#csk8 podcast - a podcast for computer science educators by Jared O'Leary

In this episode I provide a framework for how districts and educators can get started with computer science education for free.

In this episode I unpack my dissertation, which explores the intersections of videogames, music, and computer science education.

In this episode I introduce approaches to using Scratch for project-based learning, including backwards, inquiry-based, and emergent project designs.

In this episode I describe considerations for facilitating multiple programming languages in one space.

Building off the previous episode on depression, suicide, and CS education, this episode is a supercut of guests responding to how they take care of themselves and stave off burnout. If you have not done so yet, I highly recommend listening to part 1, part 2, and part 3 to hear perspectives from other guests.

Note: If you or anyone you know are experiencing signs of depression or suicidal ideation, please reach out to local healthcare professionals or call the National Suicide Prevention Lifeline: 1-800-273-8255

In this episode I unpack the impact of an apprenticeship of observation and what computer science educators can do about it.

In this episode I unpack Loehr and Schwartz’s (2001) publication titled “The making of a corporate athlete",” which provides some suggestions relevant to educators interested in performing at their best by focusing on rest and recovery.

In the 200th episode of the #CSK8 Podcast I want to take a moment to thank everyone for listening over the years and to share some thoughts around the content I’m creating and the future of this podcast.

In this episode I discuss an approach I’ve used for encouraging critical thinking and dialogue through individualized feedback and group discussion.

In this episode I unpack Kumar and Worsley’s (2023) publication titled “Scratch for sports: Athletic drills as a platform for experiencing, understanding, and developing AI-driven apps,” which summarizes explorations of the intersections of computer science and physical education.

In this episode I unpack Obermüller, Greifenstein, and Fraser’s (2023) publication titled “Effects of automated feedback in Scratch programming tutorials,” which investigates the impact of two different types of hint generating approaches among two different classes.

In this episode I talk about political and corporate influences that we need to talk about as a field.

In this episode I provide some suggestions for setting up your computer lab and talk about their impacts on teaching and learning computer science.

Instead of an episode today I have two quick requests: Check out CSTA’s conference going on this week and consider volunteering with CSTA.

In this episode I unpack Tobias, Campbell, and Greco’s (2015) publication titled “Bringing curriculum to life: Enacting project-based learning in music programs” to explore how computer science educators could incorporate project-based learning in their classroom.

In this episode I talk about how you can use Liz Lerman’s Critical Response Process to encourage feedback and dialogue among students around the projects they create.

In this episode I provide a framework for how districts and educators can get started with computer science education for free.

In this episode I ask Bard and ChatGPT what the future of education looks like and probe these platforms to get a pulse on what computer science education looks like according to responses from large language models.

In this episode I unpack Olari, Tenório, and Romeike’s (2023) publication titled “Introducing artificial intelligence literacy in schools: A review of competence areas, pedagogical approaches, contexts and formats,” which is a review of literature exploring how researchers from 31 papers investigated AI-related literacies in schools.

In this interview with Michael Horn, we discuss computational literacies vs computational thinking, power in literacy, cultural imperialism, the impact of programming language on identity, the intersections of music and CS, and so much more.

In this episode I unpack Kazemitabaar et al.’s (2023) publication titled “Studying the effect of AI code generators on supporting novice learners in introductory programming,” which found that students who had access to AI code generators while learning how to code out performed students who did not have access, even when engaging in manual coding exercises.

In this episode I unpack Khalil & Er’s (2023) publication titled “Will ChatGPT get you caught? Rethinking of plagiarism detection,” which explores how likely it is for plagiarism software to detect whether an essay was written by generative AI.

In this episode I unpack Laurent et al.’s (2022) publication titled “Impact of programming on primary mathematics learning,” which describes a randomized control study that compared the impacts of learning mathematics with an integrated CS and mathematics class.

In this episode I unpack Bao & Hosseini’s (2023) publication titled “Mind the gap: The illusion of skill acquisition in computational thinking,” which compares learning, perceptions of learning, and confidence among adult learners participating in interactive, video-based, and text-based learning.

In this episode I unpack Shehzad et al.’s (2023) publication titled “Rethinking integrated computer science instruction: A cross-context and expansive approach in elementary classrooms,” which compared perceptions of teaching and learning the intersections of computer science and geometry in integrated and cross-context approaches.

In this episode I unpack Hu and Yadav’s (2023) publication titled “How K-12 CS teachers conceptualize CS ethics: Future opportunities and barriers to ethics integration in K-12 CS,” which explores K-12 CS educators’ perspectives on ethics before and after an introduction to the big ideas around ethics in computing.

In this episode I unpack Smith et al.’s (2023) publication titled “Incorporating ethics in computing courses: Barriers, support, and perspectives from educators,” which investigates the perceived barriers and support for implementing ethics into higher education CS courses.

