Planning Computer Science Instruction for Students With High-Incidence Disabilities

2021 ◽  
pp. 105345122110249
Author(s):  
Amy Hutchison ◽  
Anya S. Evmenova
Keyword(s):  
Computer Science ◽  
Universal Design For Learning ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Science Content ◽  
High Incidence ◽  
Integration Planning ◽  
Content Area Instruction ◽  
Model Computer ◽  
High Incidence Disabilities

States increasingly are adopting computer science standards to help students develop coding and computational thinking skills. In an effort to support teachers in introducing computer science content to their students with high-incidence disabilities, a new model, computer science integration planning plus universal design for learning (CSIP+) offers ways to integrate computational thinking and coding into content area instruction. This column presents an example of how a teacher might implement the CSIP+ model when designing instruction accessible to all learners. Guiding questions to support teachers at each phase of the planning cycle are provided.

Computer Science Unplugged: A Systematic Literature Review

2021 ◽  
pp. 004723952110188
Author(s):  
Ali Battal ◽  
Gülgün Afacan Adanır ◽  
Yasemin Gülbahar
Keyword(s):  
Literature Review ◽  
Computer Science ◽  
Systematic Literature Review ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Inclusion Criteria ◽  
Relevant Research ◽  
Tangible Programming ◽  
Review Procedure ◽  
Research Studies

The computer science (CS) unplugged approach intends to teach CS concepts and computational thinking skills without employing any digital tools. The current study conducted a systematic literature review to analyze research studies that conducted investigations related to implementations of CS unplugged activities. A systematic review procedure was developed and applied to detect and subsequently review relevant research studies published from 2010 to 2019. It was found that 55 research studies (17 articles + 38 conference proceedings) satisfied the inclusion criteria for the analysis. These research studies were then examined with regard to their demographic characteristics, research methodologies, research results, and main findings. It was found that the unplugged approach was realized and utilized differently among researchers. The majority of the studies used the CS unplugged term when referring to “paper–pencil activities,” “problem solving,” “storytelling,” “games,” “tangible programming,” and even “robotics.”

Educational Robotics for Creating Effective Computer Science Learning for All

2021 ◽  
pp. 44-69
Author(s):  
Amy Eguchi
Keyword(s):  
Computer Science ◽  
Effective Teachers ◽  
Computational Thinking ◽  
Thinking Skills ◽  
People Of Color ◽  
Underrepresented Minorities ◽  
Educational Robotics ◽  
Learning Tool ◽  
Real Picture ◽  
K 12

President Obama's initiative, “computer science for all,” has been a rallying slogan for promoting computer science in K-12 education. Although the participation of people of color in computer science (CS) has increased in the past several years, it is still drastically low and does not reflect the real picture of our society. This chapter explores how educational robotics as a learning tool can inspire underrepresented minorities including females and students of color to become interested in CS. Supported by Papert's constructionism theory, educational robotics effectively facilitates students' learning of various concepts in CS and STEM. Educational robotics is a learning tool which inspires students' interest in learning. It provides a learning environment that promotes students' learning of various CS concepts and computational thinking skills. Although robots naturally spark students' interests, to make it most effective, teachers are required effortfully to create learning opportunities that are authentic and meaningful for individual students.

Educational Robotics for Creating Effective Computer Science Learning for All

2022 ◽  
pp. 756-781
Author(s):  
Amy Eguchi
Keyword(s):  
Computer Science ◽  
Effective Teachers ◽  
Computational Thinking ◽  
Thinking Skills ◽  
People Of Color ◽  
Underrepresented Minorities ◽  
Educational Robotics ◽  
Learning Tool ◽  
Real Picture ◽  
K 12

President Obama's initiative, “computer science for all,” has been a rallying slogan for promoting computer science in K-12 education. Although the participation of people of color in computer science (CS) has increased in the past several years, it is still drastically low and does not reflect the real picture of our society. This chapter explores how educational robotics as a learning tool can inspire underrepresented minorities including females and students of color to become interested in CS. Supported by Papert's constructionism theory, educational robotics effectively facilitates students' learning of various concepts in CS and STEM. Educational robotics is a learning tool which inspires students' interest in learning. It provides a learning environment that promotes students' learning of various CS concepts and computational thinking skills. Although robots naturally spark students' interests, to make it most effective, teachers are required effortfully to create learning opportunities that are authentic and meaningful for individual students.

Computational Thinking and Mathematics

2016 ◽  
pp. 853-865
Author(s):  
Thiago Schumacher Barcelos ◽  
Ismar Frango Silveira
Keyword(s):  
Problem Solving ◽  
Computer Science ◽  
Basic Education ◽  
National Curriculum ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Educational Systems ◽  
Curriculum Guidelines ◽  
And Mathematics ◽  
The One

On the one hand, ensuring that students archive adequate levels of Mathematical knowledge by the time they finish basic education is a challenge for the educational systems in several countries. On the other hand, the pervasiveness of computer-based devices in everyday situations poses a fundamental question about Computer Science being part of those known as basic sciences. The development of Computer Science (CS) is historically related to Mathematics; however, CS is said to have singular reasoning mechanics for problem solving, whose applications go beyond the frontiers of Computing itself. These problem-solving skills have been defined as Computational Thinking skills. In this chapter, the possible relationships between Math and Computational Thinking skills are discussed in the perspective of national curriculum guidelines for Mathematics of Brazil, Chile, and United States. Three skills that can be jointly developed by both areas are identified in a literature review. Some challenges and implications for educational research and practice are also discussed.

Computational Thinking and Mathematics

2014 ◽  
pp. 922-934
Author(s):  
Thiago Schumacher Barcelos ◽  
Ismar Frango Silveira
Keyword(s):  
Problem Solving ◽  
Computer Science ◽  
Basic Education ◽  
National Curriculum ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Educational Systems ◽  
Curriculum Guidelines ◽  
And Mathematics ◽  
The One

On the one hand, ensuring that students archive adequate levels of Mathematical knowledge by the time they finish basic education is a challenge for the educational systems in several countries. On the other hand, the pervasiveness of computer-based devices in everyday situations poses a fundamental question about Computer Science being part of those known as basic sciences. The development of Computer Science (CS) is historically related to Mathematics; however, CS is said to have singular reasoning mechanics for problem solving, whose applications go beyond the frontiers of Computing itself. These problem-solving skills have been defined as Computational Thinking skills. In this chapter, the possible relationships between Math and Computational Thinking skills are discussed in the perspective of national curriculum guidelines for Mathematics of Brazil, Chile, and United States. Three skills that can be jointly developed by both areas are identified in a literature review. Some challenges and implications for educational research and practice are also discussed.

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