Tools Harvard Computer Science Students Use to Collaborate, Stay Organized
AP Computer Science Principles Attract Diverse Students With Real-World Problems
All Students Can Find Power in Thinking Like Computer Scientists
Steps Teachers Can Take to Keep Girls and Minorities in Computer Science Education
From Dabbling to Doing: 6 Tools That Excite Kids About Coding
How to Start and Build an Inclusive Computer Science Program
Videos Starring Minorities Aim to Attract New Faces to Tech
What Schools Hope to Achieve by Making Computer Science Widespread
Could Storytelling Be the Secret Sauce to STEM Education?
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She spent a decade as an associate at Boston University’s \u003c/em>\u003cem>\u003ca href=\"http://www.bu.edu/ccsr/about-us/\">Center for Character and Social Responsibility\u003c/a>, \u003c/em>\u003cem>researching, writing, and consulting with schools. She is the mother of two young children. You can follower her on Twitter \u003ca href=\"https://twitter.com/@dfkris\">@dfkris\u003c/a>.\u003c/em>","avatar":"https://secure.gravatar.com/avatar/48efe6f17031ed31222b74af9605fe5a?s=600&d=blank&r=g","twitter":"dfkris","facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"mindshift","roles":["author"]}],"headData":{"title":"Deborah Farmer Kris | KQED","description":null,"ogImgSrc":"https://secure.gravatar.com/avatar/48efe6f17031ed31222b74af9605fe5a?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/48efe6f17031ed31222b74af9605fe5a?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/dfkris"}},"breakingNewsReducer":{},"campaignFinanceReducer":{},"firebase":{"requesting":{},"requested":{},"timestamps":{},"data":{},"ordered":{},"auth":{"isLoaded":false,"isEmpty":true},"authError":null,"profile":{"isLoaded":false,"isEmpty":true},"listeners":{"byId":{},"allIds":[]},"isInitializing":false,"errors":[]},"navBarReducer":{"navBarId":"home","fullView":true,"showPlayer":false},"navMenuReducer":{"menus":[{"key":"menu1","items":[{"name":"News","link":"/","type":"title"},{"name":"Politics","link":"/politics"},{"name":"Science","link":"/science"},{"name":"Education","link":"/educationnews"},{"name":"Housing","link":"/housing"},{"name":"Immigration","link":"/immigration"},{"name":"Criminal Justice","link":"/criminaljustice"},{"name":"Silicon Valley","link":"/siliconvalley"},{"name":"Forum","link":"/forum"},{"name":"The California Report","link":"/californiareport"}]},{"key":"menu2","items":[{"name":"Arts & Culture","link":"/arts","type":"title"},{"name":"Critics’ Picks","link":"/thedolist"},{"name":"Cultural Commentary","link":"/artscommentary"},{"name":"Food & Drink","link":"/food"},{"name":"Bay Area Hip-Hop","link":"/bayareahiphop"},{"name":"Rebel Girls","link":"/rebelgirls"},{"name":"Arts Video","link":"/artsvideos"}]},{"key":"menu3","items":[{"name":"Podcasts","link":"/podcasts","type":"title"},{"name":"Bay Curious","link":"/podcasts/baycurious"},{"name":"Rightnowish","link":"/podcasts/rightnowish"},{"name":"The Bay","link":"/podcasts/thebay"},{"name":"On Our Watch","link":"/podcasts/onourwatch"},{"name":"Mindshift","link":"/podcasts/mindshift"},{"name":"Consider This","link":"/podcasts/considerthis"},{"name":"Political Breakdown","link":"/podcasts/politicalbreakdown"}]},{"key":"menu4","items":[{"name":"Live Radio","link":"/radio","type":"title"},{"name":"TV","link":"/tv","type":"title"},{"name":"Events","link":"/events","type":"title"},{"name":"For Educators","link":"/education","type":"title"},{"name":"Support KQED","link":"/support","type":"title"},{"name":"About","link":"/about","type":"title"},{"name":"Help Center","link":"https://kqed-helpcenter.kqed.org/s","type":"title"}]}]},"pagesReducer":{},"postsReducer":{"stream_live":{"type":"live","id":"stream_live","audioUrl":"https://streams.kqed.org/kqedradio","title":"Live Stream","excerpt":"Live Stream information currently unavailable.","link":"/radio","featImg":"","label":{"name":"KQED Live","link":"/"}},"stream_kqedNewscast":{"type":"posts","id":"stream_kqedNewscast","audioUrl":"https://www.kqed.org/.stream/anon/radio/RDnews/newscast.mp3?_=1","title":"KQED Newscast","featImg":"","label":{"name":"88.5 FM","link":"/"}},"mindshift_49588":{"type":"posts","id":"mindshift_49588","meta":{"index":"posts_1591205157","site":"mindshift","id":"49588","score":null,"sort":[1512978819000]},"guestAuthors":[],"slug":"tools-harvard-computer-science-students-use-to-collaborate-stay-organized","title":"Tools Harvard Computer Science Students Use to Collaborate, Stay Organized","publishDate":1512978819,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Harvard University is one of the \u003ca href=\"http://college.usatoday.com/2014/10/12/the-20-most-selective-colleges-in-the-u-s-and-why-selectivity-can-be-misleading/\" target=\"_blank\" rel=\"noopener\">most selective schools\u003c/a> in the United States, so it isn’t the first place that comes to mind when discussing how to make computer science appealing and open to a broad range of students. But Professor \u003ca href=\"https://cs.harvard.edu/malan/\" target=\"_blank\" rel=\"noopener\">David Malan\u003c/a> has been experimenting with different ways to make his introductory computer science class (CS50) the type of place where students from many different backgrounds can thrive. And he’s spreading what he learns to the broader educator community, hoping what he’s learning from the \u003ca href=\"https://cs50.harvard.edu/\" target=\"_blank\" rel=\"noopener\">CS50\u003c/a> experiment spreads beyond Harvard’s walls to K-12 educators working to fire up kids about computer science.\u003c/p>\n\u003cp>Malan’s class attracts students who have never taken computer science before, as well as kids who have been coding a long time. His goal with this diverse group of learners is to create a community that’s equal and collaborative. One way he does this is by asking students to self-identify by comfort level. Those groups become different section levels, and they sometimes get different homework, but harder assignments are not worth more credit. Malan said recently that the “less comfortable” group has \u003ca href=\"https://medium.com/@cs50/cs50s-changing-demographics-d00fb7369d6\" target=\"_blank\" rel=\"noopener\">dominated his 700-person course\u003c/a>.\u003c/p>\n\u003cp>“At the end of the day all students are treated with the same expectations,” said Malan, speaking at the \u003ca href=\"http://novemberlearning.com/blc-education-conference-2017/\" target=\"_blank\" rel=\"noopener\">Building Learning Communities conference\u003c/a> in Boston. Students are graded based on each individual’s growth; Malan and his team of teaching assistants don’t use absolute measures when assigning grades. Instead, they look at scope, how hard the student tried, correctness, how right the work was, style, how aesthetic the code is, and design, which is the most subjective. When it’s time to assign grades, Malan and his teaching fellows have lots of in-depth conversations about how each student has improved relative to where he or she started.\u003c/p>\n\u003cp>And since computer code is particularly easy to steal off the web, Malan has a “regret clause” for his course “to encourage and allow students to come forward if they made a bad decision that historically is very hard to take back. “We encourage them to come forward.” If a student did cheat, but uses the regret clause, he or she can still be penalized, but Malan won’t escalate the incident to the university level. He understands that sometimes stressed-out students, many of whom are perfectionists pushing themselves in a completely new area of study, act on their anxieties against their better judgment.\u003c/p>\n\u003cp>Malan also uses many teaching assistants to help him provide personalized attention to students in this large course. He sees them as one of the most important parts of the course’s success and popularity. “One of our greatest assets is the human structure within the course,” Malan said. He also encourages students not to take notes during lecture, instead asking one of the teaching assistants to take notes for everyone so students can focus their attention on the discussion.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Office hours are another important support structure for this challenging course. During office hours several teaching assistants will be in one place offering one-on-one help. Malan has been pleased at how these meetups have gradually begun happening in social spaces, becoming a connection point between digital and analog support. He attributes some of his success with students new to computer science to the intentionally social aspects of the class.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/59pfsj4nvI8?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Malan’s team also explicitly tries to make computer science fun by planning events that foster a sense of community. They organize an annual puzzle day where students get together on a Saturday, and a hackathon. By merging the social and the academic, Malan is trying to make computer science feel approachable. “A side effect of holding these events is drumming up new interest,” Malan said. His students bring their friends, who might decide to take the course the following year. And the silly community events are shared on social media and the course website to help create the community feeling that keeps kids engaged in the academic work.\u003c/p>\n\u003cp>At the end of the semester, all CS50 students present their \u003ca href=\"https://docs.cs50.net/2017/fall/project/project.html\" target=\"_blank\" rel=\"noopener\">final projects\u003c/a> to the community at a fair. “For us what’s most striking at this specific event is seeing their final projects and seeing them present something that we did not teach them,” Malan said. Students often take the initiative to go out and learn more on their own, rather than merely applying the homework he has assigned.\u003c/p>\n\u003cp>In addition to the 700 Harvard students who take CS50, Malan has opened the course to 150 Yale students, as well as about 300 Harvard extension students. The course is also available on \u003ca href=\"https://www.edx.org/\" target=\"_blank\" rel=\"noopener\">edX,\u003c/a> and high school students can access a version of it, \u003ca href=\"https://ap.cs50.net/\" target=\"_blank\" rel=\"noopener\">CS50 AP\u003c/a>, at 150 schools around the country. The course is one of the most popular offerings at Harvard, and students new to computer science keep joining. Malan believes the collaborative nature of the course, along with the intentional community-building that his team does, are a big part of their success.\u003c/p>\n\u003cp>\u003cstrong>CS50-SPECIFIC TOOLS\u003c/strong>\u003c/p>\n\u003cp>With so many students, Malan’s team has developed some CS50 specific tools to help them manage workflow and support students.\u003c/p>\n\u003cp>\u003cstrong>CS50 IDE:\u003c/strong> This is basically a computer in the cloud so students can write code and run it on the internet. It allows students to access their code from multiple locations and for groups to work together virtually. The program highlights the code written by different authors in unique colors to help evaluators see who did what.\u003c/p>\n\u003cp>\u003cstrong>Check50:\u003c/strong> Students and instructors use this program to check for correctness. Is a program giving the expected output? The tool checks student code against a set of tests Malan’s team has written and then generates smiley faces and frowny faces next to the code. This helps students identify trouble spots, but still requires them to problem-solve the fixes. Some of Malan’s teaching assistants are currently rewriting this program to make it open source, so any teacher could input their own checks to use with students.\u003c/p>\n\u003cp>\u003cstrong>CS50 Help:\u003c/strong> This tool rewrites the language of error messages to help students parse what went wrong with their code. It also provides feedback and action items for students to start fixing the error. “It’s just designed to be a resource for students to make that process of understanding error messages easier,” Malan said.\u003c/p>\n\u003cp>\u003cstrong>Droplet:\u003c/strong> This tool provides a bridge between more traditional coding languages and block coding, like what you might see in Scratch or a number of other learn-to-code programs.\u003c/p>\n\u003cp>Malan’s team also uses a lot of other productivity tools that aren’t proprietary and could be useful to other teachers. When discussing these tools with teachers at the BLC conference, it was clear that many K-12 teachers are frustrated by the limits their districts put on the tools they can use.\u003c/p>\n\u003cp>\u003cstrong>OTHER TOOLS\u003c/strong>\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49784\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/github-small.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/github-small.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/github-small-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/github-small-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/github-small-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/github-small-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/github-small-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://github.com/\" target=\"_blank\" rel=\"noopener\">GitHub\u003c/a>:\u003c/strong> This open-source code repository is a way for programmers to share code and get feedback. Malan’s students sometimes use it to submit their code instead of doing so through the Learning Management System (LMS).\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://theory.stanford.edu/~aiken/moss/\" target=\"_blank\" rel=\"noopener\">MOSS\u003c/a> (Measure Of Software Similarity):\u003c/strong> This tool is freely developed and can help determine academic honesty. The tools allow users to anonymously submit student work and see a comparison to other existing code. It gives the teacher a sense of whether similarly written code really is a problem.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49787\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/gradescope-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/gradescope-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/gradescope-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/gradescope-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/gradescope-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/gradescope-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/gradescope-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://gradescope.com/get_started\" target=\"_blank\" rel=\"noopener\">Gradescope\u003c/a>:\u003c/strong> This free tool was designed by UC Berkeley students. It allows teachers to upload student homework or tests and grade them online. The grader can add criteria as he goes and if anything changes, the program will automatically change the scores for that problem on everything that has already been graded. The student gets detailed feedback, all graders are consistent, and the instructor can see how many students made each mistake.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49788\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/dropbox-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/dropbox-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/dropbox-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/dropbox-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/dropbox-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/dropbox-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/dropbox-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://www.dropbox.com/\" target=\"_blank\" rel=\"noopener\">Dropbox\u003c/a>:\u003c/strong> Users get 2G for free and can easily sync and share files. And, if a student doesn’t have a Dropbox account, there’s an anonymous upload feature that creates a unique link so each student’s work goes into a folder with his or her name. It can be an easy way to collect files and work around an LMS.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49789\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/asana-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/asana-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/asana-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/asana-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/asana-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/asana-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/asana-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://asana.com/\" target=\"_blank\" rel=\"noopener\">Asana\u003c/a>:\u003c/strong> This commercially available task management system helps keep track of who’s doing what and when it’s due. Team members can add themselves to different projects and set deadlines. “We’ve used it for office-style team management, but I’ve used it for classes as well to assign homework,” Malan said. “It gives you eyes into what could be a fairly large data set.” There’s also a mobile app.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49790\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/slack-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/slack-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/slack-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/slack-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/slack-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/slack-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/slack-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://slack.com/\" target=\"_blank\" rel=\"noopener\">Slack\u003c/a>:\u003c/strong> This is a free chat service, but also makes it easy to share media. Malan finds it more group friendly than Google Hangout.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cstrong>\u003cimg class=\"alignleft size-full wp-image-49813\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/onepassword-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/onepassword-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/onepassword-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/onepassword-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/onepassword-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/onepassword-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/onepassword-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cimg class=\"alignleft size-full wp-image-49814\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/lastpass-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/lastpass-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/lastpass-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/lastpass-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/lastpass-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/lastpass-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/lastpass-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003ca href=\"https://1password.com/\" target=\"_blank\" rel=\"noopener\">1Password\u003c/a>, \u003ca href=\"https://www.lastpass.com/\" target=\"_blank\" rel=\"noopener\">LastPass\u003c/a>:\u003c/strong> These are password protection services that are not free, but Malan finds important to safeguard student work.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49791\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/doodle-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/doodle-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/doodle-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/doodle-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/doodle-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/doodle-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/doodle-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://doodle.com/\" target=\"_blank\" rel=\"noopener\">Doodle\u003c/a>:\u003c/strong> Malan’s team uses Doodle for scheduling.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49793\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/Help-Scout-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/Help-Scout-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/Help-Scout-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/Help-Scout-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/Help-Scout-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/Help-Scout-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/Help-Scout-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://www.helpscout.net/\" target=\"_blank\" rel=\"noopener\">Help Scout\u003c/a>:\u003c/strong> This tool is a bit like help desk software in that you can create tickets for different email items that require a task. It helps a user see what issues are closed and which ones still need attention.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"size-full wp-image-49794 alignleft\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/hubspot-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/hubspot-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/hubspot-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/hubspot-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/hubspot-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/hubspot-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/hubspot-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://www.hubspot.com/\" target=\"_blank\" rel=\"noopener\">HubSpot\u003c/a>:\u003c/strong> This is good for managing large courses with lots of contacts. It was designed as a customer relationship management system.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49795\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/BringIt-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/BringIt-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/BringIt-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/BringIt-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/BringIt-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/BringIt-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/BringIt-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://www.bringit.bz/\" target=\"_blank\" rel=\"noopener\">PleaseBringIt\u003c/a>:\u003c/strong> This is an easy way to sign people up for open slots. It also functions a little like a wedding registry for running an event -- different people can agree to bring various items.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49796\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/adobeconnect-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/adobeconnect-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/adobeconnect-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/adobeconnect-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/adobeconnect-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/adobeconnect-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/adobeconnect-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"http://www.adobe.com/products/adobeconnect.html\" target=\"_blank\" rel=\"noopener\">Adobe Connect\u003c/a>:\u003c/strong> This tool works well for online classes or office hours. It is not a free service, but Google Hangout would be a free alternative. Zoom is also similar, although more video-based.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49797\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/Google-forms-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/Google-forms-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/Google-forms-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/Google-forms-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/Google-forms-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/Google-forms-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/Google-forms-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://www.google.com/forms/about/\" target=\"_blank\" rel=\"noopener\">Google Forms\u003c/a>:\u003c/strong> Malan uses this a lot to collect work from students. It’s easy to integrate with spreadsheets, but limits the types of questions he can ask.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49798\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/surveymonkey-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/surveymonkey-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/surveymonkey-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/surveymonkey-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/surveymonkey-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/surveymonkey-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/surveymonkey-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://www.surveymonkey.com/\" target=\"_blank\" rel=\"noopener\">SurveyMonkey\u003c/a>:\u003c/strong> This service has more question types and better analytics. It also has some interesting visualization options.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49799\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/slido-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/slido-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/slido-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/slido-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/slido-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/slido-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/slido-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://www.sli.do/\" target=\"_blank\" rel=\"noopener\">Slido.com\u003c/a>:\u003c/strong> This is an interactive online question forum. Users can up-vote or down-vote different questions. That’s useful because a presenter can look at the questions while giving a talk and weave answers into the presentation or follow up afterwards.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49800\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/piazza-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/piazza-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/piazza-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/piazza-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/piazza-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/piazza-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/piazza-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://piazza.com/\" target=\"_blank\" rel=\"noopener\">Piazza\u003c/a>:\u003c/strong> This is a good discussion platform, a functionality many LMS’s lack. Teachers can create a classroom within Piazza. Students can also ask questions anonymously, making it more appropriate for certain discussions than other platforms.