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Teaching the Global Impact of Computing SIGCSE 2017 March 9, 2017 – Seattle, WA Jennifer Rosato, Bradley Beth, Nigamanth Sridhar, Sean Morris, Jeff Gray
AP CSP CED
Global Impact Resources n “CS Changes Everything” q http: //bit. ly/cs-changes
The “Teach Global Impact” Collaboration n NSF-sponsored EAGER (PI: Julia Bernd, UC Berkeley) q n Seven projects developing curricula and PD for CSP, sharing ideas and materials q n Collected resource at: http: //www. Teach. Global. Impact. org Highlights q q q n SIn. RGI: A Shared, Integrated Resource for ‘Global Impact’ Searchable database of Global Impact materials from the contributors Curated "Computing in the News" feed New lesson plans on impact topics and classroom skills Seeking teacher-reviewers (stipends available): contact@teachglobalimpact. org
Jennifer Rosato is an assistant professor at the College of St. Scholastica in Duluth, MN and one of the Mobile CS Principles project leaders. She teaches in the computer science and education departments, coordinating the Computer Science Education certificate program.
Mobile CSP n Reading in the Content Area q n Pre, during, post Programming Global Impact q Socially useful apps www. mobile-csp. org
Reading in the Content Area Pre • • • Establish a purpose Activate background knowledge Identify text structure Make predictions Clarify vocabulary During • • • Monitor understanding Visualize Summarize Revisit predictions Clarify key ideas Question the text Post • • • Purpose met? Main idea and details Make comparisons, connect to self and world Draw conclusions Analyze
Socially Useful Apps n Tutorials: q q n I Have a Dream No Texting While Busy Student Projects: q q q Concussion testing Pre-K learning apps Tip App for gang activity Socially Useful: Identify a problem in your community that can be solved, in part, by an app
Bradley Beth is the Curriculum Specialist for UTeach CS. He is a former K– 12 computer science and mathematics teacher and leads curriculum development for UTeach CS Principles and its previous incarnation, Thriving in Our Digital World.
UTeach CS Principles (adapted from UT’s Thriving in Our Digital World) March 9, 2017—SIGCSE Bradley Beth UTeach Computer Science Principles
The Goal of the UTeach CS Principles Curriculum • The curriculum is built on Thriving in Our Digital World, a high school course launched 6 years ago at UT Austin explicitly designed to engage young women and students from other groups historically underrepresented in computing. • After 4 years of piloting in Texas through dual enrollment, the UTeach Institute is focused on scaling the AP course nationally as UTeach CS Principles. UTeach Computer Science UTeach CS Principles
UTeach CS Principles • Students collaborate on projects and design creative solutions to real-world problems through scaffolded Project -Based Learning (PBL) pedagogies†; • Focuses less on programming, more on developing deep conceptual understanding & computational thinking skills; • Originally piloted for 4 years with 40+ teachers; now working with the 2016– 2017 cohort of 270+ teachers • Developed for high schools with input from high school CS teachers UTeach Computer Science UTeach CS Principles †adapted from materials from the Buck Institute for Education (http: //bie. org/)
UTeach CS Principles—Global Impact • Open-ended projects and assignments focus on evaluating impacts of computing • Most Global Impact assignments: are rooted in reading, research, and argumentation. result in written response, interactive presentation, or formal debate artifacts. • All Global Impact assignments are collaborative or assessed through peer feedback. UTeach Computer Science UTeach CS Principles
UTeach CS Principles info@uteachcs. org https: //uteachcs. org/ UTeach Computer Science
Sean Morris is a High School Computer Science teacher in Albany, CA. He has been working with UC Berkeley over the past six or seven years to develop, pilot, and help train teachers to use the Computer Science Principles curriculum, Beauty and Joy of Computing. He has a particular interest in ensuring girls and underrepresented minorities take computer science and uses the teaching of computing impacts as a way to engage these populations.
CS In the News: Gun Control Periscope Facebook Live Face. Time NPR: June 2016
CS In the News: Gun Control Should our country implement laws banning 3 D printed assault rifles? What might some impacts be? Video: 3 D Printing and Guns
CS in the News: Digital Divide ⇒ How much of humanity is online? ⇒ How is access limited to the internet even if a country or area is “online”? NY Times: 2016
Culture, economy, and society? Peer relationships Family relationships Economy Privacy rights Environment Government National Security
Beneficial and Harmful effects Privacy versus Corporate desire to market Privacy versus National(Local? ) security Environmental Impacts Psychological/Emotional Impacts Learning and Education
Mitigate the harmful effects? - Better technology design? - Government Regulation/Legislation?
CS in the News + Reading, Videos ● ● ● ● ● video games and violence privacy in regards to online interaction and social media encryption censorship copyright work war artificial intelligence robots
Nigamanth Sridhar is a professor of computer science at Cleveland State University. He is PI on the Computing in Secondary Schools project, which is training CS Principles teachers in Ohio. Nigamanth is also working with the Cleveland Metro School District in implementing a CSfor. All program, bringing CS classes to all high schools in the district by 2019.
Using the Reacting To The Past Pedagogy to Explore Global Impacts of Computing Nigamanth Sridhar Cleveland State University n. sridhar 1@csuohio. edu
Reacting to the Past (RTTP) Pedagogy • Roots in Barnard College • Pedagogy technique that allows students to collaboratively explore a topic using role play and research • Students assume roles, and act out historical events • Students get a chance to explore the topic in context • Individual students have a chance to explore one or two aspects deeply, and then share with rest of class • The class has a chance to get a stronger and broader understanding of the issue/topic at hand
Example: Exploring Net Neutrality • This is an important topic of our times, especially in the world of computing • Topic is important and impactful even if someone is not interested in computer science as a subject of study • Can home internet costs vary? • How to businesses leverage the internet? • Heck, we all watch movies and TV primarily on the Internet! • The topic has a variety of viewpoints; very difficult for any student to learn about all of these in any depth in a short period of time (Explore PT is 8 hours of class time)
Exploring Net Neutrality using RTTP • Prep work: Students are assigned a number of articles to read (we included 20+ sources) • Not everyone reads all articles; no time to do that • Prep work: Students are assigned roles (FCC, Amazon, Netflix, e. Bay, etc. ) • Students do the reading “in character” • Role Play: Public Statement – before coming to class, students post a public statement about the issue in character (we did this on Piazza) • Role Play: In class, students talk to each other in character • Lobbyists talking to congresspeople; lawyer making argument in front of court • Role Play: Final Statement – Students react in character to learning about alternate viewpoints; again post to Piazza
Panel Questions n n Do we need to change the way we introduce the Global Impact of CS across classrooms with very different enrollment demographics (e. g. , at an all girls school, or other high-URM percentage)? How does the introduction of CS Global Impact change across different grade bands (e. g. , K 5, middle school, high school)? What are pacing strategies for introducing ideas of Global Impact across the school year? How do you unveil the underlying technologies and Big Ideas of CSP when analyzing a computational artifact that is being used to illustrate Global Impact?