems to be an inclusive field for Asians, we must ask how much are their voices being valued?

Recommendations

While data can tell the participation in Computer Science, we also must ensure that we are creating an environment that elevates the voices and experiences of the Asian American community. This AAPI month, I challenge you to take the following actions to dispel tired narratives that flatten our student’s experiences:

1. Create space for students to share and explore their own identity. Educators should create space for students to voluntarily share information about themselves. Never ask a student where they are originally from as a way of understanding their background. Being singled out because of their identity as an Asian-American can be damaging as it reinforces feelings of being an outsider. Instead, focus on creating an environment where students feel safe, comfortable, and not judged for sharing their own experiences through Culturally Sustaining Pedagogy. Remember, the student is the expert on their own lived experiences.
2. Seek out AAPI-centered media. Don’t rely only on your students to do the complex emotional work of explaining the nuances of their feelings. There are multitudes of AAPI perspectives that would be helpful to explore additional context for a deeper understanding. The experiences your students have may not be reflected one to one in the media, but your exploration gives you a better frame of reference to connect with your students. 
3. Reflect on your own biases, and start the process of unlearning them. Even as a Filipina-American woman, I grew up hearing different stereotypes and assumptions about different Asian communities. The things we hear from others and in the media can unconsciously show up in our everyday actions even if we don’t agree with them. We must start being aware of them and learn how it can affect our students. This resource, Learn about bias & discrimination against the Asian and Pacific Islander community, is a good starting point for learning more.

To achieve true Computer Science equity, we must actively work to unlearn the damaging narratives that unfairly define our students, and ensure our Asian American students are seen for the whole person with intersecting identities and the unique experiences and ideas that they bring.

About the Author

Michaela De Guzman is currently entering her third year as a Curriculum Developer for Girls Who Code. She began her career teaching coding to K-6 in Title I schools for two years where she fell in love with Computer Science Education. Ever since, she has remained committed to students feeling empowered through problem solving and expressing themselves through code. In her time at Girls Who Code, she has co-developed Cybersecurity and Data Science courses focused on social justice, along with activities around creative computing and machine learning. She is dedicated to elevating student voices in the tech space, especially those in historically underrepresented groups such as BIPOC and women. Her dream is for every student to feel empowered to shape our technologies to create more inclusive and equitable designs and therefore a more inclusive, equitable world.

The post The Fight for Asian American Representation in CS is Not Over appeared first on Computer Science Teachers Association.

Michaela believes that tech can be a vital tool for helping students express creativity, explore their identities, and pursue their passions. Girls Who Code puts community at the heart of their curriculum, encouraging students to support each other within and beyond the classroom. They facilitate connection through Discord servers, and students participate in synchronous “Sisterhood Activities,” all of which allows them to get to know each other beyond just computer science. These efforts, says Michaela, “make students feel comfortable bringing their whole selves, taking risks, and learning from mistakes on their CS journeys.”

She’s also intentional about recruiting students from marginalized groups (BIPOC students, girls and nonbinary students, English-language learners, etc.) and strives to build curricula that reflect the myriad identities of CS students. Within Girls Who Code, Michaela works to build her team’s expertise in culturally responsive teaching, and she co-led her organization’s implementation of NYU Steinhardt’s Culturally Responsive Curriculum Scorecard and the Kapor Center’s Culturally Responsive-Sustaining Computer Science Framework. To ensure that student and teacher voices are reflected in her work, she is currently leading a community research project to solicit curriculum feedback from past and present Girls Who Code participants. Armed with this feedback, she’ll be able to make sure that she’s developing engaging curricula with real-world relevance for the students she serves.

In all she does, Michaela prioritizes values-focused CS education. Her cybersecurity and data science courses are designed to be self-paced to accommodate students’ different schedules and responsibilities. Both courses ask students to reflect on the biases that exist in creating tech, and the cybersecurity course highlights organizations that work to make the field more equitable. It also asks students to consider security risks in their own communities, including the impact of different socioeconomic levels on cybersecurity, and to offer advice to those communities on how to stay cyber-safe.

When students can draw connections between CS and their own lives, they’re more likely to persist in the field, and to feel that all-important sense of belonging in tech. Michaela says, “It’s crucial for students to not only learn about the technical concepts of CS, but also the ethical side and how representation and diversity affects the designs of the technologies that shape our society.”

Michaela loves her work but notes that she “misses the opportunity to develop relationships on the ground with teachers and students.” In her time as a CSTA Equity Fellow, she’s eager to connect with classroom teachers to learn about the challenges they’re facing, so that she can support them more effectively in her role as curriculum developer. “We all know that lesson plans don’t always go exactly as planned,” she points out, and she looks forward to learning about the supports and resources teachers and students need to continue growing in their computer science journeys.

In service of this goal, she’d love to create resources and guidance to help CS teachers create a community of debuggers. She believes that such a community would help students and teachers to learn from each other and accept mistakes as a vital step in the problem-solving process. She would like to find ways to co-create CS activities alongside students, incorporating student identity and social justice concepts along the way. Finally, she’s eager to explore alternative histories of computer science, creating activities and exercises that can reimagine technology to be more inclusive to all students and communities.

“True equity can only be achieved through collaboration of diverse voices and perspectives,” says Michaela. “My dream is for every student to feel empowered to shape our technologies to create more inclusive and equitable designs and, therefore, a more inclusive and equitable world.”

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