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49801\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/quip-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/quip-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/quip-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/quip-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/quip-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/quip-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/quip-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://quip.com/\" target=\"_blank\" rel=\"noopener\">Quip\u003c/a>:\u003c/strong> This software is good for sharing information. The platform makes it easy to organize information and share with others.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49802\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/smugmug-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/smugmug-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/smugmug-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/smugmug-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/smugmug-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/smugmug-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/smugmug-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://www.smugmug.com/\" target=\"_blank\" rel=\"noopener\">SmugMug\u003c/a>:\u003c/strong> This is a good photo portfolio site. It allows the user to filter, but also provide textual context.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49803\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/basecamp-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/basecamp-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/basecamp-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/basecamp-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/basecamp-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/basecamp-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/basecamp-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://basecamp.com/\" target=\"_blank\" rel=\"noopener\">BaseCamp\u003c/a>:\u003c/strong> This project management tool has a free tier for teachers. In general, Malan and his team suggest that educators should always ask for a discount from any commercial software provider. Many companies will be happy to accommodate, making paid products more accessible.\u003c/p>\n\u003cp>\u003cstrong>K-12 TEACHERS’ FAVORITE TOOLS\u003c/strong>\u003c/p>\n\u003cp>When Malan had finished sharing the tools his team finds useful to organize their work, grading and efforts to support students, other educators shared their favorite tools.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49804\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/ZipGrade-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/ZipGrade-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/ZipGrade-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/ZipGrade-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/ZipGrade-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/ZipGrade-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/ZipGrade-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://www.zipgrade.com/\" target=\"_blank\" rel=\"noopener\">ZipGrade\u003c/a>:\u003c/strong> This tool is basically like a scantron machine on a phone. It’s useful for quickly grading multiple-choice exit tickets or formative assessments and tracking student data on those quizzes.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49805\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/videonotes-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/videonotes-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/videonotes-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/videonotes-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/videonotes-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/videonotes-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/videonotes-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"http://www.videonot.es/\" target=\"_blank\" rel=\"noopener\">VideoNot.es\u003c/a>:\u003c/strong> This open-source software allows users to take notes next to videos, syncing to time\u003c/p>\n\u003cp>stamps. It’s also possible to create one’s own video note with a question. And the service works with a Google sign-in (one limitation a number of teachers said they were experiencing with their districts).\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49806\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/vizia-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/vizia-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/vizia-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/vizia-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/vizia-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/vizia-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/vizia-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://vizia.co/\" target=\"_blank\" rel=\"noopener\">Vizia\u003c/a>:\u003c/strong> This tool allows teacher to integrate quizzes and questions into a video. The questions pop up as students watch.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49807\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/gosoapbox-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/gosoapbox-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/gosoapbox-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/gosoapbox-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/gosoapbox-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/gosoapbox-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/gosoapbox-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://www.gosoapbox.com/\" target=\"_blank\" rel=\"noopener\">GoSoapbox\u003c/a>:\u003c/strong> Similar to Poll Everywhere, this tool can be used on a mobile device or computer. It enables teachers to get a sense of how well students understand the content with quick polls. It also has a panic button students can press if they really don’t understand. The instructor’s screen will flash red. It can also be used anonymously.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-thumbnail wp-image-49811\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/driveslides-160x100.png\" alt=\"\" width=\"160\" height=\"100\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/driveslides-160x100.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/driveslides-240x150.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/driveslides-375x234.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/driveslides-520x325.png 520w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/driveslides.png 640w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cstrong>\u003ca href=\"https://chrome.google.com/webstore/detail/driveslides-by-matt-mille/ijnjlojbdhgpamjiflocklhfeciokfdl?hl=en\" target=\"_blank\" rel=\"noopener\">DriveSlides\u003c/a>:\u003c/strong> This chrome extension built by \u003ca href=\"http://ditchthattextbook.com/\" target=\"_blank\" rel=\"noopener\">Matt Miller\u003c/a> and \u003ca href=\"http://www.alicekeeler.com/\" target=\"_blank\" rel=\"noopener\">Alice Keeler\u003c/a> makes it easy to automatically insert images into Google Slide presentations.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49808\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/wizer-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/wizer-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/wizer-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/wizer-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/wizer-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/wizer-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/wizer-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"http://app.wizer.me/\" target=\"_blank\" rel=\"noopener\">Wizer.me\u003c/a>:\u003c/strong> Teachers can create interactive quizzes in various question formats with this tool.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49809\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/goobric-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/goobric-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/goobric-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/goobric-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/goobric-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/goobric-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/goobric-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://chrome.google.com/webstore/detail/goobric-web-app-launcher/cepmakjlanepojocakadfpohnhhalfol?hl=en\" target=\"_blank\" rel=\"noopener\">Goobric\u003c/a>:\u003c/strong> When used in tandem with the Doctopus extension, this Chrome extension allows teachers to pull all the assignments into one Google Sheet and integrate with a rubric.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49810\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/doctopus-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/doctopus-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/doctopus-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/doctopus-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/doctopus-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/doctopus-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/doctopus-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://chrome.google.com/webstore/detail/doctopus/ffhegaddkjpkfiemhhnphmnadfbkdhbf?hl=en\" target=\"_blank\" rel=\"noopener\">Doctopus\u003c/a>:\u003c/strong> Another Chrome extension built by a teacher to make classroom workflows easier. Some of its key functions are to create a file structure in Google Docs, allow a teacher to easily “pass out” blank templates and change or revoke different editing rights, and it’s a way to monitor collaboration happening on Docs.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>What are your favorite collaboration and sharing tools for the classroom?\u003c/p>\n\n","blocks":[],"excerpt":"Educators and students of CS50, a widely popular computer science class at Harvard that's also available in a high school AP version, use a variety of tools to help with the collaborative part of learning computer science. ","status":"publish","parent":0,"modified":1513036028,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["https://www.youtube.com/embed/59pfsj4nvI8"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":51,"wordCount":2234},"headData":{"title":"Tools Harvard Computer Science Students Use to Collaborate, Stay Organized | KQED","description":"Educators and students of CS50, a widely popular computer science class at Harvard that's also available in a high school AP version, use a variety of tools to help with the collaborative part of learning computer science. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Tools Harvard Computer Science Students Use to Collaborate, Stay Organized","datePublished":"2017-12-11T07:53:39.000Z","dateModified":"2017-12-11T23:47:08.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"49588 https://ww2.kqed.org/mindshift/?p=49588","disqusUrl":"https://ww2.kqed.org/mindshift/2017/12/10/tools-harvard-computer-science-students-use-to-collaborate-stay-organized/","disqusTitle":"Tools Harvard Computer Science Students Use to Collaborate, Stay Organized","path":"/mindshift/49588/tools-harvard-computer-science-students-use-to-collaborate-stay-organized","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Harvard University is one of the \u003ca href=\"http://college.usatoday.com/2014/10/12/the-20-most-selective-colleges-in-the-u-s-and-why-selectivity-can-be-misleading/\" target=\"_blank\" rel=\"noopener\">most selective schools\u003c/a> in the United States, so it isn’t the first place that comes to mind when discussing how to make computer science appealing and open to a broad range of students. But Professor \u003ca href=\"https://cs.harvard.edu/malan/\" target=\"_blank\" rel=\"noopener\">David Malan\u003c/a> has been experimenting with different ways to make his introductory computer science class (CS50) the type of place where students from many different backgrounds can thrive. And he’s spreading what he learns to the broader educator community, hoping what he’s learning from the \u003ca href=\"https://cs50.harvard.edu/\" target=\"_blank\" rel=\"noopener\">CS50\u003c/a> experiment spreads beyond Harvard’s walls to K-12 educators working to fire up kids about computer science.\u003c/p>\n\u003cp>Malan’s class attracts students who have never taken computer science before, as well as kids who have been coding a long time. His goal with this diverse group of learners is to create a community that’s equal and collaborative. One way he does this is by asking students to self-identify by comfort level. Those groups become different section levels, and they sometimes get different homework, but harder assignments are not worth more credit. Malan said recently that the “less comfortable” group has \u003ca href=\"https://medium.com/@cs50/cs50s-changing-demographics-d00fb7369d6\" target=\"_blank\" rel=\"noopener\">dominated his 700-person course\u003c/a>.\u003c/p>\n\u003cp>“At the end of the day all students are treated with the same expectations,” said Malan, speaking at the \u003ca href=\"http://novemberlearning.com/blc-education-conference-2017/\" target=\"_blank\" rel=\"noopener\">Building Learning Communities conference\u003c/a> in Boston. Students are graded based on each individual’s growth; Malan and his team of teaching assistants don’t use absolute measures when assigning grades. Instead, they look at scope, how hard the student tried, correctness, how right the work was, style, how aesthetic the code is, and design, which is the most subjective. When it’s time to assign grades, Malan and his teaching fellows have lots of in-depth conversations about how each student has improved relative to where he or she started.\u003c/p>\n\u003cp>And since computer code is particularly easy to steal off the web, Malan has a “regret clause” for his course “to encourage and allow students to come forward if they made a bad decision that historically is very hard to take back. “We encourage them to come forward.” If a student did cheat, but uses the regret clause, he or she can still be penalized, but Malan won’t escalate the incident to the university level. He understands that sometimes stressed-out students, many of whom are perfectionists pushing themselves in a completely new area of study, act on their anxieties against their better judgment.\u003c/p>\n\u003cp>Malan also uses many teaching assistants to help him provide personalized attention to students in this large course. He sees them as one of the most important parts of the course’s success and popularity. “One of our greatest assets is the human structure within the course,” Malan said. He also encourages students not to take notes during lecture, instead asking one of the teaching assistants to take notes for everyone so students can focus their attention on the discussion.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Office hours are another important support structure for this challenging course. During office hours several teaching assistants will be in one place offering one-on-one help. Malan has been pleased at how these meetups have gradually begun happening in social spaces, becoming a connection point between digital and analog support. He attributes some of his success with students new to computer science to the intentionally social aspects of the class.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/59pfsj4nvI8?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Malan’s team also explicitly tries to make computer science fun by planning events that foster a sense of community. They organize an annual puzzle day where students get together on a Saturday, and a hackathon. By merging the social and the academic, Malan is trying to make computer science feel approachable. “A side effect of holding these events is drumming up new interest,” Malan said. His students bring their friends, who might decide to take the course the following year. And the silly community events are shared on social media and the course website to help create the community feeling that keeps kids engaged in the academic work.\u003c/p>\n\u003cp>At the end of the semester, all CS50 students present their \u003ca href=\"https://docs.cs50.net/2017/fall/project/project.html\" target=\"_blank\" rel=\"noopener\">final projects\u003c/a> to the community at a fair. “For us what’s most striking at this specific event is seeing their final projects and seeing them present something that we did not teach them,” Malan said. Students often take the initiative to go out and learn more on their own, rather than merely applying the homework he has assigned.\u003c/p>\n\u003cp>In addition to the 700 Harvard students who take CS50, Malan has opened the course to 150 Yale students, as well as about 300 Harvard extension students. The course is also available on \u003ca href=\"https://www.edx.org/\" target=\"_blank\" rel=\"noopener\">edX,\u003c/a> and high school students can access a version of it, \u003ca href=\"https://ap.cs50.net/\" target=\"_blank\" rel=\"noopener\">CS50 AP\u003c/a>, at 150 schools around the country. The course is one of the most popular offerings at Harvard, and students new to computer science keep joining. Malan believes the collaborative nature of the course, along with the intentional community-building that his team does, are a big part of their success.\u003c/p>\n\u003cp>\u003cstrong>CS50-SPECIFIC TOOLS\u003c/strong>\u003c/p>\n\u003cp>With so many students, Malan’s team has developed some CS50 specific tools to help them manage workflow and support students.\u003c/p>\n\u003cp>\u003cstrong>CS50 IDE:\u003c/strong> This is basically a computer in the cloud so students can write code and run it on the internet. It allows students to access their code from multiple locations and for groups to work together virtually. The program highlights the code written by different authors in unique colors to help evaluators see who did what.\u003c/p>\n\u003cp>\u003cstrong>Check50:\u003c/strong> Students and instructors use this program to check for correctness. Is a program giving the expected output? The tool checks student code against a set of tests Malan’s team has written and then generates smiley faces and frowny faces next to the code. This helps students identify trouble spots, but still requires them to problem-solve the fixes. Some of Malan’s teaching assistants are currently rewriting this program to make it open source, so any teacher could input their own checks to use with students.\u003c/p>\n\u003cp>\u003cstrong>CS50 Help:\u003c/strong> This tool rewrites the language of error messages to help students parse what went wrong with their code. It also provides feedback and action items for students to start fixing the error. “It’s just designed to be a resource for students to make that process of understanding error messages easier,” Malan said.\u003c/p>\n\u003cp>\u003cstrong>Droplet:\u003c/strong> This tool provides a bridge between more traditional coding languages and block coding, like what you might see in Scratch or a number of other learn-to-code programs.\u003c/p>\n\u003cp>Malan’s team also uses a lot of other productivity tools that aren’t proprietary and could be useful to other teachers. When discussing these tools with teachers at the BLC conference, it was clear that many K-12 teachers are frustrated by the limits their districts put on the tools they can use.\u003c/p>\n\u003cp>\u003cstrong>OTHER TOOLS\u003c/strong>\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49784\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/github-small.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/github-small.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/github-small-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/github-small-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/github-small-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/github-small-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/github-small-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://github.com/\" target=\"_blank\" rel=\"noopener\">GitHub\u003c/a>:\u003c/strong> This open-source code repository is a way for programmers to share code and get feedback. Malan’s students sometimes use it to submit their code instead of doing so through the Learning Management System (LMS).\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://theory.stanford.edu/~aiken/moss/\" target=\"_blank\" rel=\"noopener\">MOSS\u003c/a> (Measure Of Software Similarity):\u003c/strong> This tool is freely developed and can help determine academic honesty. The tools allow users to anonymously submit student work and see a comparison to other existing code. It gives the teacher a sense of whether similarly written code really is a problem.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49787\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/gradescope-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/gradescope-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/gradescope-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/gradescope-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/gradescope-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/gradescope-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/gradescope-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://gradescope.com/get_started\" target=\"_blank\" rel=\"noopener\">Gradescope\u003c/a>:\u003c/strong> This free tool was designed by UC Berkeley students. It allows teachers to upload student homework or tests and grade them online. The grader can add criteria as he goes and if anything changes, the program will automatically change the scores for that problem on everything that has already been graded. The student gets detailed feedback, all graders are consistent, and the instructor can see how many students made each mistake.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49788\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/dropbox-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/dropbox-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/dropbox-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/dropbox-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/dropbox-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/dropbox-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/dropbox-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://www.dropbox.com/\" target=\"_blank\" rel=\"noopener\">Dropbox\u003c/a>:\u003c/strong> Users get 2G for free and can easily sync and share files. And, if a student doesn’t have a Dropbox account, there’s an anonymous upload feature that creates a unique link so each student’s work goes into a folder with his or her name. It can be an easy way to collect files and work around an LMS.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49789\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/asana-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/asana-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/asana-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/asana-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/asana-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/asana-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/asana-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://asana.com/\" target=\"_blank\" rel=\"noopener\">Asana\u003c/a>:\u003c/strong> This commercially available task management system helps keep track of who’s doing what and when it’s due. Team members can add themselves to different projects and set deadlines. “We’ve used it for office-style team management, but I’ve used it for classes as well to assign homework,” Malan said. “It gives you eyes into what could be a fairly large data set.” There’s also a mobile app.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49790\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/slack-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/slack-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/slack-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/slack-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/slack-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/slack-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/slack-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://slack.com/\" target=\"_blank\" rel=\"noopener\">Slack\u003c/a>:\u003c/strong> This is a free chat service, but also makes it easy to share media. Malan finds it more group friendly than Google Hangout.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cstrong>\u003cimg class=\"alignleft size-full wp-image-49813\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/onepassword-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/onepassword-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/onepassword-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/onepassword-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/onepassword-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/onepassword-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/onepassword-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cimg class=\"alignleft size-full wp-image-49814\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/lastpass-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/lastpass-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/lastpass-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/lastpass-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/lastpass-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/lastpass-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/lastpass-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003ca href=\"https://1password.com/\" target=\"_blank\" rel=\"noopener\">1Password\u003c/a>, \u003ca href=\"https://www.lastpass.com/\" target=\"_blank\" rel=\"noopener\">LastPass\u003c/a>:\u003c/strong> These are password protection services that are not free, but Malan finds important to safeguard student work.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49791\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/doodle-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/doodle-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/doodle-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/doodle-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/doodle-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/doodle-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/doodle-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://doodle.com/\" target=\"_blank\" rel=\"noopener\">Doodle\u003c/a>:\u003c/strong> Malan’s team uses Doodle for scheduling.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49793\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/Help-Scout-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/Help-Scout-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/Help-Scout-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/Help-Scout-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/Help-Scout-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/Help-Scout-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/Help-Scout-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://www.helpscout.net/\" target=\"_blank\" rel=\"noopener\">Help Scout\u003c/a>:\u003c/strong> This tool is a bit like help desk software in that you can create tickets for different email items that require a task. It helps a user see what issues are closed and which ones still need attention.