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Code and Tell: Assessing Young Children’s Learning of Computational Thinking Using Peer Video Interviews with ScratchJr
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‘‘I want my robot to look for food’’: Comparing Kindergartner’s programming comprehension using tangible, graphic, and hybrid user interfaces
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Robotics in the early childhood classroom: learning outcomes from an 8-week robotics curriculum in pre-kindergarten through second grade
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In this webinar, presenters describe how the study of Complex Adaptive Systems through computer modeling and simulation fits into existing science frameworks and classes, share information about their program and curricula…
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This appendix of the California Science Framework focuses on Computer Science in Science.
This appendix of the California Science Framework focuses on Computer Science in Science.
Citation: Lee, I.2016…
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Chapter 7 of the publication Engineering Instruction for High-Ability Learners in K-8 Classrooms, this chapter written by Irene Lee and April DeGennaro focuses on computer science, coding, and project-based learning for…
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This article, Reclaiming the Roots of CT, is part of a CSTA Voice bi-monthly publication, where Lee argues for a focused definition of CT that clearly distinguishes it from other forms of thinking.
This…
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Chapter 7 of the publication Engineering Instruction for High-Ability Learners in K-8 Classrooms, this chapter written by Irene Lee and April DeGennaro focuses on computer science, coding, and project-based learning for…
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Chapter 7 of the publication Engineering Instruction for High-Ability Learners in K-8 Classrooms, this chapter written by Irene Lee and April DeGennaro focuses on computer science, coding, and project-based learning for…
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In this webinar, presenters describe how the study of Complex Adaptive Systems through computer modeling and simulation fits into existing science frameworks and classes, share information about their program and curricula…
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This conference paper explains how EarSketch affects student persistence.
McKlin, T., Magerko, B., Lee, T., Wanzer, D., Edwards, D., & Freeman, J. (2018). Authenticity and personal creativity: How…
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In this paper, authors explore collaborative music live coding (CMLC) using the live coding environment and pedagogical tool EarSketch. In particular, we examine the use of turn-taking and a customized chat window inspired…
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In this paper, authors present the causal loop diagrams developed to explain the relationships between the actors and attributes involved in implementing EarSketch in a particular school setting. The diagram allows us to…
Understanding the Difficulties African-American Middle School Girls Face While Enacting Computational Algorithmic Thinking in the Context of Game Design
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This article introduces CAT as explored through the Supporting Computational Algorithmic Thinking (SCAT) project, an ongoing longitudinal between-subjects research project and enrichment program that guides African-…
Exploring the Difficulties African-American Middle School Girls Face Enacting Computational Algorithmic Thinking over three Years while Designing Games for Social Change
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This article explores middle school girls' reflections about the difficulties they faced while using computational algorithmic thinking capabilities as they engaged in collaborative game design for social change. Authors…
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This paper explores African American middle-school girls' perspectives of their experience with the Supporting Computational Algorithmic Thinking (SCAT) project and perceptions of themselves as game designers…
A Training Ground for Women of Color in STEM: Spelman College Tackles the STEM Pipeline as a Social Justice Issue
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Paper from the 2016 Advancing Social Justice from Classroom to Community Conference.
Computer Science
Technology
Broadening Participation
Gaming/…
The Computational Algorithmic Thinking (CAT) Capability Flow: An Approach to Articulating CAT Capabilities over Time in African-American Middle-school Girls
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This paper explores the CAT Capability Flow, which begins to describe the processes and sub-skills and capabilities involve in computational algorithmic thinking (CAT). To do this, authors engage in an approach which…
Helping K-12 Teachers Get Unstuck with Scratch: The Design of an Online Professional Learning Experience
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In this paper, authors describe the design and implementation of Getting Unstuck, a 21-day, email-based learning experience for K-12 teachers interested in developing greater familiarity and fluency with Scratch…
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Instructional modules that bring sustainability topics into classrooms in a way that emphasizes the methods and tools of mathematics and computing and illustrates their role in planning for sustainability. Through the…
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Getting Unstuck is a 10-module intermediate Scratch curriculum to help your students develop greater creative and conceptual fluency with code. The curriculum reimagines the classroom as a design studio: a culture of…