Académique Documents
Professionnel Documents
Culture Documents
Background
As
new
computer
science
courses
are
being
offered
in
schools
nationwide,
providing
teachers
instructional
support
to
effectively
teach
these
courses
is
increasingly
both
urgent
and
challenging.
Since
pre-service
are
typically
immersed
in
a
process
that
builds
skills
about
teaching
and
learning,
they
are
well
suited
to
develop
necessary
teaching
practices
in
computer
science.
This
methodology
course
was
developed
to
assist
pre-service
mathematics
and
science
teachers
to
build
the
pedagogical
knowledge
and
equitable
teaching
practices
needed
to
teach
secondary
computer
science
concepts.
Setting
The
methodology
course
was
piloted
during
the
spring
quarter
of
2012
in
the
Center
X
Teacher
Education
program
at
UCLA.
This
program
is
nationally
known
for
its
research-based
approaches
to
mathematics
and
science
education.
The
existing
mathematics
and
science
methodology
courses
work
with
teachers
to
develop
an
effective
inquiry
based
approach
to
teaching
and
learning.
The
programs
explicit
commitment
to
social
justice
attracts
a
cadre
of
prospective
teachers
committed
to
issues
of
equity
and
access
in
urban
schools.
Students
Twenty-seven
prospective
mathematics
and
science
teachers
in
their
resident
year
of
the
teacher
education
program
enrolled
in
this
course.
Fitting
into
the
Teacher
Education
Curriculum
The
course
replaced
an
existing
educational
technology
course
that
was
more
geared
towards
using
information
technology
to
enhance
learning
in
traditional
subjects.
Thus,
this
teaching
methodology
course
was
used
to
meet
Californias
state
requirement
of
educational
technology
course
credit
for
teaching
licensure
and
did
not
require
students
to
take
an
additional
class.
Linking
Theory
and
Practice
An
important
element
of
this
course
design
is
the
link
to
the
current
and
local
computer
science
courses
in
schools.
Often,
methodology
courses
can
be
seen
as
distanced
from
the
teaching
practices
in
the
field.
Because
Exploring
Computer
Science
courses
were
offered
at
schools
throughout
the
district,
many
of
the
pre-service
teachers
had
student
teaching
placements
at
these
schools.
Thus,
assignments
are
customized
to
examine
the
links
between
theory
and
practice
by
highlighting
the
field
component
of
this
course.
Partnerships
This
course
was
developed
as
a
result
of
deep
collaborations
between
Center
X,
the
Los
Angeles
School
District,
and
the
Mobilize
(www.mobilizingcs.org)
and
ECS
(www.exploringcs.org)
NSF-
funded
programs.
These
two
programs
support
curricular
resource
development,
local
administrative
support
for
computer
science
courses,
and
professional
development
for
in-
service
teachers
of
mathematics,
science,
and
computer
science.
The
Mobilize
project
sponsored
the
development
and
teaching
of
this
course.
Supported
by
MOBILIZE:
Mobilizing
for
Innovative
Computer
Science
Teaching
and
Learning
(NSF#
0962919)
Course
time:
Course
dates:
Location:
Developed
by:
Instructors:
This
course
for
prospective
secondary
STEM
teachers
explores
computer
science
as
a
discipline
that
encourages
inquiry,
creativity,
and
collaboration.
Given
that
the
nature
of
computing
is
investigative,
the
computer
science
activities
will
be
hands-on
to
gain
insights
about
teaching
and
learning
computing
concepts
in
classroom
settings.
Students
will
examine
a
variety
of
computing
tools,
virtual
environments,
and
other
instructional
resources
that
support
learning
across
STEM
disciplines.
Students
will
learn
that
pedagogical
methods
in
computer
science
require
intellectual
rigor
in
order
to
develop
lessons
that
are
relevant
to
secondary
students
and
pertinent
to
our
culturally
diverse
world
today.
There
are
four
related
areas
of
emphasis
which
support
effective
computer
science
education:
1) Representing
and
connecting
computer
science
concepts
2) Engagement
with
particular
instructional
strategies
that
foster
inquiry-based
teaching
and
learning
3) Eliciting,
assessing,
and
understanding
students
computer
science
content
knowledge
and
computational
thinking
practices
4) Development
of
equity-based
teaching
practices
in
computer
science
education
REQUIRED READING
Barr,
V.,
&
Stephenson,
C.
(2011).
Bringing
computational
thinking
to
K-12:
what
is
Involved
and
what
is
the
role
of
the
computer
science
education
community?
ACM
Inroads,
2(1),
48-54.
Bell,
T.,
Alexander,
J.,
Feeman,
I.,
&
Grimley,
M.
(2009).
Computer
science
unplugged:
School
students
doing
real
computing
without
computers.
New
Zealand
Journal
of
Applied
Computing
and
Information
Technology,
13(1),
20-29.
Eglash,
R.,
Bennett,
A.,
ODonnell,
C.,
Jennings,
S.,
&
Cintorino,
M.
(2006).
Culturally
Situated
Design
Tools:
Ethnocomputing
from
Field
Site
to
Classroom.
American
Anthropologist,
108(2),
347362.
Goode,
J.,
&
Chapman,
G.
(2011).
Exploring
computer
science
(4th
ed.).
Los
Angeles:
Computer
Science
Equity
Alliance.
Goode,
J.,
&
Margolis,
J.
(2011).
Exploring
Computer
Science:
A
Case
Study
of
School
Reform.
Trans.
Comput.
Educ.,
11(2),
1-16.
Maloney,
J.
H.,
Peppler,
K.,
Kafai,
Y.,
Resnick,
M.,
&
Rusk,
N.
(2008).
Programming
by
choice:
Urban
youth
learning
programming
with
scratch.
Paper
presented
at
the
Proceedings
of
the
39th
SIGCSE
technical
symposium
on
Computer
science
education,
Portland,
Supported
by
MOBILIZE:
Mobilizing
for
Innovative
Computer
Science
Teaching
and
Learning
(NSF#
0962919)
ASSIGNMENTS
GRADING
Class
participation
Reflective
Journals
Classroom
Observation
Student-led
lesson
COURSE
GRADES
A
A-
B+
B
B-
C+
92-100%
90-91%
88-89%
82-87%
80-81%
78-79%
20%
30%
20%
30%
C
C-
D+
D-
D-
F
72-77%
70-71%
68-69%
60-61%
60-61%
0-60%
Supported
by
MOBILIZE:
Mobilizing
for
Innovative
Computer
Science
Teaching
and
Learning
(NSF#
0962919)
WEEK
TOPIC
Introduction
to
course
4
5
6
6
7
READINGS
Syllabus
Stuck
in
the
Shallow
End:
Jigsaw
chapters
Computing
across
Cultures
Programming
with
Scratch
10
Mobilize
&
Conclusion
National
Research
Council
Ch.
8
Bell,
et.al.
Eglash, et.al.
Maloney, et.al.
ACTIVITIES
1)
2)
3)
1)
Supported
by
MOBILIZE:
Mobilizing
for
Innovative
Computer
Science
Teaching
and
Learning
(NSF#
0962919)