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"size-full wp-image-49794 alignleft\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/hubspot-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/hubspot-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/hubspot-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/hubspot-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/hubspot-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/hubspot-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/hubspot-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://www.hubspot.com/\" target=\"_blank\" rel=\"noopener\">HubSpot\u003c/a>:\u003c/strong> This is good for managing large courses with lots of contacts. It was designed as a customer relationship management system.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49795\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/BringIt-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/BringIt-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/BringIt-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/BringIt-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/BringIt-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/BringIt-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/BringIt-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://www.bringit.bz/\" target=\"_blank\" rel=\"noopener\">PleaseBringIt\u003c/a>:\u003c/strong> This is an easy way to sign people up for open slots. It also functions a little like a wedding registry for running an event -- different people can agree to bring various items.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49796\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/adobeconnect-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/adobeconnect-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/adobeconnect-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/adobeconnect-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/adobeconnect-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/adobeconnect-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/adobeconnect-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"http://www.adobe.com/products/adobeconnect.html\" target=\"_blank\" rel=\"noopener\">Adobe Connect\u003c/a>:\u003c/strong> This tool works well for online classes or office hours. It is not a free service, but Google Hangout would be a free alternative. Zoom is also similar, although more video-based.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49797\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/Google-forms-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/Google-forms-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/Google-forms-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/Google-forms-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/Google-forms-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/Google-forms-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/Google-forms-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://www.google.com/forms/about/\" target=\"_blank\" rel=\"noopener\">Google Forms\u003c/a>:\u003c/strong> Malan uses this a lot to collect work from students. It’s easy to integrate with spreadsheets, but limits the types of questions he can ask.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49798\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/surveymonkey-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/surveymonkey-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/surveymonkey-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/surveymonkey-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/surveymonkey-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/surveymonkey-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/surveymonkey-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://www.surveymonkey.com/\" target=\"_blank\" rel=\"noopener\">SurveyMonkey\u003c/a>:\u003c/strong> This service has more question types and better analytics. It also has some interesting visualization options.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49799\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/slido-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/slido-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/slido-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/slido-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/slido-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/slido-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/slido-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://www.sli.do/\" target=\"_blank\" rel=\"noopener\">Slido.com\u003c/a>:\u003c/strong> This is an interactive online question forum. Users can up-vote or down-vote different questions. That’s useful because a presenter can look at the questions while giving a talk and weave answers into the presentation or follow up afterwards.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49800\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/piazza-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/piazza-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/piazza-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/piazza-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/piazza-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/piazza-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/piazza-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://piazza.com/\" target=\"_blank\" rel=\"noopener\">Piazza\u003c/a>:\u003c/strong> This is a good discussion platform, a functionality many LMS’s lack. Teachers can create a classroom within Piazza. Students can also ask questions anonymously, making it more appropriate for certain discussions than other platforms.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49801\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/quip-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/quip-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/quip-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/quip-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/quip-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/quip-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/quip-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://quip.com/\" target=\"_blank\" rel=\"noopener\">Quip\u003c/a>:\u003c/strong> This software is good for sharing information. The platform makes it easy to organize information and share with others.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49802\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/smugmug-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/smugmug-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/smugmug-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/smugmug-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/smugmug-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/smugmug-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/smugmug-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://www.smugmug.com/\" target=\"_blank\" rel=\"noopener\">SmugMug\u003c/a>:\u003c/strong> This is a good photo portfolio site. It allows the user to filter, but also provide textual context.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49803\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/basecamp-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/basecamp-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/basecamp-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/basecamp-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/basecamp-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/basecamp-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/basecamp-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://basecamp.com/\" target=\"_blank\" rel=\"noopener\">BaseCamp\u003c/a>:\u003c/strong> This project management tool has a free tier for teachers. In general, Malan and his team suggest that educators should always ask for a discount from any commercial software provider. Many companies will be happy to accommodate, making paid products more accessible.\u003c/p>\n\u003cp>\u003cstrong>K-12 TEACHERS’ FAVORITE TOOLS\u003c/strong>\u003c/p>\n\u003cp>When Malan had finished sharing the tools his team finds useful to organize their work, grading and efforts to support students, other educators shared their favorite tools.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49804\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/ZipGrade-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/ZipGrade-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/ZipGrade-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/ZipGrade-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/ZipGrade-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/ZipGrade-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/ZipGrade-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://www.zipgrade.com/\" target=\"_blank\" rel=\"noopener\">ZipGrade\u003c/a>:\u003c/strong> This tool is basically like a scantron machine on a phone. It’s useful for quickly grading multiple-choice exit tickets or formative assessments and tracking student data on those quizzes.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49805\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/videonotes-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/videonotes-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/videonotes-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/videonotes-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/videonotes-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/videonotes-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/videonotes-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"http://www.videonot.es/\" target=\"_blank\" rel=\"noopener\">VideoNot.es\u003c/a>:\u003c/strong> This open-source software allows users to take notes next to videos, syncing to time\u003c/p>\n\u003cp>stamps. It’s also possible to create one’s own video note with a question. And the service works with a Google sign-in (one limitation a number of teachers said they were experiencing with their districts).\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49806\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/vizia-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/vizia-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/vizia-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/vizia-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/vizia-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/vizia-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/vizia-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://vizia.co/\" target=\"_blank\" rel=\"noopener\">Vizia\u003c/a>:\u003c/strong> This tool allows teacher to integrate quizzes and questions into a video. The questions pop up as students watch.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49807\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/gosoapbox-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/gosoapbox-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/gosoapbox-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/gosoapbox-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/gosoapbox-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/gosoapbox-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/gosoapbox-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://www.gosoapbox.com/\" target=\"_blank\" rel=\"noopener\">GoSoapbox\u003c/a>:\u003c/strong> Similar to Poll Everywhere, this tool can be used on a mobile device or computer. It enables teachers to get a sense of how well students understand the content with quick polls. It also has a panic button students can press if they really don’t understand. The instructor’s screen will flash red. It can also be used anonymously.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-thumbnail wp-image-49811\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/driveslides-160x100.png\" alt=\"\" width=\"160\" height=\"100\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/driveslides-160x100.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/driveslides-240x150.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/driveslides-375x234.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/driveslides-520x325.png 520w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/driveslides.png 640w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cstrong>\u003ca href=\"https://chrome.google.com/webstore/detail/driveslides-by-matt-mille/ijnjlojbdhgpamjiflocklhfeciokfdl?hl=en\" target=\"_blank\" rel=\"noopener\">DriveSlides\u003c/a>:\u003c/strong> This chrome extension built by \u003ca href=\"http://ditchthattextbook.com/\" target=\"_blank\" rel=\"noopener\">Matt Miller\u003c/a> and \u003ca href=\"http://www.alicekeeler.com/\" target=\"_blank\" rel=\"noopener\">Alice Keeler\u003c/a> makes it easy to automatically insert images into Google Slide presentations.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49808\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/wizer-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/wizer-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/wizer-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/wizer-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/wizer-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/wizer-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/wizer-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"http://app.wizer.me/\" target=\"_blank\" rel=\"noopener\">Wizer.me\u003c/a>:\u003c/strong> Teachers can create interactive quizzes in various question formats with this tool.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49809\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/goobric-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/goobric-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/goobric-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/goobric-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/goobric-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/goobric-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/goobric-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://chrome.google.com/webstore/detail/goobric-web-app-launcher/cepmakjlanepojocakadfpohnhhalfol?hl=en\" target=\"_blank\" rel=\"noopener\">Goobric\u003c/a>:\u003c/strong> When used in tandem with the Doctopus extension, this Chrome extension allows teachers to pull all the assignments into one Google Sheet and integrate with a rubric.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49810\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/doctopus-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/doctopus-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/doctopus-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/doctopus-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/doctopus-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/doctopus-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/doctopus-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://chrome.google.com/webstore/detail/doctopus/ffhegaddkjpkfiemhhnphmnadfbkdhbf?hl=en\" target=\"_blank\" rel=\"noopener\">Doctopus\u003c/a>:\u003c/strong> Another Chrome extension built by a teacher to make classroom workflows easier. Some of its key functions are to create a file structure in Google Docs, allow a teacher to easily “pass out” blank templates and change or revoke different editing rights, and it’s a way to monitor collaboration happening on Docs.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>What are your favorite collaboration and sharing tools for the classroom?\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/49588/tools-harvard-computer-science-students-use-to-collaborate-stay-organized","authors":["234"],"categories":["mindshift_195"],"tags":["mindshift_20707","mindshift_981","mindshift_557","mindshift_21154","mindshift_20784","mindshift_1040","mindshift_125"],"featImg":"mindshift_49862","label":"mindshift"},"mindshift_48823":{"type":"posts","id":"mindshift_48823","meta":{"index":"posts_1591205157","site":"mindshift","id":"48823","score":null,"sort":[1501528184000]},"guestAuthors":[],"slug":"ap-computer-science-principles-attracts-diverse-students-with-real-world-problems","title":"AP Computer Science Principles Attract Diverse Students With Real-World Problems","publishDate":1501528184,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>U.S. high schools got a high-tech update this past school year. Not by federal fiat or by state law, but largely at the hand of independent nonprofits, including one founded by twin brothers less than five years ago.\u003c/p>\n\u003cp>The College Board last fall introduced a new course and exam called AP Computer Science Principles. Eight years in the planning, it was the largest such course launch in history. While the existing AP Computer Science course focuses on the Java programming language, the new course is billed as a creative exploration of real-world problems. It's designed to appeal to people who might have assumed that computers were not for them.\u003c/p>\n\u003cp>And in that sense, it's working.\u003c/p>\n\u003cp>According to \u003ca href=\"https://medium.com/@codeorg/girls-set-ap-computer-science-record-skyrocketing-growth-outpaces-boys-41b7c01373a5\">figures just released\u003c/a>, from 2016 to 2017 the number of underrepresented minorities who took an AP Computer Science exam nearly tripled, from 8,283 to 22,199. The number of girls shot up from 12,642 to 29,708.\u003c/p>\n\u003cp>While significant, this increase was not enough for those two groups to reach parity. Only 1 in 5 of those taking AP CS last year were underrepresented minorities and about 1 in 4 were women.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The course opened doors on a school level as well. Maureen Reyes, the executive director of the AP program at the College Board, says that 100 new schools last year offered the new class as their first AP course ever.\u003c/p>\n\u003cp>\u003cstrong>How CS Principles was born\u003c/strong>\u003c/p>\n\u003cp>\"The entire reason the new exam and course were created was to broaden participation in computer science,\" says Hadi Partovi, a tech entrepreneur and investor. That's also the mission of Code.org, the nonprofit Partovi started with his brother Ali. The organization first made a name for itself with \u003ca href=\"https://hourofcode.com/us\">Hour of Code\u003c/a>, a voluntary effort to introduce a single coding lesson that the organization says has now reached 100 million K-12 students around the world.\u003c/p>\n\u003cp>Code.org, along with its Silicon Valley backers, is taking a leadership role in the rollout of AP CSP. It is one of eight authorized course providers; more than half of all schools teaching the course are using their curriculum. They've created a slick online production featuring interactive exercises and special guest stars. For example, Vint Cerf, one of the \"Fathers of the Internet,\" \u003ca href=\"https://www.youtube.com/watch?v=Dxcc6ycZ73M\" target=\"_blank\" rel=\"noopener noreferrer\">recorded a video\u003c/a> explaining how it works.\u003c/p>\n\u003cp>The College Board, Code.org and other authorized providers are also training teachers to facilitate the course. Hundreds of them, not necessarily from STEM disciplines. \"We are by far the largest player in creating new computer science teachers,\" Partovi claims.\u003c/p>\n\u003cp>Code.org trained 500 teachers last year, and plans to train another 900 this year, with a blend of in-person intensive workshops and online support. The group concentrates its programs in low-income areas. In all, says Reyes, the College Board prepared about 1,300 teachers last year, and its partners another 1,300, all to teach this one course.\u003c/p>\n\u003cp>Whenever a particular subject starts to be taught much more widely, there is a worry that it's going to be watered down. That's not the case with AP CSP, says Reyes.\u003c/p>\n\u003cp>The course, developed with the help of the National Science Foundation, is patterned after introductory computer science classes at top colleges, she notes. In fact, in addition to Code.org, other authorized course materials come from the Beauty and Joy of Computing, a course taught at the University of California, Berkeley; and CS50, a Harvard course that is among the \u003ca href=\"http://www.thecrimson.com/article/2015/9/14/ec10-cs50-largest-enrollments/\">most popular\u003c/a> for freshmen.\u003c/p>\n\u003cp>\"The new course is much more about making things, rather than answering multiple-choice questions,\" says Partovi. AP CSP requires students to submit a portfolio of original work. The only other regular AP course that does that is Studio Art.\u003c/p>\n\u003cp>Students learn about the structure of the Internet, data analysis and representation and making apps. AP CSP doesn't require a particular language. Instead, you can use a visual, drag-and-drop programming \"environment\" such as Scratch, which was originally designed for elementary school kids.\u003c/p>\n\u003cp>Just imagine for a minute that there was an initiative to teach some other subject — say, Chinese — at the Advanced Placement level to tens of thousands more students next year, using teachers who don't speak Chinese themselves and copies of Rosetta Stone language software. Partovi says it works with CS because \"Our curriculum is designed to be a little more self-teaching. The teachers' job is to facilitate.\"\u003c/p>\n\u003cp>Now imagine that that initiative was led by, say, Chinese companies like Alibaba. Or that the fossil fuel industry led a successful push for an AP Petrochemistry course (the way they \u003ca href=\"http://www.npr.org/2017/07/11/535653913/heres-what-the-oil-industry-is-teaching-oklahomas-students\">fund science curricula\u003c/a> in states like Oklahoma.)\u003c/p>\n\u003cp>Industry support has \"been a huge factor in the success of CSP,\" says Reyes, and that's a good thing. \"We're looking at a pretty innovative time where industry is stepping in to help education offer computer science to students.\"\u003c/p>\n\u003cp>In the end, the promise of any AP course is that students will find what they learn to be worthwhile in the future — and that they will burnish college applications, of course.\u003c/p>\n\u003cp>Harvey Mudd College, a small private college in California that focuses on both engineering and liberal arts, is one of hundreds of colleges that have agreed to recognize AP CSP.\u003c/p>\n\u003cp>Harvey Mudd freshmen who have taken either AP CS course can choose to track into the more advanced version of the required freshman CS course. The college's president, Maria Klawe, is on the advisory board of Code.Org.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"I love the new AP CS Principles course,\" she says. \"It's very similar to the course we put together for every student at Harvey Mudd in the first semester. The whole idea was to let students see that what they're going to learn matters in life.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Tens+Of+Thousands+More+Women+And+Minorities+Are+Taking+Computer+Science&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"The Advanced Placement program has scored a win for diversity with the help of Silicon Valley.","status":"publish","parent":0,"modified":1501529362,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":24,"wordCount":986},"headData":{"title":"AP Computer Science Principles Attract Diverse Students With Real-World Problems | KQED","description":"The Advanced Placement program has scored a win for diversity with the help of Silicon Valley.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"AP Computer Science Principles Attract Diverse Students With Real-World Problems","datePublished":"2017-07-31T19:09:44.000Z","dateModified":"2017-07-31T19:29:22.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"48823 https://ww2.kqed.org/mindshift/?p=48823","disqusUrl":"https://ww2.kqed.org/mindshift/2017/07/31/ap-computer-science-principles-attracts-diverse-students-with-real-world-problems/","disqusTitle":"AP Computer Science Principles Attract Diverse Students With Real-World Problems","nprByline":"Anya Kamenetz","nprImageAgency":"LA Johnson/NPR","nprStoryId":"539853090","nprApiLink":"http://api.npr.org/query?id=539853090&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/2017/07/31/539853090/tens-of-thousands-more-women-and-minorities-are-taking-computer-science?ft=nprml&f=539853090","nprRetrievedStory":"1","nprPubDate":"Mon, 31 Jul 2017 06:11:00 -0400","nprStoryDate":"Mon, 31 Jul 2017 06:11:25 -0400","nprLastModifiedDate":"Mon, 31 Jul 2017 06:11:25 -0400","path":"/mindshift/48823/ap-computer-science-principles-attracts-diverse-students-with-real-world-problems","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>U.S. high schools got a high-tech update this past school year. Not by federal fiat or by state law, but largely at the hand of independent nonprofits, including one founded by twin brothers less than five years ago.\u003c/p>\n\u003cp>The College Board last fall introduced a new course and exam called AP Computer Science Principles. Eight years in the planning, it was the largest such course launch in history. While the existing AP Computer Science course focuses on the Java programming language, the new course is billed as a creative exploration of real-world problems. It's designed to appeal to people who might have assumed that computers were not for them.\u003c/p>\n\u003cp>And in that sense, it's working.\u003c/p>\n\u003cp>According to \u003ca href=\"https://medium.com/@codeorg/girls-set-ap-computer-science-record-skyrocketing-growth-outpaces-boys-41b7c01373a5\">figures just released\u003c/a>, from 2016 to 2017 the number of underrepresented minorities who took an AP Computer Science exam nearly tripled, from 8,283 to 22,199. The number of girls shot up from 12,642 to 29,708.\u003c/p>\n\u003cp>While significant, this increase was not enough for those two groups to reach parity. Only 1 in 5 of those taking AP CS last year were underrepresented minorities and about 1 in 4 were women.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The course opened doors on a school level as well. Maureen Reyes, the executive director of the AP program at the College Board, says that 100 new schools last year offered the new class as their first AP course ever.