In this episode I unpack Horton, Liu, McIlraith, and Wang’s (2023) publication titled “Is more better when embedding ethics in CS courses?,” which investigates the impact of one and two embedded ethics modules within undergraduate computer science courses.

[This episode was a friendly April Fools prank about changing the show’s format] A quick announcement of some upcoming changes to the podcast.

In this episode I unpack Goetze’s (2023) publication titled “Integrating ethics into computer science education: Multi-, inter-, and transdisciplinary approaches,” which unpacks three approaches to integrating ethics with computer science education.

In this episode I unpack Jarzemsky, Paup, and Fiesler’s (2023) publication titled “‘This Applies to the Real World’: Student Perspectives on Integrating Ethics into a Computer Science Assignment,” which explores student perspectives on an undergraduate ethics assignment in a CS class.

In this episode I unpack Shah’s (2019) publication titled “Should there be less mathematics education?,” which questions at what point it would be beneficial for there to be less mathematics education requirements.

In this episode I unpack Shah and Yadav’s (2023) publication titled “Racial justice amidst the dangers of computer creep: A dialogue,” which presents a dialogue that problematizes issues around racial justice in computing education.

In this episode I unpack Welsh’s (2023) publication titled “The end of programming,” which asks when generative AI will replace the need for knowing how to program.

In this episode I unpack Eisner’s (2002) publication titled “The centrality of curriculum and the function of standards: The curriculum is a mind-altering device,” which problematizes curricula and standards by discussing how both can deprofessionalize the field of education.

In this episode I unpack Eisner’s (2002) publication titled “Educational aims, objectives, and other aspirations,” which problematizes behavioral education objectives and discuss two alternative approaches.

In this interview with Josh Sheldon, we discuss computational action, designing exploratory professional development experiences, learning how to listen to and empathize with students, applying SEL with teachers, the future of teaching and learning, the problems with external influences on CS education, and so much more.

In this episode I unpack Richard and Kayumova (2022) publication titled “Examining early elementary computer science identity repertoires within a curriculum: Implications for epistemologically pluralistic identities,” which analyzes how a curriculum can implicitly communicate what computer scientists do.

In this episode I unpack Metin, Basaran, and Kalyenci’s (2023) publication titled “Examining coding skills of five-year-old children,” which investigates whether gender, parent education, or socioeconomic status has an impact on coding abilities of five-year-olds.

In this episode I unpack McGee, Dettori, and Rasmussen’s (2022) publication titled “Impact of the CPS computer science graduation policy on student access and outcomes,” which explores the impact of a computer science graduation requirement in Chicago Public Schools.

In this episode I'm a guest on CSTA Wyoming's podcast for computer science educators and I answer some questions about the intersections of music and computer science.

In this episode I unpack Stauffer’s (2017) keynote titled “Whose imaginings? Whose future?,” which encourages educators to reflect on who is the shaping the future of their field.

In this short episode I give a preview for what I’ll be doing in 2023 and provide some simple ways that you can help support the free content I create.

In this episode I unpack Koshy et al.’s (2022) publication titled “Moving towards a vision of equitable computer science: Results of a landscape of PreK-12 CS teachers in the United States,” which provides recommendations for the field based on a landscape study of CS educators in the United States.

In this interview with Roxana Hadad, we discuss the blurring of formal and informal learning within makerspaces and culture, how Roxana’s understanding of education evolved over time, feeling lost when having too much choice with one’s learning, the intersections of makerspaces and equity, problematizing discourse and definitions around computational thinking and computer science, preventing burnout while working on many different projects, feeling a lack of agency in education, the future of communication for academics, and so much more.

In this episode I read and unpack my (2019) publication titled “Assessment Considerations: A Simple Heuristic,” which is intended to serve as a heuristic for creating or selecting an assessment.

In this episode I unpack Scott’s (2012) publication titled “Rethinking the roles of assessment in music education,” which summarizes three roles of assessment (assessment of learning, assessment for learning, and assessment as learning) that I discuss in relation to computer science education.

In this episode I unpack Payne and Ruthmann’s (2019) publication titled “Music making in Scratch: High floors, low ceilings, and narrow walls,” which problematizes the limitations of making music with Scratch.

In this episode I unpack Catalyze Tech Working Group’s (2021) publication titled “The ACT Report: Action to Catalyze Tech, A Paradigm Shift for DEI,” which provides suggestions for business that would like to improve DEI in ways that are relevant to CS organizations and educators.

In this episode I unpack Keune’s (2022) publication titled “Performing algorithms: Weaving as promising context for computational learning,” which explores weaving as a potential practice for exploring computer science concepts..

In this episode I unpack Kücklich’s (2005) publication titled “Precarious playbour: Modders and the digital game industry,” which problematizes modding as a form of free labor.

