engaging academically diverse k-12 learners in computer

EngagingacademicallydiverseK-12learnersincomputerprogramming

andcomputa8onalthinkinginstruc8on

MayaIsraelGeorgeReeseSaadShehab

Quen8nMWherfelMelindaSnodgrass

MoonChungAdamMetzgerEvanRamos

Roadmap

•  Introduc8onsandOverview•  Collabora8veCompu8ng

•  StudentswithDisabili8es•  NextSteps

First…thisisacollabora8veeffort

Whyfocusoncompu8ng?

•  STEMPipelineArgument:–  USDept.ofLaborSta8s8cssaysthatby2020,therewillbe1.4millioncompu8ngjobs,butonly30%willbefilledatthecurrentrate.

•  BeyondtheSTEMpipelineargument:–  Real-worldapplica8onofmathema8cs,opportuni8estoprac8ceproblemsolving,persistence,collabora8on

–  Equity

ResearchStudyContext

Thereisawellestablishedra8onaleforcompu8ngin

K-12.

Fewstudieshaveexamined

compu8ngwithdiverselearners.

NoneatK-12withstudents

withdisabiliAes.

Ourmethodsareexploratory

becausethisisnewterritory…Wehavealottolearn.

OurApproaches

•  FocusonUniversalDesignforLearning•  Usedifferentcompu8ngpla\ormstoindividualizeforstudents– Example:Graphicallyintui8veblock-basedprogramming

•  Teach,model,andreinforcecollabora8onusingaconsistentframework

•  Balanceexplicitinstruc8onwithopeninquiry

OriginsoftheCollabora8ve-Compu8ngObserva8onInstrument(C-COI)

Israel, M., Pearson, J. N., Tapia, T., Wherfel, Q. M., & Reese, G. (2015). Supporting all learners in school-wide computational thinking: A cross-case qualitative analysis. Computers & Education, 82, 263-279.

Purpose

Thepurposeofthisstudywastoinves8gatehowelementaryschoolteacherswithlimitedcomputerscienceexperienceinahigh-needschoolintegratedcomputa8onalthinkingintotheirinstruc8on.

HelpSeeking

Collabora8ve&

IndividualProblem-Solving

Persistence

WhatcanbedocumentedfromtheC-COI?

QuesAonswewantedtoask: Constructs

Howdoesthestudentrequesthelp?Whohelpedthestudent?

Adap8vevs.Nega8veHelpSeeking

Howdoesthestudentindividuallyproblemsolve?

Persistence

Whatkindsupport(s)didthestudentreceive? Collabora8veProblem-Solving

Didthecompu8ngexperienceresultinskill/conceptacquisi8on?

UnderstandingCSconcepts/vocab.

Collabora8veCompu8ngConceptualFramework

Israel,Wherfel,Shehab,Ramos,&Reese(underreview)

CompuAngFlowChart(ParAalScreenshot)

C-COIPaperVersion

Instrumentcita8on:Israel,Ramos,Wherfel,&Shehab(2015).Collabora8veCompu8ngObserva8onInstrument(C-COI).BoardofTrusteesoftheUniversityofIllinoisatUrbana-Champaign.Availableathgp://mste.illinois.edu/c-coi

C-COIOnlineVersion

MeasuringCollabora8veCompu8ng

•  Collabora8veCompu8ngObserva8onInstrument(C-COI)– UseScreencas8fysohwaretocaptureallcompu8ngac8vi8esandaudioofstudentcollabora8ons

– Dependentvariablesincludeamountof8mepersis8ngontasks,methodsofhelpseeking,collabora8veproblem-solving,andcompu8ngchallenges.

ValidityandReliability

Phase1:Recognizingtheoccurrenceofanevent

Phase2:Iden8fiedcri8calpathswithineachnodeandsub-nodes

C-COIInstrumentDirectedGraph:OneStudent’sPaths

DetailedDirectedgraph WeightedDirectedgraph

C-COIInstrumentDirectedGraph:Mul8pleStudents’Paths

DetailedDirectedgraph WeightedDirectedgraph

FindingsandTips1.  Whenworkingindependently,somestudentsspendaLOT

of8meonasinglelevel,showpersistence,butdonotcollaborateanddonotsuccessfullycompletethelevel.