\u003c/p>\n\u003cp>\u003cstrong>How CS Principles was born\u003c/strong>\u003c/p>\n\u003cp>\"The entire reason the new exam and course were created was to broaden participation in computer science,\" says Hadi Partovi, a tech entrepreneur and investor. That's also the mission of Code.org, the nonprofit Partovi started with his brother Ali. The organization first made a name for itself with \u003ca href=\"https://hourofcode.com/us\">Hour of Code\u003c/a>, a voluntary effort to introduce a single coding lesson that the organization says has now reached 100 million K-12 students around the world.\u003c/p>\n\u003cp>Code.org, along with its Silicon Valley backers, is taking a leadership role in the rollout of AP CSP. It is one of eight authorized course providers; more than half of all schools teaching the course are using their curriculum. They've created a slick online production featuring interactive exercises and special guest stars. For example, Vint Cerf, one of the \"Fathers of the Internet,\" \u003ca href=\"https://www.youtube.com/watch?v=Dxcc6ycZ73M\" target=\"_blank\" rel=\"noopener noreferrer\">recorded a video\u003c/a> explaining how it works.\u003c/p>\n\u003cp>The College Board, Code.org and other authorized providers are also training teachers to facilitate the course. Hundreds of them, not necessarily from STEM disciplines. \"We are by far the largest player in creating new computer science teachers,\" Partovi claims.\u003c/p>\n\u003cp>Code.org trained 500 teachers last year, and plans to train another 900 this year, with a blend of in-person intensive workshops and online support. The group concentrates its programs in low-income areas. In all, says Reyes, the College Board prepared about 1,300 teachers last year, and its partners another 1,300, all to teach this one course.\u003c/p>\n\u003cp>Whenever a particular subject starts to be taught much more widely, there is a worry that it's going to be watered down. That's not the case with AP CSP, says Reyes.\u003c/p>\n\u003cp>The course, developed with the help of the National Science Foundation, is patterned after introductory computer science classes at top colleges, she notes. In fact, in addition to Code.org, other authorized course materials come from the Beauty and Joy of Computing, a course taught at the University of California, Berkeley; and CS50, a Harvard course that is among the \u003ca href=\"http://www.thecrimson.com/article/2015/9/14/ec10-cs50-largest-enrollments/\">most popular\u003c/a> for freshmen.\u003c/p>\n\u003cp>\"The new course is much more about making things, rather than answering multiple-choice questions,\" says Partovi. AP CSP requires students to submit a portfolio of original work. The only other regular AP course that does that is Studio Art.\u003c/p>\n\u003cp>Students learn about the structure of the Internet, data analysis and representation and making apps. AP CSP doesn't require a particular language. Instead, you can use a visual, drag-and-drop programming \"environment\" such as Scratch, which was originally designed for elementary school kids.\u003c/p>\n\u003cp>Just imagine for a minute that there was an initiative to teach some other subject — say, Chinese — at the Advanced Placement level to tens of thousands more students next year, using teachers who don't speak Chinese themselves and copies of Rosetta Stone language software. Partovi says it works with CS because \"Our curriculum is designed to be a little more self-teaching. The teachers' job is to facilitate.\"\u003c/p>\n\u003cp>Now imagine that that initiative was led by, say, Chinese companies like Alibaba. Or that the fossil fuel industry led a successful push for an AP Petrochemistry course (the way they \u003ca href=\"http://www.npr.org/2017/07/11/535653913/heres-what-the-oil-industry-is-teaching-oklahomas-students\">fund science curricula\u003c/a> in states like Oklahoma.)\u003c/p>\n\u003cp>Industry support has \"been a huge factor in the success of CSP,\" says Reyes, and that's a good thing. \"We're looking at a pretty innovative time where industry is stepping in to help education offer computer science to students.\"\u003c/p>\n\u003cp>In the end, the promise of any AP course is that students will find what they learn to be worthwhile in the future — and that they will burnish college applications, of course.\u003c/p>\n\u003cp>Harvey Mudd College, a small private college in California that focuses on both engineering and liberal arts, is one of hundreds of colleges that have agreed to recognize AP CSP.\u003c/p>\n\u003cp>Harvey Mudd freshmen who have taken either AP CS course can choose to track into the more advanced version of the required freshman CS course. The college's president, Maria Klawe, is on the advisory board of Code.Org.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"I love the new AP CS Principles course,\" she says. \"It's very similar to the course we put together for every student at Harvey Mudd in the first semester. The whole idea was to let students see that what they're going to learn matters in life.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Tens+Of+Thousands+More+Women+And+Minorities+Are+Taking+Computer+Science&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/48823/ap-computer-science-principles-attracts-diverse-students-with-real-world-problems","authors":["byline_mindshift_48823"],"categories":["mindshift_194","mindshift_20639"],"tags":["mindshift_913","mindshift_981","mindshift_557","mindshift_20701","mindshift_1040"],"featImg":"mindshift_48824","label":"mindshift"},"mindshift_47924":{"type":"posts","id":"mindshift_47924","meta":{"index":"posts_1591205157","site":"mindshift","id":"47924","score":null,"sort":[1491570197000]},"guestAuthors":[],"slug":"all-students-can-find-power-in-thinking-like-computer-scientists","title":"All Students Can Find Power in Thinking Like Computer Scientists","publishDate":1491570197,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>In recent years there's been a lot of emphasis on teaching kids computer science \u003ca href=\"https://ww2.kqed.org/mindshift/2016/09/28/how-to-start-and-build-an-inclusive-computer-science-program/\">both in high school\u003c/a> and at \u003ca href=\"https://ww2.kqed.org/mindshift/2016/10/06/from-dabbling-to-doing-6-tools-that-excite-kids-about-coding/\" target=\"_blank\">much younger ages\u003c/a>. Computers are an integral part of schools and workplaces; many educators and parents believe learning to code is now a skill akin to\u003ca href=\"https://ww2.kqed.org/mindshift/2015/12/15/engage-kids-with-coding-by-letting-them-design-create-and-tell-stories/\"> learning to write\u003c/a>. And as employers recognize that American students \u003ca href=\"https://ww2.kqed.org/mindshift/2014/06/23/employers-challenge-to-educators-make-school-relevant-to-students-lives/\" target=\"_blank\">aren't graduating with the skills they need\u003c/a> at their companies, there has been a push for more science, technology, engineering and math courses. Computer science has sparked a lot of excitement as a field where \u003ca href=\"https://ww2.kqed.org/mindshift/2014/12/22/coding-bootcamps-emerge-as-fast-tracks-to-6-figure-salaries/\" target=\"_blank\">well-paid jobs will exist\u003c/a> in the future.\u003c/p>\n\u003cp>But beyond writing the code itself, many argue that the thinking processes inherent to a computer related problem are important for all people to learn. Advocates say what's known as \"computational thinking\" is useful for anyone trying to break a large problem down into more manageable parts. In her \u003ca href=\"https://www.nytimes.com/2017/04/04/education/edlife/teaching-students-computer-code.html?_r=0\">New York Times article \u003c/a>Laura Pappano writes that \u003ca href=\"https://ww2.kqed.org/mindshift/2015/11/24/what-a-school-district-designed-for-computational-thinking-looks-like/\" target=\"_blank\">computational thinking is another problem solving strategy\u003c/a> that could be applied to the humanities as well as technology. She interviewed Microsoft's Jeannette M. Wing, who is a former professor at Carnegie Mellon and author of an influential paper on computational thinking:\u003c/p>\n\u003cblockquote>\u003cp>\"Computing practices like reformulating tough problems into ones we know how to solve, seeing trade-offs between time and space, and pipelining (allowing the next action in line to begin before the first completes the sequence) have many applications, she said.\u003c/p>\n\u003cp>Consider the buffet line. 'When you go to a lunch buffet, you see the forks and knives are the first station,” she said. “I find that very annoying. They should be last. You shouldn’t have to balance your plate while you have your fork and knife.' Dr. Wing, who equates a child filling her backpack to caching (how computers retrieve and store information needed later), sees the buffet's inefficiency as a failure to apply logical thinking and sequencing.\u003c/p>\n\u003cp>Computational thinking, she said, can aid a basic task like planning a trip — breaking it into booking flights, hotels, car rental — or be used 'for something as complicated as health care or policy decision-making.' Identifying subproblems and describing their relationship to the larger problem allows for targeted work. 'Once you have well-defined interfaces,' she said, 'you can ignore the complexity of the rest of the problem.'\"\u003c/p>\u003c/blockquote>\n\u003cp>Of course not everyone agrees that computational thinking is a crucial skill. Even some within the field acknowledge that the hype around coding has gotten out of hand. Others say that the ability to think critically, break down problems and apply logic are present in many disciplines. Still, the specific step-by-step processes of computer scientists may be an asset for those who tend towards the big picture. A strong strategy to slow down and look at individual pieces of a complex system is never a bad thing.\u003c/p>\n\u003cp>https://www.nytimes.com/2017/04/04/education/edlife/teaching-students-computer-code.html\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"As computers become integral parts of most learning and work, many argue programming and the thinking strategies behind well-written code are must-learn skills for all students.","status":"publish","parent":0,"modified":1491570197,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":8,"wordCount":502},"headData":{"title":"All Students Can Find Power in Thinking Like Computer Scientists | KQED","description":"As computers become integral parts of most learning and work, many argue programming and the thinking strategies behind well-written code are must-learn skills for all students.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"All Students Can Find Power in Thinking Like Computer Scientists","datePublished":"2017-04-07T13:03:17.000Z","dateModified":"2017-04-07T13:03:17.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"47924 https://ww2.kqed.org/mindshift/?p=47924","disqusUrl":"https://ww2.kqed.org/mindshift/2017/04/07/all-students-can-find-power-in-thinking-like-computer-scientists/","disqusTitle":"All Students Can Find Power in Thinking Like Computer Scientists","path":"/mindshift/47924/all-students-can-find-power-in-thinking-like-computer-scientists","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>In recent years there's been a lot of emphasis on teaching kids computer science \u003ca href=\"https://ww2.kqed.org/mindshift/2016/09/28/how-to-start-and-build-an-inclusive-computer-science-program/\">both in high school\u003c/a> and at \u003ca href=\"https://ww2.kqed.org/mindshift/2016/10/06/from-dabbling-to-doing-6-tools-that-excite-kids-about-coding/\" target=\"_blank\">much younger ages\u003c/a>. Computers are an integral part of schools and workplaces; many educators and parents believe learning to code is now a skill akin to\u003ca href=\"https://ww2.kqed.org/mindshift/2015/12/15/engage-kids-with-coding-by-letting-them-design-create-and-tell-stories/\"> learning to write\u003c/a>. And as employers recognize that American students \u003ca href=\"https://ww2.kqed.org/mindshift/2014/06/23/employers-challenge-to-educators-make-school-relevant-to-students-lives/\" target=\"_blank\">aren't graduating with the skills they need\u003c/a> at their companies, there has been a push for more science, technology, engineering and math courses. Computer science has sparked a lot of excitement as a field where \u003ca href=\"https://ww2.kqed.org/mindshift/2014/12/22/coding-bootcamps-emerge-as-fast-tracks-to-6-figure-salaries/\" target=\"_blank\">well-paid jobs will exist\u003c/a> in the future.\u003c/p>\n\u003cp>But beyond writing the code itself, many argue that the thinking processes inherent to a computer related problem are important for all people to learn. Advocates say what's known as \"computational thinking\" is useful for anyone trying to break a large problem down into more manageable parts. In her \u003ca href=\"https://www.nytimes.com/2017/04/04/education/edlife/teaching-students-computer-code.html?_r=0\">New York Times article \u003c/a>Laura Pappano writes that \u003ca href=\"https://ww2.kqed.org/mindshift/2015/11/24/what-a-school-district-designed-for-computational-thinking-looks-like/\" target=\"_blank\">computational thinking is another problem solving strategy\u003c/a> that could be applied to the humanities as well as technology. She interviewed Microsoft's Jeannette M. Wing, who is a former professor at Carnegie Mellon and author of an influential paper on computational thinking:\u003c/p>\n\u003cblockquote>\u003cp>\"Computing practices like reformulating tough problems into ones we know how to solve, seeing trade-offs between time and space, and pipelining (allowing the next action in line to begin before the first completes the sequence) have many applications, she said.\u003c/p>\n\u003cp>Consider the buffet line. 'When you go to a lunch buffet, you see the forks and knives are the first station,” she said. “I find that very annoying. They should be last. You shouldn’t have to balance your plate while you have your fork and knife.' Dr. Wing, who equates a child filling her backpack to caching (how computers retrieve and store information needed later), sees the buffet's inefficiency as a failure to apply logical thinking and sequencing.\u003c/p>\n\u003cp>Computational thinking, she said, can aid a basic task like planning a trip — breaking it into booking flights, hotels, car rental — or be used 'for something as complicated as health care or policy decision-making.' Identifying subproblems and describing their relationship to the larger problem allows for targeted work. 'Once you have well-defined interfaces,' she said, 'you can ignore the complexity of the rest of the problem.'\"\u003c/p>\u003c/blockquote>\n\u003cp>Of course not everyone agrees that computational thinking is a crucial skill. Even some within the field acknowledge that the hype around coding has gotten out of hand. Others say that the ability to think critically, break down problems and apply logic are present in many disciplines. Still, the specific step-by-step processes of computer scientists may be an asset for those who tend towards the big picture. A strong strategy to slow down and look at individual pieces of a complex system is never a bad thing.\u003c/p>\n\u003cp>https://www.nytimes.com/2017/04/04/education/edlife/teaching-students-computer-code.html\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/47924/all-students-can-find-power-in-thinking-like-computer-scientists","authors":["234"],"categories":["mindshift_194","mindshift_20639"],"tags":["mindshift_981","mindshift_20730","mindshift_557","mindshift_20784","mindshift_1040","mindshift_391"],"featImg":"mindshift_47944","label":"mindshift"},"mindshift_46839":{"type":"posts","id":"mindshift_46839","meta":{"index":"posts_1591205157","site":"mindshift","id":"46839","score":null,"sort":[1479405995000]},"guestAuthors":[],"slug":"steps-teachers-can-take-to-keep-girls-and-minorities-in-computer-science-education","title":"Steps Teachers Can Take to Keep Girls and Minorities in Computer Science Education","publishDate":1479405995,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>It’s no secret that women, African Americans and Hispanics are underrepresented in computer science classrooms and careers.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Among students who take AP Computer Science courses in high school, for example, \u003c/span>\u003ca href=\"http://www.computerscience.org/resources/women-in-computer-science/\">\u003cspan style=\"font-weight: 400\">boys outnumber girls\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by more than 4 to 1. \u003c/span>\u003ca href=\"http://home.cc.gatech.edu/ice-gt/556\">\u003cspan style=\"font-weight: 400\">In\u003c/span>\u003cspan style=\"font-weight: 400\"> 2013,\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> only eight percent of students taking the AP CS exam were Hispanic and just three percent were African American. \u003c/span>\u003cspan style=\"font-weight: 400\">A \u003c/span>\u003ca href=\"http://services.google.com/fh/files/misc/diversity-gaps-in-computer-science-report.pdf\">\u003cspan style=\"font-weight: 400\">recent report from Google and Gallup \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">on diversity gaps in computer science education pointed to “structural and social barriers” for these three populations. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s not enough to simply recruit underrepresented students to enroll in CS classes, say \u003c/span>\u003ca href=\"https://www.whitehouse.gov/blog/2016/01/30/computer-science-all\">\u003cspan style=\"font-weight: 400\">leaders\u003c/span>\u003c/a> \u003ca href=\"http://schedule.gracehopper.org/session/code-schools-and-fostering-more-inclusive-workplace-communities/\">\u003cspan style=\"font-weight: 400\">in\u003c/span>\u003c/a> \u003ca href=\"https://ww2.kqed.org/mindshift/2016/09/28/how-to-start-and-build-an-inclusive-computer-science-program/\">\u003cspan style=\"font-weight: 400\">the\u003c/span>\u003c/a> \u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.ncwit.org/infographic/3435\">field\u003c/a>; o\u003c/span>\u003cspan style=\"font-weight: 400\">nce students are signed up, schools need do more to create inclusive classroom environments that position them for success.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Last summer, Cynthia Lee, a lecturer in the computer science department at Stanford University, created a widely-circulated document called, “\u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://drive.google.com/drive/folders/0B4x2OQ0oLnRsfnU1VFNiZEFjSnM2WGZFVUpQdEFVS000YWZsZDlPakdoZjg5bmd1bmtLU2M\">What can I do today to create a more inclusive community in CS?”\u003c/a> The list was developed during a summer workshop funded by the National Science Foundation for newly hired computer science faculty and was designed for busy educators. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I know the research behind these best practices,\" said Lee, \"but my passion comes from what I’ve experienced in tech spaces, and what students have told me about their experiences in computer science classrooms.”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Too often students from diverse backgrounds “feel that they simply aren’t wanted,” said Lee. “What I hear from students is that when they are working on their assignments, they love [computer science]. But when they look up and look around the classroom, they see that ‘there aren’t many people like me here.’ If anything is said or done to accentuate that, it can raise these doubts in their mind that cause them to questions their positive feelings about the subject matter.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students from underrepresented demographics are more likely to interpret a single piece of feedback -- such as a poor quiz score -- as a \u003c/span>\u003ca href=\"https://en.wikipedia.org/wiki/Impostor_syndrome\">\u003cspan style=\"font-weight: 400\">generalized assessment\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of their skill and potential. “They may say to themselves, ‘Everyone was right all along. I really don’t belong here,’” said Lee. In contrast, when students who are in the majority perform poorly on a quiz, “they are more likely to contextualize or externalize their performance, telling themselves, ‘It’s just one score; I was having a bad day; or the teacher made the test too difficult.’”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many of the suggestions on Lee’s list can be adapted for use in middle and high school computer science classrooms. \u003c/span>\u003ca href=\"http://suh.sweetwaterschools.org/staff/teacher-of-the-year/\">\u003cspan style=\"font-weight: 400\">Art Lopez\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> teaches at Sweetwater High School in the San Diego County, where 85 percent of students qualify for free or reduced lunch. \u003c/span>\u003ca href=\"https://ww2.kqed.org/mindshift/2016/09/28/how-to-start-and-build-an-inclusive-computer-science-program/\">\u003cspan style=\"font-weight: 400\">Under his leadership,\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> his district has gone from offering zero CS classes five years ago to offering 41 this year. He says Lee’s list resonates with his efforts: “You have got to make sure you build a community in the classroom. That’s so important.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>PRACTICAL STEPS\u003c/b>\u003c/p>\n\u003cp>\u003cb>Create a Warm Climate that Encourages a Growth Mindset\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lee recommends opening class by telling the students that “you are proud of them and how hard they are working.” As her CS colleague John Ousterhout is fond of telling students, “A little bit of slope makes up for a lot of y-intercept.” In other words, rather than focus on a single point in time or a single quiz score, focus on the big picture: their growing understanding of the material.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A little warmth goes a long way, especially when students are nervous about whether they belong, said Lee. “Something as simple as saying, ‘I like working with you and I am enjoying teaching this class’ lets them know that their presence is respected.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lopez begins the year by \u003c/span>\u003ca href=\"https://ww2.kqed.org/mindshift/2016/05/10/how-teens-benefit-from-reading-about-the-struggles-of-scientists/\">\u003cspan style=\"font-weight: 400\">destigmatizing the idea of failure\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and pledging his support: “I tell my students, ‘I’m going to learn from you as much as you are going to learn from me. We are on this journey together. Don’t worry about failing! Computing is all about trying and failing. But then we’ll try to fix the program and make it work right.’”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Help Students Find Meaning with the Work\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As an introductory activity, Lee suggests asking students to \u003c/span>\u003ca href=\"https://www.gsb.stanford.edu/insights/value-values-affirmation\">\u003cspan style=\"font-weight: 400\">name one of their core values\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and describe how CS could be used in service of that value. This can create a connection between the instructor and the student and help students find personal relevance with the course material. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lopez says that this approach can help students who have a narrow, stereotypical view of computer programming. “You have to give lots of entry points. Show them how they can use CS to help their community, to serve others, to creative video games, or to work for \u003ca href=\"https://ww2.kqed.org/mindshift/2015/09/03/pixar-in-a-box-teaches-math-through-real-animation-challenges/\">Pixar\u003c/a>. Connect it to their interests. Computer science is creative.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Examine Bias and Representation in Class Materials\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Review presentations and handouts to make sure that they are free from gendered pronouns, especially those used in stereotypical ways, said Lee. Look at materials, posters, and images with a critical eye: do they include diverse races and genders in non-stereotyped roles? Do they include a broad selection of names? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lopez asks his students to close their eyes and imagine a computer scientist. When they open their eyes, he puts up pictures of his former students -- and pictures of them. “I tell them ‘Here is what I see when I think about computer scientists.’”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Examine Your Own Bias\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sometimes teachers slip into stereotypical language without meaning to. For example, said Lee, phrases such as “This is so easy your mom could use it” or “How would you explain this to your grandma?” implicitly equate women with a lack of tech savvy. Other suggestions from her list include:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Believe that hard work and effective practice matters more than DNA. Your beliefs influence students’ beliefs and impact their performance.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">When a student is speaking, wait for the student to finish and then count “one one-thousand, two one-thousand” in your mind before responding. Both \u003c/span>\u003ca href=\"http://nytlive.nytimes.com/womenintheworld/2015/03/19/google-chief-blasted-for-repeatedly-interrupting-female-government-official/\">\u003cspan style=\"font-weight: 400\">men and women are prone\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to prematurely cutting off women when they speak. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Watch out for examples or anecdotes about your childhood or daily life that may cause students to feel excluded for economic reasons (e.g., talking about pricey gadgets or vacations in Hawaii as normal). \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At Sweetwater and Stanford, this deliberate emphasis on inclusivity has had an impact. In Lopez’s district CS class enrollment expanded rapidly, and his students have begun to serve as\u003ca href=\"https://ww2.kqed.org/mindshift/2016/09/28/how-to-start-and-build-an-inclusive-computer-science-program/\"> national role models \u003c/a>for inclusivity in the field: in September, some of Lopez’s students were invited to present at the White House Summit on Computer Science for All. At Stanford, computer science has become one of the most popular majors for women. Currently, 32 percent of declared CS undergraduate majors are women -- \u003c/span>\u003ca href=\"http://cra.org/wp-content/uploads/2016/05/2015-Taulbee-Survey.pdf\">\u003cspan style=\"font-weight: 400\">twice the national average.