Implementing a cross-curricular digital project into a PGCE computer science initial teacher education course

The aim of this research is to open discourse over the matters, processes and skills of the subject of Computer Science in the new English National Curriculum of 2013. The challenge for graduate computer scientists enrolled onto a Post Graduate Certificate of Education Initial Teacher Training course in the North of England was to develop a cross-curricular digital technology project using Raspberry Pi hardware and peripherals that could sense and record data to enhance pedagogy in any other English National Curriculum subject. The results of the research were unexpected and highlight the need for ‘soft skill’ development within the Computer Science curriculum

Presenting Computer Science Concepts to High School Students

Computer science at high school often focusses on programming, but a broader view of other areas of computer science has key benefits for both writing programs that are more efficient and making more theoretical concepts more accessible to those who do not find programming intrinsically interesting. With the introduction of computer science at high schools, a lack of coherent resources for teachers and students prompted the development of the NZ Computer Science Field Guide, an open-source, on-line textbook. This paper describes the design of the Field Guide, which has fourteen chapters about various topics of computer science. The design includes written text, videos, classroom activities and interactive applications. The need for a broad view of computer science is discussed, and programming exercises to go with the topics are suggested

Small Libraries, BIG Ideas

The Oregon library community consistently amazes me with its innovative, enterprising, and patron-focused activities. Indeed, we hear about these many activities through Libs-Or, OLA conferences, and this journal. While certainly not by design, many of the voices we hear come from libraries along the I-5 corridor. Cool things happen in those libraries, of course, but this issue of the OLA Quarterly amplifies voices we hear less frequently: the rural institutions that constitute the majority of the libraries in Oregon. There are so many aspects of rural librarianship that set it apart from working in larger libraries. Sometimes those differences seem small. For instance, try shopping for groceries without running into a patron. Sometimes the differences are more significant. A single person could be the cataloging, finance, adult services, and maintenance “departments” all rolled into one! In addition to fostering a problem-solving attitude, working in a rural library instills in you an important lesson for all libraries: you don’t merely serve the community, you are the community, just like your patrons

A multiple case study of high school perspectives making music with code in Sonic Pi

The purpose of this study was to investigate perceptions of high school students who made music with code in Sonic Pi. This qualitative multiple case study focused on individuals in an extracurricular club at a public charter high school who volunteered to participate on-site and remotely asynchronously via Canvas learning management system. This study was guided by five research questions, including: (1) What musical ideas, if any, do participants report learning or demonstrate through making music with code in Sonic Pi? (2) How does making music with code impact participants’ perceptions of their music making? (3) How does making music with code impact participants’ perceptions of their ability to learn to make music? (4) How does making music with code impact participants’ interest in music courses? (5) How does making music with code impact participants’ interest in computer science courses? Participants completed research study materials, including a series of tutorials for Sonic Pi. Data included answers to questionnaires and surveys, multimedia artifacts including the source code and exported audio of participants’ music making, and interviews of participants that were codified and analyzed in two cycles, utilizing descriptive coding, values coding, and longitudinal coding. Participants’ code and multimedia artifacts revealed a close alignment to the four properties of sound, including: pitch, duration, intensity/amplitude, and timbre. Participants’ artifacts revealed themes and demonstrated ideas extending beyond the four properties, including: form, non-traditional music notation, and randomization. Participants all agreed their coded artifacts are music. Additionally, participants’ varied responses about musicianship and composers suggests that making music is something anyone can engage in, regardless of how one identifies themself. All participants agreed that Sonic Pi is a useful tool for learning and understanding musical concepts and that Western staff notation is not required knowledge for making music. Participants’ interests in music or computer science courses were impacted by their prior experiences in music and/or coding. This study concludes with a discussion of themes based on the findings

Musical expertise as a scaffold for novice programming

textThis study addresses the role of musical expertise on novice computer programming. Engaging novices with computer programming is one of the great challenges of computer science education. Although there is extensive research focusing on constructionist approaches to programming education and creative entry points to programming, little research addresses the topic of how musical expertise informs an unstructured programming activity. To answer this question I focused on the role of participant talk during programming, patterns in participant programming, and evidence of computational thinking in participants’ final Scratch projects. For this interpretivist study, I worked with a dozen novice programmers from a variety of musical backgrounds: classical musicians, jazz musicians, composers, and non- musicians. Each participant worked on a free-form musical project in the Scratch programming environment. I collected data including participant talk, screen recordings of participant programming, and participants’ final Scratch projects. Overall, musical participants more readily took to the numeracy involved in programming music in Scratch. Also, musical participants were able to use musical concepts and techniques as jumping-off points for programming challenges. Considering my results by participant group, composers stood out in a number of ways: working the longest, testing their programs the most often, adding Scratch objects the slowest, v removing the most Scratch objects, creating projects of the greatest nested depth, and unanimous use of operators and random numbers. Non-musicians, on the other hand, worked for the shortest amount of time, added the fewest Scratch objects, and created projects of the lowest nested depth. In addition to adding to the body of research around chunking and tinkering, this study reinforces the importance of context and comfort in an introduction to computer programming. Composition may be an especially rich area to leverage, given the design- like programming activity of the composers here. Future research projects could resemble this one while focusing on younger learners, explicit musical concepts like those invoked by participants, or alternative performing arts framings such as theater or dance.Curriculum and Instructio