2.  Mostcommoncollabora8veeventsendedwithproblemsnotsolved

a.  Studentsarenoteffec8velyusingthecollabora8vescripttosolvetheproblem

b.  Studentsarenotwatchingthevideohintsc.  Studentslackunderstandingofthecomputerscienceconceptsthat

areassociatedwiththeproblem

3.  Lotsofcompe88on,especiallyinCode.orgascomparedtoScratch.

CaseStudiesofStudentswithDisabili8esduringCS/CT

•  PartofongoingresearchexaminingequitableandaccessibleCS/CTinstruc8on

•  Purposefulselec8onofstudentsdisengagedinCS/CT

•  Classroomobserva8ons&interviewswithgeneralandspecialedteachers,andsupportstaff

CaseStudiesofStudentswithDisabili8esduringCS/CT

•  RQ:TowhatextentareCT-specificsupportsneededforSWDtoengageinCTinstruc8on&ac8vi8es?

•  Yin(2009)four-stepprocessforexplana8onbuildingwithinasinglecase:1)  Makeatheore8calexplanatorystatementaboutthe

phenomenon(thestudent’sexperienceduringcompu8ng)2)  Comparethisstatementtothedatafromasinglecase3)  Revisethetheore8calstatementtobegerreflectthecase4)  Reviewtherevisedstatementagainstthedatafromthe

case.

CrossCaseAnalysisHoraAo

•  4thgradestudent•  Hasau8sm,intellectual

disability,limitedsocialcommunica8on

•  Spendsthemajorityofthedayinthegeneraledclassroomwith1-on-1adultsupport

•  Lovesplayingrepe88vegamesonthecomputer

•  Enjoyshavinghispeerschasehim,butdoesnotini8atesocialinterac8ons

Deacon•  5thgradestudent•  Hasfetalalcoholsyndrome

andLDwithassociatedimpulsivity,behavioralandagen8onchallenges

•  Spendsthemajorityofthedayinthegeneraledclassroom

•  LovesMinecrah!•  Enjoyshangingoutwith2

peersinclass

Ini8alExplanatoryStatement•  Studentswithdisabili8eswhoaredisengagedduringCS/CTrequireCT-specificsupportstosuccessfullyengageinCTac8vi8es,andwhenthesesupportsarenotavailable,theycannotmeaningfullyengageinthoseac8vi8es.

•  Teachers&researchersallhadthishypothesisini8ally.

Hora8o(4thgrade)Ini8alEngagementFinalEngagement

Aherconsistentdaysoflimitedaccessandengagement,wetried:(a)accesstomaterials,(b)verbaldirec8onsaboutwhattodoandhowtodoit,(c)modelsofproblem-solvingtechniques,and(d)modelsofhowtocompletetheassignedwhilethecomputerremainedinfrontofhim.

Snodgrass,Israel,&Reese(underreview)

TeacherInterviewsBeforeSupportsQuotes•  Ifeltlastweeklikehehadactually

accomplishedsomethingonCode.org,but...whenIseethoseliglevictoriesandaccomplishments,I’mwondering,howmuchwasithimworkingindependently?Howmuchdoes[theparaeducator]comeintoplay?…I’mafraidit’smorethelager.

GeneralEdTeacherTranscript,p.5

•  Ihavetriedtousehand-over-handstrategiesforthecomputerandpeermentoringtokeephimontask.Thesehavenotbeentoosuccessful……Ithinkitmightbehelpfultohavesomeonecomeinandshowhisteachingassistantandmyselfwhatwecandotomakehimmoreindependentwithcoding.

SpecialEdTeacherResponse,p.1

ANerSupportsQuote

•  Iwasjustflabbergasted,becausehe’sneverdonethat!…Henevertriedandit’slike[hesaid],‘Giveittome.I’mdoingittoday.’…Thatwasfun!”

ParaeducatorInterviewTranscript,p.9


Deacon(5thgrade)


CTInstruc8onEvalua8onandRefinementFramework


Planfornextcasestudy“IfastudentisstrugglinginCTthenFirstensurethattheirstudent-specificsupportsareinplaceduringCTinstruc9onandac9vi9es.Ifastudentcon9nuestostruggle,thenexploreaddi9onalCT-specificsupportstoincorporateintothepedagogy.”

NextSteps

•  NSFSTEM+Cprojectisstar8nginJanuaryof2016tolookatintegratedcompu8ngandmathinstruc8on

•  Lookatindividualandcontent-specificsupportsstudentswithdisabili8esacrosscontentareas(includingCS/CT)

•  Con8nuedexplora8onofcollabora8vecompu8ng

•  Integratedcompu8ngandscien8ficargumenta8on

ForMoreInforma8on:hgp://ctrlshih.mste.illinois.edu/

engaging academically diverse k-12 learners in computer

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