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> Lee gives some of the credit to the department’s emphasis to inclusivity. “The faculty are extremely committed to implementing the types of things on this list,\" Lee said.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"An outline of practical steps has helped teachers keep students from under represented minority groups in computer science class. Part of the guideline means addressing bias in classwork and helping students feel included.","status":"publish","parent":0,"modified":1479406077,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":24,"wordCount":1232},"headData":{"title":"Steps Teachers Can Take to Keep Girls and Minorities in Computer Science Education | KQED","description":"An outline of practical steps has helped teachers keep students from under represented minority groups in computer science class. Part of the guideline means addressing bias in classwork and helping students feel included.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Steps Teachers Can Take to Keep Girls and Minorities in Computer Science Education","datePublished":"2016-11-17T18:06:35.000Z","dateModified":"2016-11-17T18:07:57.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"46839 http://ww2.kqed.org/mindshift/?p=46839","disqusUrl":"https://ww2.kqed.org/mindshift/2016/11/17/steps-teachers-can-take-to-keep-girls-and-minorities-in-computer-science-education/","disqusTitle":"Steps Teachers Can Take to Keep Girls and Minorities in Computer Science Education","path":"/mindshift/46839/steps-teachers-can-take-to-keep-girls-and-minorities-in-computer-science-education","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>It’s no secret that women, African Americans and Hispanics are underrepresented in computer science classrooms and careers.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Among students who take AP Computer Science courses in high school, for example, \u003c/span>\u003ca href=\"http://www.computerscience.org/resources/women-in-computer-science/\">\u003cspan style=\"font-weight: 400\">boys outnumber girls\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by more than 4 to 1. \u003c/span>\u003ca href=\"http://home.cc.gatech.edu/ice-gt/556\">\u003cspan style=\"font-weight: 400\">In\u003c/span>\u003cspan style=\"font-weight: 400\"> 2013,\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> only eight percent of students taking the AP CS exam were Hispanic and just three percent were African American. \u003c/span>\u003cspan style=\"font-weight: 400\">A \u003c/span>\u003ca href=\"http://services.google.com/fh/files/misc/diversity-gaps-in-computer-science-report.pdf\">\u003cspan style=\"font-weight: 400\">recent report from Google and Gallup \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">on diversity gaps in computer science education pointed to “structural and social barriers” for these three populations. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s not enough to simply recruit underrepresented students to enroll in CS classes, say \u003c/span>\u003ca href=\"https://www.whitehouse.gov/blog/2016/01/30/computer-science-all\">\u003cspan style=\"font-weight: 400\">leaders\u003c/span>\u003c/a> \u003ca href=\"http://schedule.gracehopper.org/session/code-schools-and-fostering-more-inclusive-workplace-communities/\">\u003cspan style=\"font-weight: 400\">in\u003c/span>\u003c/a> \u003ca href=\"https://ww2.kqed.org/mindshift/2016/09/28/how-to-start-and-build-an-inclusive-computer-science-program/\">\u003cspan style=\"font-weight: 400\">the\u003c/span>\u003c/a> \u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.ncwit.org/infographic/3435\">field\u003c/a>; o\u003c/span>\u003cspan style=\"font-weight: 400\">nce students are signed up, schools need do more to create inclusive classroom environments that position them for success.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Last summer, Cynthia Lee, a lecturer in the computer science department at Stanford University, created a widely-circulated document called, “\u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://drive.google.com/drive/folders/0B4x2OQ0oLnRsfnU1VFNiZEFjSnM2WGZFVUpQdEFVS000YWZsZDlPakdoZjg5bmd1bmtLU2M\">What can I do today to create a more inclusive community in CS?”\u003c/a> The list was developed during a summer workshop funded by the National Science Foundation for newly hired computer science faculty and was designed for busy educators. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I know the research behind these best practices,\" said Lee, \"but my passion comes from what I’ve experienced in tech spaces, and what students have told me about their experiences in computer science classrooms.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Too often students from diverse backgrounds “feel that they simply aren’t wanted,” said Lee. “What I hear from students is that when they are working on their assignments, they love [computer science]. But when they look up and look around the classroom, they see that ‘there aren’t many people like me here.’ If anything is said or done to accentuate that, it can raise these doubts in their mind that cause them to questions their positive feelings about the subject matter.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students from underrepresented demographics are more likely to interpret a single piece of feedback -- such as a poor quiz score -- as a \u003c/span>\u003ca href=\"https://en.wikipedia.org/wiki/Impostor_syndrome\">\u003cspan style=\"font-weight: 400\">generalized assessment\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of their skill and potential. “They may say to themselves, ‘Everyone was right all along. I really don’t belong here,’” said Lee. In contrast, when students who are in the majority perform poorly on a quiz, “they are more likely to contextualize or externalize their performance, telling themselves, ‘It’s just one score; I was having a bad day; or the teacher made the test too difficult.’”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many of the suggestions on Lee’s list can be adapted for use in middle and high school computer science classrooms. \u003c/span>\u003ca href=\"http://suh.sweetwaterschools.org/staff/teacher-of-the-year/\">\u003cspan style=\"font-weight: 400\">Art Lopez\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> teaches at Sweetwater High School in the San Diego County, where 85 percent of students qualify for free or reduced lunch. \u003c/span>\u003ca href=\"https://ww2.kqed.org/mindshift/2016/09/28/how-to-start-and-build-an-inclusive-computer-science-program/\">\u003cspan style=\"font-weight: 400\">Under his leadership,\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> his district has gone from offering zero CS classes five years ago to offering 41 this year. He says Lee’s list resonates with his efforts: “You have got to make sure you build a community in the classroom. That’s so important.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>PRACTICAL STEPS\u003c/b>\u003c/p>\n\u003cp>\u003cb>Create a Warm Climate that Encourages a Growth Mindset\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lee recommends opening class by telling the students that “you are proud of them and how hard they are working.” As her CS colleague John Ousterhout is fond of telling students, “A little bit of slope makes up for a lot of y-intercept.” In other words, rather than focus on a single point in time or a single quiz score, focus on the big picture: their growing understanding of the material.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A little warmth goes a long way, especially when students are nervous about whether they belong, said Lee. “Something as simple as saying, ‘I like working with you and I am enjoying teaching this class’ lets them know that their presence is respected.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lopez begins the year by \u003c/span>\u003ca href=\"https://ww2.kqed.org/mindshift/2016/05/10/how-teens-benefit-from-reading-about-the-struggles-of-scientists/\">\u003cspan style=\"font-weight: 400\">destigmatizing the idea of failure\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and pledging his support: “I tell my students, ‘I’m going to learn from you as much as you are going to learn from me. We are on this journey together. Don’t worry about failing! Computing is all about trying and failing. But then we’ll try to fix the program and make it work right.’”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Help Students Find Meaning with the Work\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As an introductory activity, Lee suggests asking students to \u003c/span>\u003ca href=\"https://www.gsb.stanford.edu/insights/value-values-affirmation\">\u003cspan style=\"font-weight: 400\">name one of their core values\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and describe how CS could be used in service of that value. This can create a connection between the instructor and the student and help students find personal relevance with the course material. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lopez says that this approach can help students who have a narrow, stereotypical view of computer programming. “You have to give lots of entry points. Show them how they can use CS to help their community, to serve others, to creative video games, or to work for \u003ca href=\"https://ww2.kqed.org/mindshift/2015/09/03/pixar-in-a-box-teaches-math-through-real-animation-challenges/\">Pixar\u003c/a>. Connect it to their interests. Computer science is creative.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Examine Bias and Representation in Class Materials\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Review presentations and handouts to make sure that they are free from gendered pronouns, especially those used in stereotypical ways, said Lee. Look at materials, posters, and images with a critical eye: do they include diverse races and genders in non-stereotyped roles? Do they include a broad selection of names? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lopez asks his students to close their eyes and imagine a computer scientist. When they open their eyes, he puts up pictures of his former students -- and pictures of them. “I tell them ‘Here is what I see when I think about computer scientists.’”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Examine Your Own Bias\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sometimes teachers slip into stereotypical language without meaning to. For example, said Lee, phrases such as “This is so easy your mom could use it” or “How would you explain this to your grandma?” implicitly equate women with a lack of tech savvy. Other suggestions from her list include:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Believe that hard work and effective practice matters more than DNA. Your beliefs influence students’ beliefs and impact their performance.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">When a student is speaking, wait for the student to finish and then count “one one-thousand, two one-thousand” in your mind before responding. Both \u003c/span>\u003ca href=\"http://nytlive.nytimes.com/womenintheworld/2015/03/19/google-chief-blasted-for-repeatedly-interrupting-female-government-official/\">\u003cspan style=\"font-weight: 400\">men and women are prone\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to prematurely cutting off women when they speak. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Watch out for examples or anecdotes about your childhood or daily life that may cause students to feel excluded for economic reasons (e.g., talking about pricey gadgets or vacations in Hawaii as normal). \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At Sweetwater and Stanford, this deliberate emphasis on inclusivity has had an impact. In Lopez’s district CS class enrollment expanded rapidly, and his students have begun to serve as\u003ca href=\"https://ww2.kqed.org/mindshift/2016/09/28/how-to-start-and-build-an-inclusive-computer-science-program/\"> national role models \u003c/a>for inclusivity in the field: in September, some of Lopez’s students were invited to present at the White House Summit on Computer Science for All. At Stanford, computer science has become one of the most popular majors for women. Currently, 32 percent of declared CS undergraduate majors are women -- \u003c/span>\u003ca href=\"http://cra.org/wp-content/uploads/2016/05/2015-Taulbee-Survey.pdf\">\u003cspan style=\"font-weight: 400\">twice the national average.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> Lee gives some of the credit to the department’s emphasis to inclusivity. “The faculty are extremely committed to implementing the types of things on this list,\" Lee said.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/46839/steps-teachers-can-take-to-keep-girls-and-minorities-in-computer-science-education","authors":["11087"],"categories":["mindshift_195"],"tags":["mindshift_557","mindshift_20701","mindshift_20784","mindshift_1040","mindshift_20825","mindshift_499","mindshift_47"],"featImg":"mindshift_46944","label":"mindshift"},"mindshift_46598":{"type":"posts","id":"mindshift_46598","meta":{"index":"posts_1591205157","site":"mindshift","id":"46598","score":null,"sort":[1475753889000]},"guestAuthors":[],"slug":"from-dabbling-to-doing-6-tools-that-excite-kids-about-coding","title":"From Dabbling to Doing: 6 Tools That Excite Kids About Coding","publishDate":1475753889,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cstrong>By Tanner Higgin, \u003ca href=\"https://www.commonsensemedia.org/educators\">Common Sense Education\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>It’s clear coding and computer science have become key priorities in K-12 education. From \u003ca href=\"http://www.geekwire.com/2016/code-org-lands-23m-as-u-s-business-leaders-call-on-congress-to-fund-computer-science-education/\">Code.org’s massive round of funding\u003c/a> and \u003ca href=\"http://www.csecoalition.org/wp-content/uploads/2016/04/OpenLetter-PressRelease-FINAL.pdf\">the formulation of the Computer Science Coalition\u003c/a> to \u003ca href=\"https://www.whitehouse.gov/blog/2016/01/30/computer-science-all\">President Obama’s Computer Science For All initiative\u003c/a> to big school districts, like the San Francisco Unified School District, building \u003ca href=\"http://www.sfusd.edu/en/news/current-news/2015-news-archive/06/board-approves-plans-to-expand-computer-science-curriculum-to-all-grades.html\">K-12 computer science curriculum\u003c/a> – there’s indications that this is more than a passing fad.\u003c/p>\n\u003cp>Many educators are excited about the opportunities coding and computer science offer students, but with these new curricular priorities come the major practical, pedagogical challenges of building a scope and sequence and then transforming it into units and lessons (not to mention, you know, teaching). Given the problems computer science has had \u003ca href=\"http://www.pbs.org/newshour/updates/teaching-coding-kids-key-closing-fields-diversity-gap/\">meeting the needs of all students\u003c/a> -- especially early on -- there’s some tough challenges ahead for school leaders and educators to make sure computer science for all doesn’t fall flat.\u003c/p>\n\u003cp>If we just focus on the coding part of the equation (computer science is its own set of challenges), there’s some good news. Learning designers have been hard at work cracking three of the biggest make or break challenges facing learn to code initiatives: hooking kids (especially girls) early, crossing the chasm between drag-and-drop and written code, and providing interest-driven projects that fuel learning outside school.\u003c/p>\n\u003cp>Below I’ve highlighted some great coding apps and websites already out there that tackle these three big challenges in inventive ways, providing opportunities for learners of all ages and backgrounds opportunities to dabble then dive-in to coding.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Hooking kids early\u003c/strong>\u003c/p>\n\u003cp>Tools that spark interest in coding through creativity and puzzle solving while teaching the basic premises of logic and sequencing.\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/scratch\">Scratch\u003cbr>\n\u003c/a>Scratch, as far as learning tools go, is a classic, and for good reason. It distills down the basic core competencies of programming into an easy to use and manipulate visual block system that’s been adopted by numerous other tools. What distinguishes Scratch though is its boundless creative possibilities and healthy community which encourage learners to express themselves and share their work. It’s the perfect option for creative kids.\u003c/p>\n\u003cp>https://vimeo.com/65583694\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/app/cork-the-volcano-puzzlets-0\">Cork The Volcano -- Puzzlets\u003cbr>\n\u003c/a>For many early learners, it can be useful to supplement digital coding and interaction with physical, hands-on activity. Cork the Volcano, an app for the Puzzlets platform, uses a similar, but stripped-down, visual block system like Scratch, and focuses on puzzle solving rather than creation. Kids sequence physical blocks on a game board in front of them that causes things to move and behave in the puzzle game. It can be an effective way to jumpstart interest in programmatic thinking for those kids that love problem solving.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=Z_tp1MPRmT0\u003c/p>\n\u003cp>\u003cstrong>Crossing the chasm \u003c/strong>\u003c/p>\n\u003cp>Tools that move kids elegantly toward writing actual code and learning languages and syntax while still providing engaging contexts.\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/game/gamemaker-studio\">GameMaker: Studio\u003cbr>\n\u003c/a>For Scratch users, GameMaker provides a nice next step. It still has the drag-and-drop elements of Scratch as well as the all-in-one experience of design, art asset creation, and coding, but introduces much more fine-tuned control and incredible depth. GameMaker will level-up along with kids’ sensibilities, allowing them to more fully realize the types of games they envision.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=7XDcSXVUGsE\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/codemonkey\">CodeMonkey\u003cbr>\n\u003c/a>If GameMaker is a bit too much, CodeMonkey is a nice option for easing into more complex platforms. Like Puzzlets, CodeMonkey uses problem solving to motivate curious kids. Unlike Puzzlets, however, CodeMonkey is entirely digital. CodeMonkey also leaps across the chasm, introducing kids to written scripting using CoffeScript, a great introductory language that’ll help kids learn syntax.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=o3geZ_0r_3Q\u003c/p>\n\u003cp>\u003cstrong>Harnessing interests\u003c/strong>\u003c/p>\n\u003cp>Tools that expand the horizons to what code can do, showing kids how code can be useful no matter their interests and background.\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/google-cs-first\">Google CS First\u003cbr>\n\u003c/a>More curriculum than tool, Google CS First provides instructional support for kids in grades 4-8 to learn actual coding. The key with CS First, though, is that it allows kids to choose from a set of varied interests (everything from fashion to sports to music), and then uses those topics to drive coding projects. There are also grab-and-go resources for educators to start up clubs in their schools or communities.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=3U5OYQ6ehm0\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/vidcode\">Vidcode\u003cbr>\n\u003c/a>From Instagram to Snapchat to Facebook, just about every teen uses some kind of social media. Vidcode uses the established grammar of social media -- filters, memes, and animation -- as an irresistible context for creative JavaScript coding projects that are genuinely fun and relevant to teens. Paid upgrades also add advanced tutorials as well as curriculum and lesson plans educators can use to get whole classes up and running.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=QuxMsQJIyPQ\u003c/p>\n\u003cp>Of course, there’s much more out there. We’ve got Top Picks lists featuring many more tools over on Common Sense Education for \u003ca href=\"https://www.commonsense.org/education/top-picks/best-coding-tools-for-elementary\">elementary\u003c/a>, \u003ca href=\"https://www.commonsense.org/education/top-picks/best-coding-tools-for-middle-school\">middle school\u003c/a>, and \u003ca href=\"https://www.commonsense.org/education/top-picks/best-coding-tools-for-high-school\">high school\u003c/a> you can check out. And don’t get me wrong; I’m not arguing that these tools solve the problem of computer science for all (after all, I’ve only focused on coding), or that these are the only three challenges facing such an ambitious shift in K-12 education. However, if the promise of computer science for all has hope of being achieved, we need to beyond traditional curricular approaches. We need to supplement or reinvent curriculum with informal resources – the kinds of passion-driven, authentic experiences much better equipped to ignite meaningful interest.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cspan class=\"il\">Tanner\u003c/span> Higgin is senior manager, education content at \u003ca href=\"https://www.commonsensemedia.org/educators\" target=\"_blank\">Common Sense\u003c/a>\u003ca href=\"https://www.commonsensemedia.org/educators\" target=\"_blank\"> \u003c/a>\u003ca href=\"https://www.commonsensemedia.org/educators\" target=\"_blank\">Education\u003c/a>, \u003cem>which helps educators find the best ed-tech tools, learn best practices for teaching with tech, and equip students with the skills they need to use technology safely and responsibly. Go to \u003ca href=\"https://www.commonsensemedia.org/educators\" target=\"_blank\">Common Sense Education\u003c/a> for free resources, including full reviews of digital tools.\u003c/em>\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Finding the right app or website can help kids of all skill levels discover the fun of coding, whether it's drag-and-drop commands or writing lines of code.","status":"publish","parent":0,"modified":1475753889,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":21,"wordCount":1014},"headData":{"title":"From Dabbling to Doing: 6 Tools That Excite Kids About Coding | KQED","description":"Finding the right app or website can help kids of all skill levels discover the fun of coding, whether it's drag-and-drop commands or writing lines of code.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"From Dabbling to Doing: 6 Tools That Excite Kids About Coding","datePublished":"2016-10-06T11:38:09.000Z","dateModified":"2016-10-06T11:38:09.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"46598 http://ww2.kqed.org/mindshift/?p=46598","disqusUrl":"https://ww2.kqed.org/mindshift/2016/10/06/from-dabbling-to-doing-6-tools-that-excite-kids-about-coding/","disqusTitle":"From Dabbling to Doing: 6 Tools That Excite Kids About Coding","path":"/mindshift/46598/from-dabbling-to-doing-6-tools-that-excite-kids-about-coding","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>By Tanner Higgin, \u003ca href=\"https://www.commonsensemedia.org/educators\">Common Sense Education\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>It’s clear coding and computer science have become key priorities in K-12 education. From \u003ca href=\"http://www.geekwire.com/2016/code-org-lands-23m-as-u-s-business-leaders-call-on-congress-to-fund-computer-science-education/\">Code.org’s massive round of funding\u003c/a> and \u003ca href=\"http://www.csecoalition.org/wp-content/uploads/2016/04/OpenLetter-PressRelease-FINAL.pdf\">the formulation of the Computer Science Coalition\u003c/a> to \u003ca href=\"https://www.whitehouse.gov/blog/2016/01/30/computer-science-all\">President Obama’s Computer Science For All initiative\u003c/a> to big school districts, like the San Francisco Unified School District, building \u003ca href=\"http://www.sfusd.edu/en/news/current-news/2015-news-archive/06/board-approves-plans-to-expand-computer-science-curriculum-to-all-grades.html\">K-12 computer science curriculum\u003c/a> – there’s indications that this is more than a passing fad.\u003c/p>\n\u003cp>Many educators are excited about the opportunities coding and computer science offer students, but with these new curricular priorities come the major practical, pedagogical challenges of building a scope and sequence and then transforming it into units and lessons (not to mention, you know, teaching). Given the problems computer science has had \u003ca href=\"http://www.pbs.org/newshour/updates/teaching-coding-kids-key-closing-fields-diversity-gap/\">meeting the needs of all students\u003c/a> -- especially early on -- there’s some tough challenges ahead for school leaders and educators to make sure computer science for all doesn’t fall flat.\u003c/p>\n\u003cp>If we just focus on the coding part of the equation (computer science is its own set of challenges), there’s some good news. Learning designers have been hard at work cracking three of the biggest make or break challenges facing learn to code initiatives: hooking kids (especially girls) early, crossing the chasm between drag-and-drop and written code, and providing interest-driven projects that fuel learning outside school.\u003c/p>\n\u003cp>Below I’ve highlighted some great coding apps and websites already out there that tackle these three big challenges in inventive ways, providing opportunities for learners of all ages and backgrounds opportunities to dabble then dive-in to coding.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Hooking kids early\u003c/strong>\u003c/p>\n\u003cp>Tools that spark interest in coding through creativity and puzzle solving while teaching the basic premises of logic and sequencing.\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/scratch\">Scratch\u003cbr>\n\u003c/a>Scratch, as far as learning tools go, is a classic, and for good reason. It distills down the basic core competencies of programming into an easy to use and manipulate visual block system that’s been adopted by numerous other tools. What distinguishes Scratch though is its boundless creative possibilities and healthy community which encourage learners to express themselves and share their work. It’s the perfect option for creative kids.