In this episode I unpack Sharif, McCall, and Bolante’s (2022) publication titled “Should I say “disabled people” or “people with disabilities”? Language preferences of disabled people between identity- and person-first language,” which summarizes findings from a survey on participant preferences for language around disability and an analysis on language in conference abstracts.

In this episode I unpack Smith, Bill, and Hughes’ (2008) publication titled “Thinking through a lesson: Successfully implementing high-level tasks,” which provides a heuristic that can be used to prepare for a lesson.

In this interview with Andre Daughty, we discuss how an educator in Andre’s life sparked a passion that led to a career in education, representation in education, thoughts on what’s holding back the field of education, setting boundaries when communicating with people who are being disrespectful, taking care of yourself to prevent burnout, the Mamba mentality, Andre’s intentionality with improving as a public speaker, the importance of play in learning, growing a podcast audience, and so much more.

In this episode I unpack Proctor, Bigman, and Blikstein’s (2019) publication titled “Defining and designing computer science education in a K12 public school district,” which serves as a case study of a district’s processes and tensions developing a plan for implementing computer science across K-12.

In this interview with Matinga Ragatz, we discuss Matinga’s journey into education, creating environments where kids can learn through struggle, the importance of social and emotional learning (SEL), how schools promote individualism and exceptionalism, the intersections of project-based learning and SEL, decolonizing education, the importance of shared values in education, and so much more.

In this episode I unpack Coppola’s (2021) publication titled “What if Freire had Facebook? A critical interrogation of social media woke culture among privileged voices in music education discourse,” which summarizes Paulo Freire’s works and hypothesizes how Freire may have responded to some forms of woke culture.

Building off the previous episode on depression, suicide, and CS education, this episode is a supercut of guests responding to how they take care of themselves and stave off burnout. If you have not done so yet, I highly recommend listening to last year’s supercut on the same topic or the episode from two years ago to hear perspectives from other guests.

Note: If you or anyone you know are experiencing signs of depression or suicidal ideation, please reach out to local healthcare professionals or call the National Suicide Prevention Lifeline: 1-800-273-8255

In this episode, Jon Stapleton and I read our (2022) publication titled “Fostering intersectional identities through rhizomatic learning,” which uses mapping as a metaphor for individualized learning.

In this interview with Napiya Nubuya, we discuss Napiya’s journey into CS, how COVID has impacted learning and communities, The Next IT Girl, being a role model for wellness, suggestions for working from home, the influence of fashion and design, our thoughts on the value of education, and so much more.

In this episode I share some of my concerns about the future of education and ask that you join me for a conversation on the topic.

In this episode I unpack Ni et al.’s (2022) publication titled “Teachers as curriculum co-designers: Supporting professional learning and curriculum implementation in a CSforAll RPP project,” which shares results of an RPP where teachers collaboratively designed an app development curriculum that they implemented in their classrooms.

In this interview with Ben Owens, we discuss Ben’s transition from working as an engineer to working in K-12 education, opensource as a metaphor for teaching and learning, various stakeholder reactions to opensource resources and learning, bridging the gap between out-of-school and in-school learning, iterating on teaching and learning, and so much more.

In this episode I unpack Worsley’s (2022) publication titled “Examining the realities and nuances of ‘low-stakes’ interest-driven learning environments,” which discusses two case studies of students programming in low-stakes, interest-driven learning environments.

In this interview with Carter Zenke, we discuss Carter’s pedagogical approach that centers playfulness, creativity, and purpose; lessons learned teaching CS50 to over one million students; balancing free exploration with learning content; designing opportunities for getting into CS; the benefits of watching recordings of your own teaching; helping educators find their “why”; and so much more.

In this episode I unpack Petrie’s (2021) publication titled “Programming music with Sonic Pi promotes positive attitudes for beginners,” which investigates student attitudes around enjoyment, importance, and anxiety when coding music through Sonic Pi.

In this interview with Charlotte Dungan, we discuss Charlotte’s holistic approach to education, remotely teaching CS to rural communities, why Charlotte believes teaching is harder than working in industry, teaching AI in elementary school, the influence of money on research and practice, the future of work, and much more.

In this episode I unpack Martin et al.’s (2022) publication titled “Scaling professional learning for equitable and inclusive computer science teaching,” which is an experience report that shares lessons learned from three iterations of scaling professional development around equitable and inclusive CS education.

In this episode I unpack Walker, Sherif, and Breazeal’s (2022) publication titled “Liberatory computing education for African American students,” which unpacks and situates the five pillars of the liberation framework proposed by El-Amin within data activism modules.

In this interview with Mike Kaechele, we discuss dismantling prejudices through projects, how to situate project-based learning within the community and for local impact, what can be learned when a project fails, the difference between projects and recipes, why social and emotional learning (SEL) is important, lessons learned teaching a variety of subject areas, differences between equity and equality in education, and so much more.

