Browsing by Author "Weisgrau, Josh"
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ItemComputational Thinking for a Computational World(2017) Angevine, Colin; Cator, Karen; Roschelle, Jeremy; Thomas, Susan A.; Waite, Chelsea; Weisgrau, JoshComputers, smartphones, smart systems, and other technologies are woven into nearly every aspect of our daily lives. As computational technology advances, it is imperative that we educate young people and working adults to thrive in a computational world. In this context, the essential question for American education is: In a computational world, what is important to know and know how to do? This paper argues that computational thinking is both central to computer science and widely applicable throughout education and the workforce. It is a skillset for solving complex problems, a way to learn topics in any discipline, and a necessity for fully participating in a computational world. The paper concludes with recommendations for integrating computational thinking across K-12 curriculum. ItemComputational Thinking for an Inclusive World: A Resource for Educators to Learn and Lead(Digital Promise, 2021-12) Mills, Kelly; Coenraad, Merijke; Ruiz, Pati; Burke, Quinn; Weisgrau, JoshTechnology is becoming more integral across professional fields and within our daily lives, especially since the onset of the pandemic. As such, opportunities to learn computational thinking are important to all students—not only the ones who will eventually study computer science or enter the information technology industry. However, large inequalities continue to exist in access to equipment and learning opportunities needed to build computational thinking skills for students that experience marginalization. We call all educators to integrate computational thinking into disciplinary learning across PreK-12 education, while centering inclusivity, to equip students with the skills they need to participate in our increasingly technological world and promote justice for students and society at large. This report issues two calls to action for educators to design inclusive computing learning opportunities for students: (1) integrate computational thinking into disciplinary learning, and (2) build capacity for computational thinking with shared leadership and professional learning. Inspired by the frameworks, strategies, and examples of inclusive computational thinking integration, readers can take away practical implications to reach learners in their contexts. ItemComputational Thinking for an Inclusive World: A Resource for Educators to Learn and Lead, Quick Start and Discussion Guide(Digital Promise, 2021-12) Mills, Kelly; Coenraad, Merijke; Ruiz, Pati; Burke, Quinn; Weisgrau, JoshWe call all educators to integrate computational thinking into disciplinary learning across PreK-12 education, while centering inclusivity, to equip students with the skills they need to participate in our increasingly technological world and promote justice for students and society at large. This quick start and discussion guide is a resource for educators to learn about and build capacity for students to engage in computational thinking. ItemFeedback Loops: Mapping Transformative Interactions in Education Innovation(Digital Promise, 2022-05) Baker, Anthony; Weisgrau, Josh; Brister Philyaw, KristalThis report details the feedback loops initiative at Digital Promise in which we evaluated and mapped the way we generate insights and knowledge and the ways in which our partners contribute, perceive, and share in that process. In particular, we are interested in how we can create new processes we call feedback loops that can aid us in including our partners in more meaningful collaborations, developing solutions that are better targeted to the audiences they are intended for, and elevating the voices, needs, and excellence of the members of school communities. We believe there are cases where feedback loops will provide superior outcomes compared to traditional methods of feedback, and we detail in this report our conception of feedback loops, their components, and places within the Digital Promise ecosystem where they are currently in use, as well as provide guidance for others wishing to carry out this work. ItemUnderstanding and Supporting District Systems Change Around Computer Science Education(AERA Annual Conference Proceedings, 2021-04) Burke, Quinn; Roschelle, Jeremy; Ruiz, Pati; Weisgrau, JoshForty states have undertaken recent initiatives to expand access to computer science, including the development of comprehensive K-12 computing standards (Code.org, 2019). Yet while standards represent a necessary scaffold for states to support implementation, ultimately the challenge of a tailored computing agenda (Burke et al., 2020; Coburn, Hill, & Spillane, 2016) falls to the individual districts themselves. Given the wider history of inequitable K-12 computing opportunities (Margolis, Goode, & Ryoo, 2015), districts are faced with the challenges of (i) ensuring equitable student access to high-quality CS content, (ii) developing integrated systems for teacher development and instructional feedback, and (iii) articulating coherent curricular learning progressions across grade levels. The “State of the States Landscape” report (Stanton et al., 2017) reveals that although the majority of U.S. states have CS standards, districts must promptly tackle these challenges to foster genuinely equitable programs. This study examines the development of equitable pathways in three unique school districts: Iowa City Community School District (IA), a college-town district serving 14,000 students which is rapidly becoming more urban and diverse and seeks to increase participation among English language learner students; Indian Prairie School District (IL) a suburban district west of Chicago, serving 28,000 students and committed to improve achievement for students from low income families; Talladega County Schools (AL), a rural school district of 7,500 students in the central part of the state, with a focus on increasing participation among females. This three-year study investigates the why, what, and how of developing a comprehensive K-12 computing pathway. First, in terms of why, to what extent has each district been able to identify and articulate a unified vision for CS education? To what extent does this vision correspond to existing district resources, as well as adhere to their stated commitment(s) to educational equity? Second, in terms of what, how does a district’s vision for K-12 computing help define what qualifies as computing and where it is to be integrated into schools? What are the computing competencies (i.e., using algorithms, computational modeling) each district identifies and to what degree have teachers been able to understand and value these competencies? Third and last, in terms of how, what is the process that each district adopts to translate these designated competencies into actual classroom practice? And how do they measure success in terms of student work, teacher feedback, and wider community engagement? At the close of our second year of research, participating districts have already addressed the first two elements of why? and what? They continue to address the third element of how? as they ramp up pilot coursework in select schools over year three, a challenge now compounded by the nationwide pandemic. Through teacher and administrative interviews and surveys, as well as wider feedback from district-specific chamber of commerce/ technology committees, this presentation will identify and compare the various rationales for equity-driven computing pathways, examine to what degree they help leadership teams articulate a district-wide framework, and how such a framework took hold within classrooms.