\u003c/p>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"vimeoLink","attributes":{"named":{"vimeoId":"65583694"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://www.commonsense.org/education/app/cork-the-volcano-puzzlets-0\">Cork The Volcano -- Puzzlets\u003cbr>\n\u003c/a>For many early learners, it can be useful to supplement digital coding and interaction with physical, hands-on activity. Cork the Volcano, an app for the Puzzlets platform, uses a similar, but stripped-down, visual block system like Scratch, and focuses on puzzle solving rather than creation. Kids sequence physical blocks on a game board in front of them that causes things to move and behave in the puzzle game. It can be an effective way to jumpstart interest in programmatic thinking for those kids that love problem solving.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/Z_tp1MPRmT0'\n title='//www.youtube.com/embed/Z_tp1MPRmT0'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cstrong>Crossing the chasm \u003c/strong>\u003c/p>\n\u003cp>Tools that move kids elegantly toward writing actual code and learning languages and syntax while still providing engaging contexts.\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/game/gamemaker-studio\">GameMaker: Studio\u003cbr>\n\u003c/a>For Scratch users, GameMaker provides a nice next step. It still has the drag-and-drop elements of Scratch as well as the all-in-one experience of design, art asset creation, and coding, but introduces much more fine-tuned control and incredible depth. GameMaker will level-up along with kids’ sensibilities, allowing them to more fully realize the types of games they envision.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/7XDcSXVUGsE'\n title='//www.youtube.com/embed/7XDcSXVUGsE'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/codemonkey\">CodeMonkey\u003cbr>\n\u003c/a>If GameMaker is a bit too much, CodeMonkey is a nice option for easing into more complex platforms. Like Puzzlets, CodeMonkey uses problem solving to motivate curious kids. Unlike Puzzlets, however, CodeMonkey is entirely digital. CodeMonkey also leaps across the chasm, introducing kids to written scripting using CoffeScript, a great introductory language that’ll help kids learn syntax.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/o3geZ_0r_3Q'\n title='//www.youtube.com/embed/o3geZ_0r_3Q'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cstrong>Harnessing interests\u003c/strong>\u003c/p>\n\u003cp>Tools that expand the horizons to what code can do, showing kids how code can be useful no matter their interests and background.\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/google-cs-first\">Google CS First\u003cbr>\n\u003c/a>More curriculum than tool, Google CS First provides instructional support for kids in grades 4-8 to learn actual coding. The key with CS First, though, is that it allows kids to choose from a set of varied interests (everything from fashion to sports to music), and then uses those topics to drive coding projects. There are also grab-and-go resources for educators to start up clubs in their schools or communities.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/3U5OYQ6ehm0'\n title='//www.youtube.com/embed/3U5OYQ6ehm0'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/vidcode\">Vidcode\u003cbr>\n\u003c/a>From Instagram to Snapchat to Facebook, just about every teen uses some kind of social media. Vidcode uses the established grammar of social media -- filters, memes, and animation -- as an irresistible context for creative JavaScript coding projects that are genuinely fun and relevant to teens. Paid upgrades also add advanced tutorials as well as curriculum and lesson plans educators can use to get whole classes up and running.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/QuxMsQJIyPQ'\n title='//www.youtube.com/embed/QuxMsQJIyPQ'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>Of course, there’s much more out there. We’ve got Top Picks lists featuring many more tools over on Common Sense Education for \u003ca href=\"https://www.commonsense.org/education/top-picks/best-coding-tools-for-elementary\">elementary\u003c/a>, \u003ca href=\"https://www.commonsense.org/education/top-picks/best-coding-tools-for-middle-school\">middle school\u003c/a>, and \u003ca href=\"https://www.commonsense.org/education/top-picks/best-coding-tools-for-high-school\">high school\u003c/a> you can check out. And don’t get me wrong; I’m not arguing that these tools solve the problem of computer science for all (after all, I’ve only focused on coding), or that these are the only three challenges facing such an ambitious shift in K-12 education. However, if the promise of computer science for all has hope of being achieved, we need to beyond traditional curricular approaches. We need to supplement or reinvent curriculum with informal resources – the kinds of passion-driven, authentic experiences much better equipped to ignite meaningful interest.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cspan class=\"il\">Tanner\u003c/span> Higgin is senior manager, education content at \u003ca href=\"https://www.commonsensemedia.org/educators\" target=\"_blank\">Common Sense\u003c/a>\u003ca href=\"https://www.commonsensemedia.org/educators\" target=\"_blank\"> \u003c/a>\u003ca href=\"https://www.commonsensemedia.org/educators\" target=\"_blank\">Education\u003c/a>, \u003cem>which helps educators find the best ed-tech tools, learn best practices for teaching with tech, and equip students with the skills they need to use technology safely and responsibly. Go to \u003ca href=\"https://www.commonsensemedia.org/educators\" target=\"_blank\">Common Sense Education\u003c/a> for free resources, including full reviews of digital tools.\u003c/em>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/46598/from-dabbling-to-doing-6-tools-that-excite-kids-about-coding","authors":["4354"],"categories":["mindshift_195"],"tags":["mindshift_981","mindshift_20525","mindshift_281","mindshift_557","mindshift_20784","mindshift_1040","mindshift_282","mindshift_20655"],"featImg":"mindshift_46634","label":"mindshift"},"mindshift_46438":{"type":"posts","id":"mindshift_46438","meta":{"index":"posts_1591205157","site":"mindshift","id":"46438","score":null,"sort":[1475064473000]},"guestAuthors":[],"slug":"how-to-start-and-build-an-inclusive-computer-science-program","title":"How to Start and Build an Inclusive Computer Science Program","publishDate":1475064473,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Art Lopez’s journey as a computer science teacher began five years ago when one of his high school students asked him a question: \u003c/span>“Why do Torrey Pines and La Jolla – schools in more affluent parts of San Diego – have computer science classes and we don’t?” Lopez recalled.\u003c/p>\n\u003cp>\u003ca href=\"http://suh.sweetwaterschools.org/staff/teacher-of-the-year/\">\u003cspan style=\"font-weight: 400\">Lopez\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> teaches in San Diego at Sweetwater High School, where 85% of students qualify for free or reduced-price lunch programs. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I said, ‘That’s a really great question.’ And the more I thought about it, I realized that this was an equity access issue that ran even deeper than the digital divide. Something was wrong.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the time, Lopez taught computer applications, but had no experience with computer science. \"I tried to take one computer science class in college, but I felt completely disengaged,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Through a colleague, Lopez heard about a new computer science principles course at the University of California San Diego taught by professor \u003c/span>\u003ca href=\"http://jacobsschool.ucsd.edu/faculty/faculty_bios/index.sfe?fmp_recid=244\">\u003cspan style=\"font-weight: 400\">Beth Simon\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The course was funded in part by the National Science Foundation in an effort to create a more engaging and inclusive curriculum.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lopez used Simon’s curriculum to start Sweetwater High School’s first computer science course in the fall of 2012. Weeks into the year, he learned that the College Board was piloting a new Advanced Placement class called \u003c/span>\u003ca href=\"https://advancesinap.collegeboard.org/stem/computer-science-principles\">\u003cspan style=\"font-weight: 400\">AP Computer Science Principles\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, designed in part to help close the gender and ethnicity gap in AP computer science classrooms. \u003c/span>\u003cspan style=\"font-weight: 400\">Of the \u003c/span>\u003cspan style=\"font-weight: 400\">46,000 students who took the Advanced Placement exam for computer science in 2014, \u003ca href=\"http://blogs.edweek.org/edweek/curriculum/2015/11/no_african-american_students_2015_AP_computer_science_exam_nine_states.html?r=1511637929&preview=1\">22 percent\u003c/a> were female. In 2013, \u003ca href=\"http://home.cc.gatech.edu/ice-gt/556\">eight\u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"http://home.cc.gatech.edu/ice-gt/556\"> percent\u003c/a> of the test-takers were Hispanic and three percent were African American. \u003c/span>\u003c/p>\n\u003cp>Sweetwater High School applied to be a pilot site for the new AP test, which launched nationwide this fall. Lopez credits Janice Cuny, NSF program director for computing education, for partnering with the College Board and providing vision for this course. \"Janice is transforming high school CS education,\" he said. \"She knew we needed to provide an introductory CS course in our high schools and broaden representation -- particularly among women and underrepresented minorities.”\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The first year Sweetwater offered computer science, Lopez had 21 students enroll. Five years later, 80 students are taking computer science at his high school –- and the initiative has spread across the district. “We went from teaching zero CS courses five years ago to 42 CS courses throughout our district this year.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_46495\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-46495 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/09/012-AP-CSP-ArtLopez-Karla-Adrian-1-e1475038505368.jpg\" alt=\"012-AP-CSP-ArtLopez-Karla-Adrian\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Sweetwater High School computer science teacher Art Lopez and recent graduates Karla Gonzalez and Adrian Avalos present at a Computer Science For All event at The White House. Photo courtesy of Art Lopez.\u003c/figcaption>\u003c/figure>\n\u003cp>On September 14, Lopez and two of his recent graduates had the opportunity to speak at the White House Summit on Computer Science For All. “One of these students is a Latina. None of her family has graduated from college. But because of this class, she is motivated to be a computer scientist.”\u003c/p>\n\u003cp>Lopez offers these insights for schools that want to add a computer science program or increase diversity within an existing program.\u003c/p>\n\u003cp>\u003cb>Identify Potential Teachers\u003c/b>\u003cspan style=\"font-weight: 400\">: Lopez says that schools don’t necessarily need to bring in new faculty. “You just have to have at least one teacher who wants to offer the course and a supportive principal,” he says. “Then get that teacher trained.” \u003c/span>\u003c/p>\n\u003cp>\u003cb>Forge Partnerships:\u003c/b>\u003cspan style=\"font-weight: 400\"> “We didn’t go from zero CS classes to 42 in five years all by ourselves,” says Lopez. His district worked with UC San Diego and NSF to train 55 current middle and high school teachers. Additional teachers attended AP Summer Institutes. Sweetwater is now working with partner districts to create a regional professional network so teachers can help one another out.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Actively Recruit Students:\u003c/b>\u003cspan style=\"font-weight: 400\"> Lopez says that one advantage to using existing personnel is that these teachers already know the community and can work to recruit students who may not view themselves as computer scientists. “When my students look at me, they see themselves represented,” says Lopez. He and other high school teachers went into the middle schools to generate interest. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I wanted the kids to understand that there are no barriers in this course. Anyone can come. If a kid is interested, let them in the course. AP Computer Science Principles has become a gateway for kids who have never thought about taking an AP course. We take in ninth graders and kids with learning differences. Everyone is welcome.”\u003c/span>\u003c/p>\n\u003cp>https://twitter.com/ArtLopez_CS/status/776040873641570305\u003c/p>\n\u003cp>Lopez says he has seen tremendous changes in students as they study this field. “Computer science teaches kids how to think. They become really interested in computing and computational thinking. Some will want to pursue degrees in field, but it will also help them understand how important computers are in their life and future careers. It opens doors.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"Gender and ethnic disparities persist in computer science fields, but one San Diego school district is trying to find a more inclusive path by offering a different kind of computer science class. ","status":"publish","parent":0,"modified":1475064473,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":17,"wordCount":849},"headData":{"title":"How to Start and Build an Inclusive Computer Science Program | KQED","description":"Gender and ethnic disparities persist in computer science fields, but one San Diego school district is trying to find a more inclusive path by offering a different kind of computer science class. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How to Start and Build an Inclusive Computer Science Program","datePublished":"2016-09-28T12:07:53.000Z","dateModified":"2016-09-28T12:07:53.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"46438 http://ww2.kqed.org/mindshift/?p=46438","disqusUrl":"https://ww2.kqed.org/mindshift/2016/09/28/how-to-start-and-build-an-inclusive-computer-science-program/","disqusTitle":"How to Start and Build an Inclusive Computer Science Program","path":"/mindshift/46438/how-to-start-and-build-an-inclusive-computer-science-program","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Art Lopez’s journey as a computer science teacher began five years ago when one of his high school students asked him a question: \u003c/span>“Why do Torrey Pines and La Jolla – schools in more affluent parts of San Diego – have computer science classes and we don’t?” Lopez recalled.\u003c/p>\n\u003cp>\u003ca href=\"http://suh.sweetwaterschools.org/staff/teacher-of-the-year/\">\u003cspan style=\"font-weight: 400\">Lopez\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> teaches in San Diego at Sweetwater High School, where 85% of students qualify for free or reduced-price lunch programs. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I said, ‘That’s a really great question.’ And the more I thought about it, I realized that this was an equity access issue that ran even deeper than the digital divide. Something was wrong.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the time, Lopez taught computer applications, but had no experience with computer science. \"I tried to take one computer science class in college, but I felt completely disengaged,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Through a colleague, Lopez heard about a new computer science principles course at the University of California San Diego taught by professor \u003c/span>\u003ca href=\"http://jacobsschool.ucsd.edu/faculty/faculty_bios/index.sfe?fmp_recid=244\">\u003cspan style=\"font-weight: 400\">Beth Simon\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The course was funded in part by the National Science Foundation in an effort to create a more engaging and inclusive curriculum.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lopez used Simon’s curriculum to start Sweetwater High School’s first computer science course in the fall of 2012. Weeks into the year, he learned that the College Board was piloting a new Advanced Placement class called \u003c/span>\u003ca href=\"https://advancesinap.collegeboard.org/stem/computer-science-principles\">\u003cspan style=\"font-weight: 400\">AP Computer Science Principles\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, designed in part to help close the gender and ethnicity gap in AP computer science classrooms. \u003c/span>\u003cspan style=\"font-weight: 400\">Of the \u003c/span>\u003cspan style=\"font-weight: 400\">46,000 students who took the Advanced Placement exam for computer science in 2014, \u003ca href=\"http://blogs.edweek.org/edweek/curriculum/2015/11/no_african-american_students_2015_AP_computer_science_exam_nine_states.html?r=1511637929&preview=1\">22 percent\u003c/a> were female. In 2013, \u003ca href=\"http://home.cc.gatech.edu/ice-gt/556\">eight\u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"http://home.cc.gatech.edu/ice-gt/556\"> percent\u003c/a> of the test-takers were Hispanic and three percent were African American. \u003c/span>\u003c/p>\n\u003cp>Sweetwater High School applied to be a pilot site for the new AP test, which launched nationwide this fall. Lopez credits Janice Cuny, NSF program director for computing education, for partnering with the College Board and providing vision for this course. \"Janice is transforming high school CS education,\" he said. \"She knew we needed to provide an introductory CS course in our high schools and broaden representation -- particularly among women and underrepresented minorities.”\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The first year Sweetwater offered computer science, Lopez had 21 students enroll. Five years later, 80 students are taking computer science at his high school –- and the initiative has spread across the district. “We went from teaching zero CS courses five years ago to 42 CS courses throughout our district this year.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_46495\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-46495 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/09/012-AP-CSP-ArtLopez-Karla-Adrian-1-e1475038505368.jpg\" alt=\"012-AP-CSP-ArtLopez-Karla-Adrian\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Sweetwater High School computer science teacher Art Lopez and recent graduates Karla Gonzalez and Adrian Avalos present at a Computer Science For All event at The White House. Photo courtesy of Art Lopez.\u003c/figcaption>\u003c/figure>\n\u003cp>On September 14, Lopez and two of his recent graduates had the opportunity to speak at the White House Summit on Computer Science For All. “One of these students is a Latina. None of her family has graduated from college. But because of this class, she is motivated to be a computer scientist.”\u003c/p>\n\u003cp>Lopez offers these insights for schools that want to add a computer science program or increase diversity within an existing program.\u003c/p>\n\u003cp>\u003cb>Identify Potential Teachers\u003c/b>\u003cspan style=\"font-weight: 400\">: Lopez says that schools don’t necessarily need to bring in new faculty. “You just have to have at least one teacher who wants to offer the course and a supportive principal,” he says. “Then get that teacher trained.” \u003c/span>\u003c/p>\n\u003cp>\u003cb>Forge Partnerships:\u003c/b>\u003cspan style=\"font-weight: 400\"> “We didn’t go from zero CS classes to 42 in five years all by ourselves,” says Lopez. His district worked with UC San Diego and NSF to train 55 current middle and high school teachers. Additional teachers attended AP Summer Institutes. Sweetwater is now working with partner districts to create a regional professional network so teachers can help one another out.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Actively Recruit Students:\u003c/b>\u003cspan style=\"font-weight: 400\"> Lopez says that one advantage to using existing personnel is that these teachers already know the community and can work to recruit students who may not view themselves as computer scientists. “When my students look at me, they see themselves represented,” says Lopez. He and other high school teachers went into the middle schools to generate interest. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I wanted the kids to understand that there are no barriers in this course. Anyone can come. If a kid is interested, let them in the course. AP Computer Science Principles has become a gateway for kids who have never thought about taking an AP course. We take in ninth graders and kids with learning differences. Everyone is welcome.”\u003c/span>\u003c/p>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"singleTwitterStatus","attributes":{"named":{"id":"776040873641570305"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>Lopez says he has seen tremendous changes in students as they study this field. “Computer science teaches kids how to think. They become really interested in computing and computational thinking. Some will want to pursue degrees in field, but it will also help them understand how important computers are in their life and future careers. It opens doors.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/46438/how-to-start-and-build-an-inclusive-computer-science-program","authors":["11087"],"categories":["mindshift_192","mindshift_20639"],"tags":["mindshift_981","mindshift_557","mindshift_20701","mindshift_20784","mindshift_1040","mindshift_391"],"featImg":"mindshift_46492","label":"mindshift"},"mindshift_41914":{"type":"posts","id":"mindshift_41914","meta":{"index":"posts_1591205157","site":"mindshift","id":"41914","score":null,"sort":[1441868027000]},"guestAuthors":[],"slug":"video-demos-how-minorities-in-tech-can-inspire-students-to-follow","title":"Videos Starring Minorities Aim to Attract New Faces to Tech","publishDate":1441868027,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Marcus Robinson comes off as an earnest, competent guy in his explainer videos. He looks like he has a good sense of humor -- he might even be a bit of a joker with his friends -- but he can also clearly get immersed in a project when he’s passionate about it. Robinson is one of several CodeNow student alumni involved in making \u003ca href=\"https://www.youtube.com/channel/UCxwhlGyOIOZnu_TVe5f2MJQ/feed\" target=\"_blank\">introductory coding videos\u003c/a> to help encourage underrepresented groups, like students of color and girls, to give coding a try.\u003c/p>\n\u003cp>“Coding is problem-solving,” Robinson explained. “To work on finding where the errors are and how to fix them is what I love. Even if I’m frustrated with it, I’ll always get back on my feet and make sure that at the end of the day I find the solution.”\u003c/p>\n\u003cp>This approach to coding has become something of a personal mantra for Robinson in all areas of his life, but he doesn’t think he would have had the confidence to make coding videos or see the world the way he does if he hadn’t been exposed to coding in high school through a \u003ca href=\"http://codenow.org/\" target=\"_blank\">CodeNow\u003c/a> workshop.\u003c/p>\n\u003caside class=\"pullquote alignright\">'My confidence had been really low, and this was a whole new world for me.'\u003ccite>Marcus Robinson\u003c/cite>\u003c/aside>\n\u003cp>“Finding my talent allowed me to delve deeper into what goes on in this world, like how computers are built, or how my gaming console is built, or that people are trying to embed chips into people,” Robinson said.\u003c/p>\n\u003cp>Learning to code gave him a lens to explore other things in the world and it has made him more curious. Before participating in CodeNow, Robinson said he didn’t really like learning new things and didn’t have a lot of confidence in himself or his ability to learn. Now he’s at Syracuse University studying software engineering.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/v3ZnlDnodcg?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>“My confidence had been really low, and this was a whole new world for me,” Robinson said.\u003c/p>\n\u003cp>He was intimidated when he first attended the workshop in New York, but soon found he liked coding and was even willing to do more research on his own to hone his skills. Now he wants other kids who look like him and who’ve had a tough time finding motivation in school to learn coding, too. That’s why he agreed to help make the CodeHow videos, even though being on camera made him shy at first.\u003c/p>\n\u003cp>“Every time I go to a training session, or when I’m on camera, I want to make sure that you understand that this is something that is seen as hard. But everything is hard until you learn it and get to practice it,” said Elizabeth Boahen, another student-trainer and current high school senior from New York City.\u003c/p>\n\u003cp>Like Robinson, she found being on camera intimidating at first, but she says it’s important for her peers to see \u003ca href=\"http://ww2.kqed.org/mindshift/2013/09/20/how-to-grab-and-keep-girls-interest-in-computer-coding/\" target=\"_blank\">someone like her\u003c/a>, an African-American woman, teaching coding. It’s not a common sight, but she’s clear that when she’s on camera demonstrating a coding concept, making little mistakes, fixing them, moving on, she’s modeling what learning should look like.\u003c/p>\n\u003cp>\u003cstrong>The Videos\u003c/strong>\u003c/p>\n\u003cp>CodeNow, a nonprofit coding education organization founded in 2011, recently launched a YouTube channel of explainer videos starring students like Robinson and Boahen. CodeNow hosts coding workshops in partnership with trainers from tech companies, but so far they have reached youth only in and around big cities like New York and San Francisco. The \"\u003ca href=\"http://codenow.org/blog/2015/08/codehow-learn-to-code-videos-for-students-created-by-codenow-alumni/\" target=\"_blank\">CodeHow\u003c/a>\" videos are meant to extend the reach of the organization’s coding curriculum beyond big cities on the coasts.\u003c/p>\n\u003cp>“We can’t be everywhere, but we want to provide as much value to the learn-to-code community as possible,” said CodeNow founder Ryan Seashore.\u003c/p>\n\u003cp>The videos are short, usually under four minutes, and introduce basic concepts like GitHub and how to access it, variables, conditionals and looping. Seashore said the idea for the videos came from the alumni network because students weren’t finding tutorials online with which they connected. He hopes the format makes the topic feel approachable to curious kids looking to get started, but who don’t necessarily have computer science classes in school or afterschool opportunities to learn.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/XK0xkgqrkuk?