Real-time programming and the big ideas of computational literacy

Thesis (Ph. D.)--Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2003.Includes bibliographical references (p. 115-121).Though notoriously difficult, real-time programming offers children a rich new set of applications, and the opportunity to engage bodily knowledge and experience more centrally in intellectual enterprises. Moreover, the seemingly specialized problems of real-time programming can be seen as keys to longstanding difficulties of programming in general. I report on a critical design inquiry into the nature and potential of real-time programming by children. A cyclical process of design, prototyping and testing of computational environments has led to two design innovations: a language in which declarative and procedural descriptions of computation are given equal status, and can subsume each other to arbitrary levels of nesting [and] a "live text" environment, in which real-time display of, and intervention in, program execution are accomplished within the program text itself. Based on children's use of these tools, as well as comparative evidence from other media and domains, I argue that the coordination of discrete and continuous process should be considered a central Big Idea in programming and beyond. In addition, I offer the theoretical notion of the "steady frame" as a way to clarify the user interface requirements of real-time programming, and also to understand the role of programming in learning to construct dynamic models, theories, and representations. Implications for the role of programming in education and for the future of computational literacy are discussed.by Christopher Michael Hancock.Ph.D

Live Coding as a Model for Cultural Practice & Cultural-Epistemological Aspects of Live Coding

This report documents the program and the outcomes of Dagstuhl Seminar 13382 “Collaboration and learning through live coding”. Live coding is improvised interactive programming, typically to create electronic music and other digital media, done live with an audience. Our seminar was motivated by the phenomenon and experience of live coding. Our conviction was that those represent an important and broad, but seldom articulated, set of opportunities for computer science and the arts and humanities. The seminar participants included a broad range of scholars, researchers, and practitioners spanning fields from music theory to software engineering. We held live coding performances, and facilitated discussions on three main perspectives, the humanities, computing education, and software engineering. The main outcome of our seminar was better understanding of the potential of live coding for informing cross-disciplinary scholarship and practice, connecting the arts, cultural studies, and computing. The report is edited by Alan Blackwell and Alex McLean and James Noble and Julian Rohrhuber

An Interdisciplinary Approach in the Art Education Curriculum

AN INTERDISCIPLINARY APPROACH IN THE ART EDUCATION CURRICULUM By Terri L. Suraco Under the Direction of Melody Milbrandt ABSTRACT This study investigates how interdisciplinary lessons are taught in an art education classroom. The teaching strategies used are: Integrated models, the use of Big Ideas (Jacobs, 1989, 2003), the use of constructivist methods (Freedman, 2003; Brooks and Brooks, 1999; Milbrandt, 2004), and the use of essential question inquiry (Erickson, 1998; Mallery, 2000) and teacher collaboration (Jacobs, 2005; Erickson, 1998; NAEA, 2005). I am the only participant in an autoethnographical study. In the Literature Review: Why arts integration is important is explored. Positives and negatives of teaching integrated disciplines are addressed. I include four units from my interdisciplinary curriculum in art education and observations with teaching reflections from the units taught in elementary and middle school. The models that are described are: Parallel Disciplines, Multidisciplinary, Interdisciplinary, and Integrated (Jacobs, 1989, 2005: Mallery, 2000;). The study results reveal how interdisciplinary teaching can be implemented in an art education classroom. IDEX WORDS: Thesis, Interdisciplinary, Integrated, Art Education, Big Idea

The EcoKids and the Paper Pests

This report details and explains the creation process of the Interactive Media and Game Development, Computer Science, and Professional Writing Major Qualifying Project titled The EcoKids and the Paper Pests, shortened in this report to Paper Pests. Paper Pests is an educational game about invasive species for a middle school audience, designed to teach concepts from a New Zealand invasive species scenario. This report goes into details on the game’s background research, all areas of development, playtesting results and iterations, public appearances, potential avenues of future funding and development, and team role postmortems

Teaching for the contextualised learning of science: A checklist-based science curriculum analysis

Contextualised learning is required for learners to master successfully the ‘big ideas’ of science and to perceive the relevance of science education. Science curricula can either foster or impair teaching for contextualised learning depending on what science they plan to be taught and the way they recommend this to be done. This paper presents an analysis of the Portuguese science curriculum that aims at ascertaining whether it promotes science teaching for contextualised learning. Data collected through a checklist-based content analysis showed that the curricular documents analysed include instances related to the contextualisation of science. However, the analysis also revealed differences between the various curriculum documents, which can be puzzling for science teachers and limit the impact of the science curriculum recommendations on teachers’ teaching practices. Thus, action should be taken to increase consistency among science curriculum documents so that the recommendations relative to teaching for contextualised learning become more effective for the benefit of 21st century pupils. This study made use of an original checklist that other researchers can use and modify to extend its scope and reliability