In this episode I unpack Brinkley’s (2020) publication titled “Participation at what cost? Teaching accessibility using participatory design: An experience report,” which summarizes lessons learned designing and teaching undergraduate and graduate courses on inclusive design.

In this episode I read from a list of school shootings in the United States of America. As uncomfortable as it might be, I ask that you take some time to honor and remember those who have been murdered and injured at school, then act to change this.

In this episode I unpack Fritz et al.’s (2021) publication titled “Project moveSMART: When physical education meets computational thinking in elementary classrooms,” which summarizes pilot study findings and activities that integrate CS/CT with physical education through a micro:bit.

In this interview with Bob Irving, we discuss Bob’s book (Hard Fun: Supercharge your middle school computer science classroom with project-based, hands-on, just-in-time learning!), learning CS through Minecraft, the impact of COVID on Bob’s teaching, the importance of interest-driven learning, the future of CS education, and much more.

In this episode I unpack Benedict and O’Leary’s (2019) publication titled “Reconceptualizing “music making:” Music technology and freedom in the age of Neoliberalism,” which explores the use of computer science practices to counter neoliberal influence on education.

In this interview with Maya Israel, we discuss Maya’s shift from special education into CS education, the importance of universal design for learning (UDL) in CS classes, understanding the spectrum of accessibility for students with a diverse set of needs, the current status of accessibility and inclusion within the field of CS education, problematize deficit framings of students with disabilities, and so much more.

In this episode I unpack Yadav and Heath’s (2022) publication titled “Breaking the code: Confronting racism in computer science through community criticality, and citizenship,” which articulates some biases in CS curricular design and pedagogy, then provides three suggestions for teaching CS as an agenda for social reconstruction.

In this interview with Ruthe Farmer, we discuss Ruthe’s perspectives on feminism in education, Ruthe’s journey through tech inclusion entrepreneurship, finding ways outside of the classroom to have an impact on education, Ruthe’s work with the Last Mile Education Fund, and so much more.

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).

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.

[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.

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.

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.

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.

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.

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.

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).

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.

In this episode I unpack my (2020) publication titled “Intersections of popular musicianship and computer science practices,” which discusses potential implications of hardware and software practices that blur the boundaries between music making and computer science.

In this interview with Monica McGill, we discuss the nuances of identities in relation to conversations around equity, the importance of having many pathways in CS, designing games for purposes beyond pure entertainment, codeveloping CS courses with students, how researchers and K-12 practitioners can use CSEdResearch.org, our thoughts on bridging the gap between research and practice, opportunities for the field to continue to grow, the influence of outside forces on K-12 education, and so much more.

In this episode I unpack Chongo, Osman, and Nayan’s (2021) publication titled “Impact of the plugged-in and unplugged chemistry computational thinking modules on achievement in chemistry,” which investigated achievement outcomes between a chemistry unit in three groups: 1) chemistry classes integrated with Scratch projects, 2) chemistry classes integrated with both unplugged and Scratch projects, and 3) chemistry classes with no focus on computational thinking.

In this episode I unpack Lewis’ (2017) publication titled “Good (and bad) reasons to teach all students computer science,” which problematizes common rationales/myths for teaching computer science in K-12 schools.

In this episode I unpack Scott and Elliott’s (2020) publication titled “STEM diversity and inclusion efforts for women of color: A critique of the new labor system,” which uses the metaphor of sharecropping to problematize the new labor system around STEM education and careers.

In this interview with Aria Chernik, we discuss student-centered engagement situated within authentic contexts, problems with focusing entirely on capitalistic purposes of education, using critical pedagogies to problematize power dynamics in the classroom, using an open design for learning, the phenomenology of collaboration, creating a space that encourages taking risks in education, and much more.

In this episode I unpack Cayari et al.’s (2021) publication titled “Trans voices speak: Suggestions from trans educators about working with trans students,” which provides five suggestions from Trans educations on working with Trans students.

In this interview with James Fester, we discuss using informal learning approaches within formal learning spaces, what makes a learning experience engaging, how James’ experience in the National Parks Service’s Teacher Ranger Teacher program informed how he taught in the classroom, unpacking nuances of project-based learning, debunking common misconceptions of PBL, and so much more.

In this episode I unpack Menier, Zarch, and Sexton’s (2021) publication titled “Broadening gender in computing for transgender and nonbinary learners,” which is a position paper problematizes the current lack of trans and nonbinary individuals in discourse around gender in CS education.

In this interview with Khalia Braswell, we discuss the lack of representation in education, improving equity and inclusion in CS education, what Khalia has learned with INTech Camp for Girls, how Khalia iterates on her own abilities, the importance of self care, our thoughts on the future of CS education, and much more.