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>The videos themselves are a little stiff; the students were given scripts written by CodeNow staff and told to interject their personalities where it made sense. The students make comparisons to their favorite video games, concerts and common young-adult situations.\u003c/p>\n\u003cp>“We workshopped how you would explain [the concepts], what are different analogies and have them put their stamp on it,” Seashore said of the videomaking process.\u003c/p>\n\u003cp>Boahen said it made her feel more relaxed to know she was encouraged to put herself into the videos and helped her see that she can make a positive impact on her peers.\u003c/p>\n\u003cp>\u003cstrong>CodeNow Workshops\u003c/strong>\u003c/p>\n\u003cp>The workshops that Robinson and Boahen attended are much more intense than these explainer videos. Students apply and are accepted based on demonstrated curiosity and interest in coding. They don’t have to be top-shelf students, but Seashore said, “There’s a certain level of investment that students need to have.”\u003c/p>\n\u003cp>The program is focused on communities that aren't well represented in programming, like African-Americans, Latinos and women. They actually attract almost as many girls as they do boys.\u003c/p>\n\u003cp>\"It’s just as important for the boys to be comfortable working with girls as it is for girls to be comfortable working with boys,\" Seashore said.\u003c/p>\n\u003cp>Eighty percent of the students who participate qualify for free and reduced-price lunch at their schools.\u003c/p>\n\u003cp>\u003ca href=\"http://codenow.org/get-involved/\" target=\"_blank\">Volunteers from companies\u003c/a> like Adobe and Bloomberg are the trainers, using a curriculum that CodeNow developed. Many big companies have corporate responsibility programs that encourage volunteering, and this program makes good use of employee skills.\u003c/p>\n\u003cp>It’s important for companies to be part of the solution to the lack of diversity in tech fields, Seashore said. Major tech companies, such as Twitter, Facebook and Google, count African-Americans as roughly \u003ca href=\"http://www.theguardian.com/technology/2015/jul/01/twitter-staff-african-american-diversity\">two percent of the workforce\u003c/a>, despite constituting more than 13 percent of the U.S. population.\u003c/p>\n\u003cp>Students attend for a full weekend, acquainting themselves with the programming language Ruby and progressing to build a high-low game and then on to more advanced topics. The curriculum doesn’t use any block languages, and CodeNow prides itself on the fact that from day one students are programming in real languages.\u003c/p>\n\u003cp>There’s a two-week break when students get homework and practice their skills on \u003ca href=\"https://www.codecademy.com\" target=\"_blank\">Codecademy\u003c/a> before returning for another intensive weekend. By the end, they’ve learned some encryption skills, met real professionals working in the field and have the building blocks to continue learning on their own.\u003c/p>\n\u003cp>“When I finished it, I could see it as something I could actually see myself doing,” Boahen said.\u003c/p>\n\u003cp>She attended the workshop as a freshman in high school and then started a coding club at her school. More than that, she’s learned not to freak out if she doesn’t understand something. “Even outside of the programming world, all the time I think about problems,” Boahen said.\u003c/p>\n\u003cp>In a class about the proliferation of nuclear weapons, she was having trouble understanding why some people object to nuclear power. So she broke the problem down into different parts and thought about how she’d solve a power shortage and what obstacles might get in her way.\u003c/p>\n\u003cp>“I basically broke down history into code,” Boahen said.\u003c/p>\n\u003cp>Because many of the CodeNow participants are minors, the organization doesn’t allow the corporate volunteers to stay in touch with participants, but it does encourage an active alumni network. The organization just piloted summer internships in computer science for several of its alumni and hopes to expand that program.\u003c/p>\n\u003cp>More than that, Seashore says 40 percent of the program’s alumni have gone on to study in a computer science-related field.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“These kids are absolutely brilliant,\" Seashore said. \"They just didn’t have the opportunity.\"\u003c/p>\n\n","blocks":[],"excerpt":"Students teach their peers the basics of computer programming through short how-to videos sponsored by the non-profit CodeNow.","status":"publish","parent":0,"modified":1442011129,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["https://www.youtube.com/embed/v3ZnlDnodcg","https://www.youtube.com/embed/XK0xkgqrkuk"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":36,"wordCount":1395},"headData":{"title":"Videos Starring Minorities Aim to Attract New Faces to Tech | KQED","description":"Students teach their peers the basics of computer programming through short how-to videos sponsored by the non-profit CodeNow.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Videos Starring Minorities Aim to Attract New Faces to Tech","datePublished":"2015-09-10T06:53:47.000Z","dateModified":"2015-09-11T22:38:49.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"41914 http://ww2.kqed.org/mindshift/?p=41914","disqusUrl":"https://ww2.kqed.org/mindshift/2015/09/09/video-demos-how-minorities-in-tech-can-inspire-students-to-follow/","disqusTitle":"Videos Starring Minorities Aim to Attract New Faces to Tech","path":"/mindshift/41914/video-demos-how-minorities-in-tech-can-inspire-students-to-follow","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Marcus Robinson comes off as an earnest, competent guy in his explainer videos. He looks like he has a good sense of humor -- he might even be a bit of a joker with his friends -- but he can also clearly get immersed in a project when he’s passionate about it. Robinson is one of several CodeNow student alumni involved in making \u003ca href=\"https://www.youtube.com/channel/UCxwhlGyOIOZnu_TVe5f2MJQ/feed\" target=\"_blank\">introductory coding videos\u003c/a> to help encourage underrepresented groups, like students of color and girls, to give coding a try.\u003c/p>\n\u003cp>“Coding is problem-solving,” Robinson explained. “To work on finding where the errors are and how to fix them is what I love. Even if I’m frustrated with it, I’ll always get back on my feet and make sure that at the end of the day I find the solution.”\u003c/p>\n\u003cp>This approach to coding has become something of a personal mantra for Robinson in all areas of his life, but he doesn’t think he would have had the confidence to make coding videos or see the world the way he does if he hadn’t been exposed to coding in high school through a \u003ca href=\"http://codenow.org/\" target=\"_blank\">CodeNow\u003c/a> workshop.\u003c/p>\n\u003caside class=\"pullquote alignright\">'My confidence had been really low, and this was a whole new world for me.'\u003ccite>Marcus Robinson\u003c/cite>\u003c/aside>\n\u003cp>“Finding my talent allowed me to delve deeper into what goes on in this world, like how computers are built, or how my gaming console is built, or that people are trying to embed chips into people,” Robinson said.\u003c/p>\n\u003cp>Learning to code gave him a lens to explore other things in the world and it has made him more curious. Before participating in CodeNow, Robinson said he didn’t really like learning new things and didn’t have a lot of confidence in himself or his ability to learn. Now he’s at Syracuse University studying software engineering.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/v3ZnlDnodcg?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>“My confidence had been really low, and this was a whole new world for me,” Robinson said.\u003c/p>\n\u003cp>He was intimidated when he first attended the workshop in New York, but soon found he liked coding and was even willing to do more research on his own to hone his skills. Now he wants other kids who look like him and who’ve had a tough time finding motivation in school to learn coding, too. That’s why he agreed to help make the CodeHow videos, even though being on camera made him shy at first.\u003c/p>\n\u003cp>“Every time I go to a training session, or when I’m on camera, I want to make sure that you understand that this is something that is seen as hard. But everything is hard until you learn it and get to practice it,” said Elizabeth Boahen, another student-trainer and current high school senior from New York City.\u003c/p>\n\u003cp>Like Robinson, she found being on camera intimidating at first, but she says it’s important for her peers to see \u003ca href=\"http://ww2.kqed.org/mindshift/2013/09/20/how-to-grab-and-keep-girls-interest-in-computer-coding/\" target=\"_blank\">someone like her\u003c/a>, an African-American woman, teaching coding. It’s not a common sight, but she’s clear that when she’s on camera demonstrating a coding concept, making little mistakes, fixing them, moving on, she’s modeling what learning should look like.\u003c/p>\n\u003cp>\u003cstrong>The Videos\u003c/strong>\u003c/p>\n\u003cp>CodeNow, a nonprofit coding education organization founded in 2011, recently launched a YouTube channel of explainer videos starring students like Robinson and Boahen. CodeNow hosts coding workshops in partnership with trainers from tech companies, but so far they have reached youth only in and around big cities like New York and San Francisco. The \"\u003ca href=\"http://codenow.org/blog/2015/08/codehow-learn-to-code-videos-for-students-created-by-codenow-alumni/\" target=\"_blank\">CodeHow\u003c/a>\" videos are meant to extend the reach of the organization’s coding curriculum beyond big cities on the coasts.\u003c/p>\n\u003cp>“We can’t be everywhere, but we want to provide as much value to the learn-to-code community as possible,” said CodeNow founder Ryan Seashore.\u003c/p>\n\u003cp>The videos are short, usually under four minutes, and introduce basic concepts like GitHub and how to access it, variables, conditionals and looping. Seashore said the idea for the videos came from the alumni network because students weren’t finding tutorials online with which they connected. He hopes the format makes the topic feel approachable to curious kids looking to get started, but who don’t necessarily have computer science classes in school or afterschool opportunities to learn.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/XK0xkgqrkuk?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>The videos themselves are a little stiff; the students were given scripts written by CodeNow staff and told to interject their personalities where it made sense. The students make comparisons to their favorite video games, concerts and common young-adult situations.\u003c/p>\n\u003cp>“We workshopped how you would explain [the concepts], what are different analogies and have them put their stamp on it,” Seashore said of the videomaking process.\u003c/p>\n\u003cp>Boahen said it made her feel more relaxed to know she was encouraged to put herself into the videos and helped her see that she can make a positive impact on her peers.\u003c/p>\n\u003cp>\u003cstrong>CodeNow Workshops\u003c/strong>\u003c/p>\n\u003cp>The workshops that Robinson and Boahen attended are much more intense than these explainer videos. Students apply and are accepted based on demonstrated curiosity and interest in coding. They don’t have to be top-shelf students, but Seashore said, “There’s a certain level of investment that students need to have.”\u003c/p>\n\u003cp>The program is focused on communities that aren't well represented in programming, like African-Americans, Latinos and women. They actually attract almost as many girls as they do boys.\u003c/p>\n\u003cp>\"It’s just as important for the boys to be comfortable working with girls as it is for girls to be comfortable working with boys,\" Seashore said.\u003c/p>\n\u003cp>Eighty percent of the students who participate qualify for free and reduced-price lunch at their schools.\u003c/p>\n\u003cp>\u003ca href=\"http://codenow.org/get-involved/\" target=\"_blank\">Volunteers from companies\u003c/a> like Adobe and Bloomberg are the trainers, using a curriculum that CodeNow developed. Many big companies have corporate responsibility programs that encourage volunteering, and this program makes good use of employee skills.\u003c/p>\n\u003cp>It’s important for companies to be part of the solution to the lack of diversity in tech fields, Seashore said. Major tech companies, such as Twitter, Facebook and Google, count African-Americans as roughly \u003ca href=\"http://www.theguardian.com/technology/2015/jul/01/twitter-staff-african-american-diversity\">two percent of the workforce\u003c/a>, despite constituting more than 13 percent of the U.S. population.\u003c/p>\n\u003cp>Students attend for a full weekend, acquainting themselves with the programming language Ruby and progressing to build a high-low game and then on to more advanced topics. The curriculum doesn’t use any block languages, and CodeNow prides itself on the fact that from day one students are programming in real languages.\u003c/p>\n\u003cp>There’s a two-week break when students get homework and practice their skills on \u003ca href=\"https://www.codecademy.com\" target=\"_blank\">Codecademy\u003c/a> before returning for another intensive weekend. By the end, they’ve learned some encryption skills, met real professionals working in the field and have the building blocks to continue learning on their own.\u003c/p>\n\u003cp>“When I finished it, I could see it as something I could actually see myself doing,” Boahen said.\u003c/p>\n\u003cp>She attended the workshop as a freshman in high school and then started a coding club at her school. More than that, she’s learned not to freak out if she doesn’t understand something. “Even outside of the programming world, all the time I think about problems,” Boahen said.\u003c/p>\n\u003cp>In a class about the proliferation of nuclear weapons, she was having trouble understanding why some people object to nuclear power. So she broke the problem down into different parts and thought about how she’d solve a power shortage and what obstacles might get in her way.\u003c/p>\n\u003cp>“I basically broke down history into code,” Boahen said.\u003c/p>\n\u003cp>Because many of the CodeNow participants are minors, the organization doesn’t allow the corporate volunteers to stay in touch with participants, but it does encourage an active alumni network. The organization just piloted summer internships in computer science for several of its alumni and hopes to expand that program.\u003c/p>\n\u003cp>More than that, Seashore says 40 percent of the program’s alumni have gone on to study in a computer science-related field.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“These kids are absolutely brilliant,\" Seashore said. \"They just didn’t have the opportunity.\"\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/41914/video-demos-how-minorities-in-tech-can-inspire-students-to-follow","authors":["234"],"categories":["mindshift_195","mindshift_193"],"tags":["mindshift_981","mindshift_557","mindshift_20784","mindshift_1040","mindshift_20783","mindshift_707"],"featImg":"mindshift_41932","label":"mindshift"},"mindshift_40940":{"type":"posts","id":"mindshift_40940","meta":{"index":"posts_1591205157","site":"mindshift","id":"40940","score":null,"sort":[1435244134000]},"guestAuthors":[],"slug":"what-schools-hope-to-achieve-by-making-computer-science-widespread","title":"What Schools Hope to Achieve by Making Computer Science Widespread","publishDate":1435244134,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>By Andra Cernavskis, \u003ca href=\"http://hechingerreport.org/\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003c/p>\n\u003cp>\u003cem>This story was written by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. \u003ca href=\"http://hechingerreport.org/special-reports/california/\">Read more about \u003c/a>\u003c/em>\u003cem>\u003ca href=\"http://hechingerreport.org/special-reports/california/\">California schools.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>SAN FRANCISCO — Many children in San Francisco do not have regular access to computers in school, let alone computer science classes. The school district is about to change that as it plans to become the first large urban school district in the country to commit itself to exposing every child to computer science starting in pre-kindergarten all the way through 12th grade.\u003c/p>\n\u003cp>“We are not trying to produce an army of software engineers,” said Bryan Twarek, SFUSD’s computer science coordinator. “We want to open all doors to this industry, and right now those doors aren’t open to everyone.”\u003c/p>\n\u003cp>In fact, only 10 of San Francisco’s 18 high schools offer any kind of computer science class, with just 5 percent of all high school students enrolled in classes at any level, from introductory to Advanced Placement. Most of the students in that 5 percent are white or Asian males. Of the few hundred students who took the Advanced Placement exam in computer science in 2014, only 22 percent were female, and only 3 percent identified as African American, Latino, or Native American.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“The students who access [the current classes] do not represent the diverse population that are in those schools,” Twarek said.\u003c/p>\n\u003cp>[contextly_sidebar id=\"LyLEVzt3agbzMnIImeOhXWLKItUudoVS\"]\u003c/p>\n\u003cp>If successfully implemented, San Francisco’s new initiative will be a ground-breaker: According to Code.org co-founder Hadi Partovi, whose national non-profit has introduced computer programming in over 70 of the largest school districts in the country, the urban district that has come closest to accomplishing this level of commitment to computer science is Chicago, which made the subject a mandatory graduation requirement at the high school level.\u003c/p>\n\u003cp>“Before this announcement, I would say San Francisco was behind the rest of the country in a field where you think it would be ahead,” said Partovi. “Now it’s ahead.”\u003c/p>\n\u003cp>But, before San Francisco can take the lead, it has a lot of hurdles to cross.\u003c/p>\n\u003cp>First, it has to finish designing the curriculum. If done the way Twarek plans, computer science will become like any other mandatory subject, but there is a lot of work that will need to go into making this a reality, he said.\u003c/p>\n\u003cp>“We have to pioneer a lot of the systems and curriculum to do this” Twarek said.\u003c/p>\n\u003cp>According to Twarek, most of the information on how to build a computer science curriculum focuses on practices at the high school level, which is when most districts around the country introduce the subject, if at all. The district will have to rely heavily on its own initiative in order to create a thorough and exhaustive set of standards for the elementary and preschool levels, something about which Twarek has found little information.\u003c/p>\n\u003cp>For the younger grades, the main concern of both SFUSD officials and outside observers is that students’ learning isn’t over-saturated with gadgets and technology but also involves activities requiring in-depth thought.\u003c/p>\n\u003cp>“We want to make sure that when people are talking about computer science education, they are talking about critical thinking and computational learning and not just bringing fancy technology into the classroom,” said Julie Flapan, the executive director of Alliance for California Computing Education for Students and Schools (ACCESS).\u003c/p>\n\u003cp>While not involved in creating SFUSD’s curriculum, ACCESS works to bring computer science education to traditionally underserved student populations in California. Flapan said that based on what she’s read about the planned SFUSD program, San Francisco leaders seem to understand the difference between just teaching students how to use technology and teaching them how to use computer programming as a form of problem solving.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“We are not trying to produce an army of software engineers.” Bryan Twarek, SFUSD’s computer science coordinator.\u003c/aside>\n\u003cp>In addition to curriculum design, the new program will need more funding if it is to expand. Despite San Francisco’s proximity to wealthy Silicon Valley, \u003ca href=\"http://www.sfusd.edu/en/assets/sfusd-staff/about-SFUSD/files/SFUSD%20Facts%20at%20a%20Glance%20-%20June%202015.pdf\">54 percent of students\u003c/a> in San Francisco’s public schools received free or reduced lunch in the 2014-15 school year and many schools do not have enough equipment to sustain a computer science curriculum. Only two of the city’s middle schools now offer an elective course in the subject.\u003c/p>\n\u003cp>The initial phase of the pilot year will rely heavily on outside support and will include only 12 of the district’s K-8 and middle schools. Salesforce Foundation, the philanthropic arm of a local software company that has already donated money and resources to improving access to technology in most of San Francisco’s middle schools, is a major backer of the middle school program.\u003c/p>\n\u003cp>“We expect to fund the pilot primarily through external sources, and we continue to seek additional sources so that we can pilot in the elementary grades,” Twarek said.\u003c/p>\n\u003cp>SFUSD has agreed to pick up some program costs in the inaugural year, including teacher training.\u003c/p>\n\u003cp>Twarek anticipates that the district will introduce the curriculum to elementary schools and preschools over the course of the next school year, with the goal of having a computer science curriculum in every school by 2016-2017.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This story was written by \u003c/em>\u003cem>The Hechinger Report\u003c/em>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. \u003ca href=\"http://hechingerreport.org/special-reports/california/\">Read more about \u003c/a>\u003c/em>\u003cem>\u003ca href=\"http://hechingerreport.org/special-reports/california/\">California schools.\u003c/a>\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Computer science classes are seldom offered before high school. San Francisco is trying expose kids early to computer science fundamentals to help address equity issues in the tech industry and region. ","status":"publish","parent":0,"modified":1435244134,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":24,"wordCount":944},"headData":{"title":"What Schools Hope to Achieve by Making Computer Science Widespread | KQED","description":"Computer science classes are seldom offered before high school. San Francisco is trying expose kids early to computer science fundamentals to help address equity issues in the tech industry and region. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What Schools Hope to Achieve by Making Computer Science Widespread","datePublished":"2015-06-25T14:55:34.000Z","dateModified":"2015-06-25T14:55:34.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"40940 http://ww2.kqed.org/mindshift/?p=40940","disqusUrl":"https://ww2.kqed.org/mindshift/2015/06/25/what-schools-hope-to-achieve-by-making-computer-science-widespread/","disqusTitle":"What Schools Hope to Achieve by Making Computer Science Widespread","path":"/mindshift/40940/what-schools-hope-to-achieve-by-making-computer-science-widespread","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>By Andra Cernavskis, \u003ca href=\"http://hechingerreport.org/\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003c/p>\n\u003cp>\u003cem>This story was written by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. \u003ca href=\"http://hechingerreport.org/special-reports/california/\">Read more about \u003c/a>\u003c/em>\u003cem>\u003ca href=\"http://hechingerreport.org/special-reports/california/\">California schools.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>SAN FRANCISCO — Many children in San Francisco do not have regular access to computers in school, let alone computer science classes. The school district is about to change that as it plans to become the first large urban school district in the country to commit itself to exposing every child to computer science starting in pre-kindergarten all the way through 12th grade.\u003c/p>\n\u003cp>“We are not trying to produce an army of software engineers,” said Bryan Twarek, SFUSD’s computer science coordinator. “We want to open all doors to this industry, and right now those doors aren’t open to everyone.”\u003c/p>\n\u003cp>In fact, only 10 of San Francisco’s 18 high schools offer any kind of computer science class, with just 5 percent of all high school students enrolled in classes at any level, from introductory to Advanced Placement. Most of the students in that 5 percent are white or Asian males. Of the few hundred students who took the Advanced Placement exam in computer science in 2014, only 22 percent were female, and only 3 percent identified as African American, Latino, or Native American.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“The students who access [the current classes] do not represent the diverse population that are in those schools,” Twarek said.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>If successfully implemented, San Francisco’s new initiative will be a ground-breaker: According to Code.org co-founder Hadi Partovi, whose national non-profit has introduced computer programming in over 70 of the largest school districts in the country, the urban district that has come closest to accomplishing this level of commitment to computer science is Chicago, which made the subject a mandatory graduation requirement at the high school level.\u003c/p>\n\u003cp>“Before this announcement, I would say San Francisco was behind the rest of the country in a field where you think it would be ahead,” said Partovi. “Now it’s ahead.”\u003c/p>\n\u003cp>But, before San Francisco can take the lead, it has a lot of hurdles to cross.\u003c/p>\n\u003cp>First, it has to finish designing the curriculum. If done the way Twarek plans, computer science will become like any other mandatory subject, but there is a lot of work that will need to go into making this a reality, he said.\u003c/p>\n\u003cp>“We have to pioneer a lot of the systems and curriculum to do this” Twarek said.\u003c/p>\n\u003cp>According to Twarek, most of the information on how to build a computer science curriculum focuses on practices at the high school level, which is when most districts around the country introduce the subject, if at all. The district will have to rely heavily on its own initiative in order to create a thorough and exhaustive set of standards for the elementary and preschool levels, something about which Twarek has found little information.\u003c/p>\n\u003cp>For the younger grades, the main concern of both SFUSD officials and outside observers is that students’ learning isn’t over-saturated with gadgets and technology but also involves activities requiring in-depth thought.\u003c/p>\n\u003cp>“We want to make sure that when people are talking about computer science education, they are talking about critical thinking and computational learning and not just bringing fancy technology into the classroom,” said Julie Flapan, the executive director of Alliance for California Computing Education for Students and Schools (ACCESS).\u003c/p>\n\u003cp>While not involved in creating SFUSD’s curriculum, ACCESS works to bring computer science education to traditionally underserved student populations in California. Flapan said that based on what she’s read about the planned SFUSD program, San Francisco leaders seem to understand the difference between just teaching students how to use technology and teaching them how to use computer programming as a form of problem solving.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“We are not trying to produce an army of software engineers.” Bryan Twarek, SFUSD’s computer science coordinator.\u003c/aside>\n\u003cp>In addition to curriculum design, the new program will need more funding if it is to expand. Despite San Francisco’s proximity to wealthy Silicon Valley, \u003ca href=\"http://www.sfusd.edu/en/assets/sfusd-staff/about-SFUSD/files/SFUSD%20Facts%20at%20a%20Glance%20-%20June%202015.pdf\">54 percent of students\u003c/a> in San Francisco’s public schools received free or reduced lunch in the 2014-15 school year and many schools do not have enough equipment to sustain a computer science curriculum. Only two of the city’s middle schools now offer an elective course in the subject.\u003c/p>\n\u003cp>The initial phase of the pilot year will rely heavily on outside support and will include only 12 of the district’s K-8 and middle schools. Salesforce Foundation, the philanthropic arm of a local software company that has already donated money and resources to improving access to technology in most of San Francisco’s middle schools, is a major backer of the middle school program.\u003c/p>\n\u003cp>“We expect to fund the pilot primarily through external sources, and we continue to seek additional sources so that we can pilot in the elementary grades,” Twarek said.\u003c/p>\n\u003cp>SFUSD has agreed to pick up some program costs in the inaugural year, including teacher training.\u003c/p>\n\u003cp>Twarek anticipates that the district will introduce the curriculum to elementary schools and preschools over the course of the next school year, with the goal of having a computer science curriculum in every school by 2016-2017.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This story was written by \u003c/em>\u003cem>The Hechinger Report\u003c/em>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. \u003ca href=\"http://hechingerreport.org/special-reports/california/\">Read more about \u003c/a>\u003c/em>\u003cem>\u003ca href=\"http://hechingerreport.org/special-reports/california/\">California schools.\u003c/a>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/40940/what-schools-hope-to-achieve-by-making-computer-science-widespread","authors":["4354"],"categories":["mindshift_192"],"tags":["mindshift_20680","mindshift_557","mindshift_20784","mindshift_1040"],"featImg":"mindshift_40944","label":"mindshift"},"mindshift_39949":{"type":"posts","id":"mindshift_39949","meta":{"index":"posts_1591205157","site":"mindshift","id":"39949","score":null,"sort":[1433514662000]},"guestAuthors":[],"slug":"could-storytelling-be-the-secret-sauce-to-stem-education","title":"Could Storytelling Be the Secret Sauce to STEM Education?","publishDate":1433514662,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>In the short story \u003ca href=\"http://engl210-deykute.wikispaces.umb.edu/file/view/omelas.pdf\" target=\"_blank\">“The Ones Who Walk Away from Omelas,”\u003c/a> author Ursula Le Guin describes a utopian city that has everything people want or need -- beauty, religion, happiness -- but it’s all possible because one child is kept in the dark, separated from all joy and light. Citizens of the city have to go and see this boy, but some can’t take the guilt and walk away.\u003c/p>\n\u003cp>After reading the story, Lev Fruchter and his class talk about what elements make up utopia and use the conversation as a jumping-off point to talk about equations. They talk about adding good things and multiplying them if they’re really great or, inversely, subtracting things that make people unhappy and dividing the really bad elements. This is all a way of thinking about the math that will eventually run a computer program.\u003c/p>\n\u003cp>“It’s a way to make equations meaningful, which is, of course, what they are in the programs when you write them,” said Fruchter, a computer science teacher at \u003ca href=\"http://www.nestmk12.net/\" target=\"_blank\">NYC Nest+m\u003c/a>, a public K-12 school in New York City for gifted and talented students. “They are much more than a sheet of homework exercises because they make the program go.”\u003c/p>\n\u003cp>Using literature in this way has allowed Fruchter to make his computer science math classes entirely project-based, which in turn draws the interest of kids who might not have otherwise liked computer programming. “They’re very happy to be in a math or computer science class where they’re not having tests or doing quizzes or being asked to do sheets and sheets of problems,” Fruchter said.\u003c/p>\n\u003cp>Fruchter loves words, but is comfortable enough with math and science that he was called upon to teach them. Along the way, he discovered stories are a great way to make science, technology, engineering and math ideas accessible and concrete to learners who might not think those kind of technical studies are for them. He’s convinced literature is a great way to excite learners about STEM.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“I’m a narrative learner,” said Fruchter. “I nail down concepts by aligning them to stories or making up stories about them,” he said.\u003c/p>\n\u003cp>Fruchter used to teach English, but in the 1990s, while working at School for a Physical City -- one of New York City’s New Vision schools -- he was asked to step in and teach math. He ended up teaching a double period of English and math, but rather than splitting the two subjects up, he used one to support the other.\u003c/p>\n\u003cp>“I chose books that I knew would give us the mathematical framework to jump off from,” Fruchter said. “Instead of talking about the math concepts from completely abstract or theoretical concepts, I’d say, ‘Hey we’re reading this book.’ ”\u003c/p>\n\u003caside class=\"pullquote alignright\">'This is a live literary experience in which the story itself is embodying the concepts.'\u003ccite>Lev Fruchter, computer science teacher\u003c/cite>\u003c/aside>\n\u003cp>On the flip side, he has also taught students who love math and science the way it has traditionally been taught, and who don’t see the value in reading. He’s found that attitude to be more prevalent in the gifted and talented program than at other schools. But he insists kids who excel at calculating can still learn from the human life lessons in books, and may even understand them at a more fundamental level if the abstract ideas can be connected to the numbers and equations they love.\u003c/p>\n\u003cp>“They may not appreciate it now, but I know that the concepts and themes that are embedded in this fiction I’m having them read are important for this field,” Fruchter said.\u003c/p>\n\u003cp>When he talks to professional engineers, he often hears them lament the lack of communication skills among colleagues.\u003c/p>\n\u003cp>“One guy said engineers are lousy communicators because their education includes no training in fiction,” Fruchter said. “He was quite vocal about the need for people who study technical subjects to have some experience in some artistically crafted communication.”\u003c/p>\n\u003cp>\u003cstrong>THE LADY, OR THE TIGER?\u003c/strong>\u003c/p>\n\u003cp>One of Fruchter’s \u003ca href=\"http://www.storycode.info/sample-lesson\" target=\"_blank\">favorite stories to teach in computer science\u003c/a> is Frank Stockton’s short story, \u003ca href=\"http://www.english-literature.uni-bayreuth.de/en/teaching/documents/courses/Stockton1.pdf\" target=\"_blank\">“The Lady, or the Tiger?”\u003c/a> The story is about a mythical kingdom ruled by a whimsical king whose system of justice includes dropping lawbreakers into an arena where they must choose one of two doors. Behind one door is a man-eating tiger. Behind the other, a beautiful woman whom he must marry.\u003c/p>\n\u003cp>One day the king discovers his daughter is having an affair. He throws her lover into the pit. The lover looks up at the princess and sees that she knows which door contains the tiger. She indicates which door the man should choose, but the story ends before the reader discovers what was behind the door. The reader also learns that the princess is just as feisty as her father, so there’s a possibility she’s sending her lover to death so he won’t marry another woman.\u003c/p>\n\u003cp>“It’s an old-fashioned sexist story where the end comes down to the princess’ psychology,” Fruchter said. But he appreciates it for the way it beautifully mimics binary code. In computer language, this is a “one bit” story, meaning there are two possible versions and two possible endings. In a computer, the two endings would be expressed with either a one or a zero.\u003c/p>\n\u003cp>[contextly_sidebar id=\"siL1RVTlOH2QZxXHTn5RQKP3aT7GiuQS\"]\u003c/p>\n\u003cp>When teaching, Fruchter changes the story’s ending to give the lover agency. Now the story is a “two bit” problem. The lover can either trust or mistrust the princess, and the princess can either save or doom her lover. Now there are four possible endings to the story. Fruchter then adds another character to the story: the man holding the tiger behind the door. Presumably, the princess talked to this man to find out what door he would be behind. But what if he’s been in love with the princess his whole life and can either choose to tell her the truth or a lie? Now the story is a “three bit” problem.\u003c/p>\n\u003cp>“Instead of doing it abstractly with ones and zeros, this is a live literary experience in which the story itself is embodying the concepts,” Fruchter said. And to be clear, while he’s spinning this story, there’s no discussion of ones and zeros, or bits. The class is focused on discussing the possible outcomes of the characters, their motivations and conclusions.\u003c/p>\n\u003cp>Fruchter often asks students to write their own versions of the story, making sure to be clear about what each character chooses. Later they talk about other possible endings and calculate the versions. Fruchter says there are three main ways to solve the problem: brute force, using a tree diagram to show branching possibilities, and recognizing that the situation represents the function of the number of options raised to the number of choices. So this “three bit” problem has eight solutions (two options raised to the power of three characters equals eight.)\u003c/p>\n\u003cp>In this one combination of literature and math, Fruchter has hit on many learning standards. Students are reading and interpreting literature, writing creatively, interpreting a math problem in multiple ways, showing solutions in various ways, using functions and factoring.\u003c/p>\n\u003cp>“It touches so many standards that it’s a real challenge to come up with a way to list them all,” Fruchter said.\u003c/p>\n\u003cp>This approach to teaching computer science probably wouldn’t work for the most sophisticated students, Fruchter admits. But for kids who aren’t sure they’re even interested in STEM subjects, teaching through fiction is the \u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/23/tossing-out-teaching-by-subject-as-part-of-a-modern-high-school-education/\" target=\"_blank\">interdisciplinary connector\u003c/a> that could make it all make sense.\u003c/p>\n\u003cp>The students in his classes pass or fail based on the strength of the programs they write. But he finds that many kids with learning difficulties or who have struggled in other classes stay in the game longer when they have a narrative entry point. They can use their understanding of the story to try to puzzle their way through the math.\u003c/p>\n\u003cp>\u003cstrong>STEM FICTION IDEAS\u003c/strong>\u003c/p>\n\u003cp>Fruchter has worked to put what's he has learned about teaching computer programming with fiction into a curriculum called \u003ca href=\"http://www.storycode.info/\" target=\"_blank\">StoryCode\u003c/a>. He classifies STEM fiction into three categories: explicit, science fiction and implicit STEM texts.\u003c/p>\n\u003cp>\u003cstrong>Explicit STEM texts\u003c/strong> are novels like \"Moby Dick,\" where there’s a lot to learn about marine biology and ecology already embedded in the story. For younger students, \"Little House on the Prairie\" might fall into this category, with all its descriptions of practical engineering projects. Fruchter finds these useful, but a lot of reading without much STEM payoff.\u003c/p>\n\u003cp>\u003cstrong>Science Fiction texts\u003c/strong> are fertile ground for discussion because they usually involve a mostly rationale world with one irrational scientific change upon which the whole future of humanity rests. For example, Madeleine L’Engle’s book, \"A Wind in the Door,\" takes the reader inside the mitochondria of a character to battle a microscopic plague. Along the way, readers learn a lot about what mitochondria really do in the body.\u003c/p>\n\u003cp>\u003cstrong>Implicit STEM texts\u003c/strong> are ones where the literary action is a metaphor for the operation of scientific principle, like binary and “The Lady, or the Tiger?” Fruchter teaches Ursula Le Guin’s \"A Wizard of Earthsea\" because magic functions in the book in almost identical ways to the how CSS and HTML work. He also likes Dashiell Hammett's famous detective novel \"The Maltese Falcon\" and \"Mind of My Mind\" by Octavia Butler, a book where psychics take over the world. Fruchter says Butler’s book is an embodiment of the proper way to write an object-oriented program.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“When you can call a line of code a spell, then you are getting somewhere,” Fruchter said. After all, isn't computer code basically modern magic?\u003c/p>\n\n","blocks":[],"excerpt":"By exploring stories, learners can acquire a deeper understanding and appreciation of STEM. ","status":"publish","parent":0,"modified":1433514662,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":32,"wordCount":1711},"headData":{"title":"Could Storytelling Be the Secret Sauce to STEM Education? | KQED","description":"By exploring stories, learners can acquire a deeper understanding and appreciation of STEM. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Could Storytelling Be the Secret Sauce to STEM Education?","datePublished":"2015-06-05T14:31:02.000Z","dateModified":"2015-06-05T14:31:02.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"39949 http://ww2.kqed.org/mindshift/?p=39949","disqusUrl":"https://ww2.kqed.org/mindshift/2015/06/05/could-storytelling-be-the-secret-sauce-to-stem-education/","disqusTitle":"Could Storytelling Be the Secret Sauce to STEM Education?","path":"/mindshift/39949/could-storytelling-be-the-secret-sauce-to-stem-education","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>In the short story \u003ca href=\"http://engl210-deykute.wikispaces.umb.edu/file/view/omelas.pdf\" target=\"_blank\">“The Ones Who Walk Away from Omelas,”\u003c/a> author Ursula Le Guin describes a utopian city that has everything people want or need -- beauty, religion, happiness -- but it’s all possible because one child is kept in the dark, separated from all joy and light. Citizens of the city have to go and see this boy, but some can’t take the guilt and walk away.\u003c/p>\n\u003cp>After reading the story, Lev Fruchter and his class talk about what elements make up utopia and use the conversation as a jumping-off point to talk about equations. They talk about adding good things and multiplying them if they’re really great or, inversely, subtracting things that make people unhappy and dividing the really bad elements. This is all a way of thinking about the math that will eventually run a computer program.\u003c/p>\n\u003cp>“It’s a way to make equations meaningful, which is, of course, what they are in the programs when you write them,” said Fruchter, a computer science teacher at \u003ca href=\"http://www.nestmk12.net/\" target=\"_blank\">NYC Nest+m\u003c/a>, a public K-12 school in New York City for gifted and talented students. “They are much more than a sheet of homework exercises because they make the program go.”\u003c/p>\n\u003cp>Using literature in this way has allowed Fruchter to make his computer science math classes entirely project-based, which in turn draws the interest of kids who might not have otherwise liked computer programming. “They’re very happy to be in a math or computer science class where they’re not having tests or doing quizzes or being asked to do sheets and sheets of problems,” Fruchter said.\u003c/p>\n\u003cp>Fruchter loves words, but is comfortable enough with math and science that he was called upon to teach them. Along the way, he discovered stories are a great way to make science, technology, engineering and math ideas accessible and concrete to learners who might not think those kind of technical studies are for them. He’s convinced literature is a great way to excite learners about STEM.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I’m a narrative learner,” said Fruchter. “I nail down concepts by aligning them to stories or making up stories about them,” he said.\u003c/p>\n\u003cp>Fruchter used to teach English, but in the 1990s, while working at School for a Physical City -- one of New York City’s New Vision schools -- he was asked to step in and teach math. He ended up teaching a double period of English and math, but rather than splitting the two subjects up, he used one to support the other.\u003c/p>\n\u003cp>“I chose books that I knew would give us the mathematical framework to jump off from,” Fruchter said. “Instead of talking about the math concepts from completely abstract or theoretical concepts, I’d say, ‘Hey we’re reading this book.’ ”\u003c/p>\n\u003caside class=\"pullquote alignright\">'This is a live literary experience in which the story itself is embodying the concepts.'\u003ccite>Lev Fruchter, computer science teacher\u003c/cite>\u003c/aside>\n\u003cp>On the flip side, he has also taught students who love math and science the way it has traditionally been taught, and who don’t see the value in reading. He’s found that attitude to be more prevalent in the gifted and talented program than at other schools. But he insists kids who excel at calculating can still learn from the human life lessons in books, and may even understand them at a more fundamental level if the abstract ideas can be connected to the numbers and equations they love.\u003c/p>\n\u003cp>“They may not appreciate it now, but I know that the concepts and themes that are embedded in this fiction I’m having them read are important for this field,” Fruchter said.\u003c/p>\n\u003cp>When he talks to professional engineers, he often hears them lament the lack of communication skills among colleagues.\u003c/p>\n\u003cp>“One guy said engineers are lousy communicators because their education includes no training in fiction,” Fruchter said. “He was quite vocal about the need for people who study technical subjects to have some experience in some artistically crafted communication.”\u003c/p>\n\u003cp>\u003cstrong>THE LADY, OR THE TIGER?\u003c/strong>\u003c/p>\n\u003cp>One of Fruchter’s \u003ca href=\"http://www.storycode.info/sample-lesson\" target=\"_blank\">favorite stories to teach in computer science\u003c/a> is Frank Stockton’s short story, \u003ca href=\"http://www.english-literature.uni-bayreuth.de/en/teaching/documents/courses/Stockton1.pdf\" target=\"_blank\">“The Lady, or the Tiger?”\u003c/a> The story is about a mythical kingdom ruled by a whimsical king whose system of justice includes dropping lawbreakers into an arena where they must choose one of two doors. Behind one door is a man-eating tiger. Behind the other, a beautiful woman whom he must marry.\u003c/p>\n\u003cp>One day the king discovers his daughter is having an affair. He throws her lover into the pit. The lover looks up at the princess and sees that she knows which door contains the tiger. She indicates which door the man should choose, but the story ends before the reader discovers what was behind the door. The reader also learns that the princess is just as feisty as her father, so there’s a possibility she’s sending her lover to death so he won’t marry another woman.\u003c/p>\n\u003cp>“It’s an old-fashioned sexist story where the end comes down to the princess’ psychology,” Fruchter said. But he appreciates it for the way it beautifully mimics binary code. In computer language, this is a “one bit” story, meaning there are two possible versions and two possible endings. In a computer, the two endings would be expressed with either a one or a zero.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>When teaching, Fruchter changes the story’s ending to give the lover agency. Now the story is a “two bit” problem. The lover can either trust or mistrust the princess, and the princess can either save or doom her lover. Now there are four possible endings to the story. Fruchter then adds another character to the story: the man holding the tiger behind the door. Presumably, the princess talked to this man to find out what door he would be behind. But what if he’s been in love with the princess his whole life and can either choose to tell her the truth or a lie? Now the story is a “three bit” problem.\u003c/p>\n\u003cp>“Instead of doing it abstractly with ones and zeros, this is a live literary experience in which the story itself is embodying the concepts,” Fruchter said. And to be clear, while he’s spinning this story, there’s no discussion of ones and zeros, or bits. The class is focused on discussing the possible outcomes of the characters, their motivations and conclusions.\u003c/p>\n\u003cp>Fruchter often asks students to write their own versions of the story, making sure to be clear about what each character chooses. Later they talk about other possible endings and calculate the versions. Fruchter says there are three main ways to solve the problem: brute force, using a tree diagram to show branching possibilities, and recognizing that the situation represents the function of the number of options raised to the number of choices. So this “three bit” problem has eight solutions (two options raised to the power of three characters equals eight.)\u003c/p>\n\u003cp>In this one combination of literature and math, Fruchter has hit on many learning standards. Students are reading and interpreting literature, writing creatively, interpreting a math problem in multiple ways, showing solutions in various ways, using functions and factoring.\u003c/p>\n\u003cp>“It touches so many standards that it’s a real challenge to come up with a way to list them all,” Fruchter said.\u003c/p>\n\u003cp>This approach to teaching computer science probably wouldn’t work for the most sophisticated students, Fruchter admits. But for kids who aren’t sure they’re even interested in STEM subjects, teaching through fiction is the \u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/23/tossing-out-teaching-by-subject-as-part-of-a-modern-high-school-education/\" target=\"_blank\">interdisciplinary connector\u003c/a> that could make it all make sense.\u003c/p>\n\u003cp>The students in his classes pass or fail based on the strength of the programs they write. But he finds that many kids with learning difficulties or who have struggled in other classes stay in the game longer when they have a narrative entry point. They can use their understanding of the story to try to puzzle their way through the math.\u003c/p>\n\u003cp>\u003cstrong>STEM FICTION IDEAS\u003c/strong>\u003c/p>\n\u003cp>Fruchter has worked to put what's he has learned about teaching computer programming with fiction into a curriculum called \u003ca href=\"http://www.storycode.info/\" target=\"_blank\">StoryCode\u003c/a>. He classifies STEM fiction into three categories: explicit, science fiction and implicit STEM texts.\u003c/p>\n\u003cp>\u003cstrong>Explicit STEM texts\u003c/strong> are novels like \"Moby Dick,\" where there’s a lot to learn about marine biology and ecology already embedded in the story. For younger students, \"Little House on the Prairie\" might fall into this category, with all its descriptions of practical engineering projects. Fruchter finds these useful, but a lot of reading without much STEM payoff.\u003c/p>\n\u003cp>\u003cstrong>Science Fiction texts\u003c/strong> are fertile ground for discussion because they usually involve a mostly rationale world with one irrational scientific change upon which the whole future of humanity rests. For example, Madeleine L’Engle’s book, \"A Wind in the Door,\" takes the reader inside the mitochondria of a character to battle a microscopic plague. Along the way, readers learn a lot about what mitochondria really do in the body.\u003c/p>\n\u003cp>\u003cstrong>Implicit STEM texts\u003c/strong> are ones where the literary action is a metaphor for the operation of scientific principle, like binary and “The Lady, or the Tiger?” Fruchter teaches Ursula Le Guin’s \"A Wizard of Earthsea\" because magic functions in the book in almost identical ways to the how CSS and HTML work. He also likes Dashiell Hammett's famous detective novel \"The Maltese Falcon\" and \"Mind of My Mind\" by Octavia Butler, a book where psychics take over the world. Fruchter says Butler’s book is an embodiment of the proper way to write an object-oriented program.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“When you can call a line of code a spell, then you are getting somewhere,” Fruchter said. After all, isn't computer code basically modern magic?\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/39949/could-storytelling-be-the-secret-sauce-to-stem-education","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_557","mindshift_20646","mindshift_20784","mindshift_20516","mindshift_1040","mindshift_499","mindshift_391"],"featImg":"mindshift_39951","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? 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