Embedded Files
Creating Culture, Reflecting on Culture & Exploring the Impact of Computing
Creating Culture, Reflecting on Culture & Exploring the Impact of Computing
Santa Fe Public Schools
Spring 2021
Our Community of Practice Process
Our Community of Practice Process
Computer Science & Culture Standards
Computer Science & Culture Standards
We reviewed the Computer Science Teachers Association K-12 Standards for CS & Culture
The History of Computing
The History of Computing
We journeyed back in the history of computers, computing, video games, encryption, algorithms, robotics, Morse Code, the internet, social media and more to understand how we got here and where we are going. It situated our COP in a reflective component and launchpoint.
Teacher-Centered Learning
Teacher-Centered Learning
We met in big groups and small groups to discuss CS & Culture: how to create it, how to reflect on it, plan projects, troubleshoot ideas and learn from each other.
The Timeline
The Timeline
We had a weekly plan to stay organized as a team and it was an organic process led by the needs of the group.
6th Grade Impact of Computing Covid Reflections.
6th Grade Impact of Computing Covid Reflections.
A Library Collaboration
A Library Collaboration
This project-based learning focuses on how computing technologies have changed students, their communities and/or the world during Covid.
Students applied design-thinking and researched the impact of computing affected by Covid. It's a collaboration between 6th grade Science and Library and became the capstone project for all 6th grade. Students got guiding questions, held rich discussions and chose a topic to research to leverage voice through a project. To brainstorm, students received supporter starters, guiding questions, participated in round robins, and were involved in group work.
The students that stayed home had less disruption and were more focused and less interrupted. The project was challenged by management of 3 types of groups (online, focused-in school, not-focused out of school) with only one teacher. And while there was much transition this Spring, students and educators persevered. In short, 6th graders completed a passion project on steroids.
The Standard addressed is: Discuss computing technologies that have changed the world, and express how those technologies influence, and are influenced by, cultural practices.
The Production Process
The Production Process
This project needed information on project-based learning to guide students on the production process. MSC provided training on the production process along with an exploration on stories, audiences and template organization documents.
A Single-Point Rubric
A Single-Point Rubric
Through a collaborative process, a single point rubric was created to guide students through the project.
Rich Discussions
Rich Discussions
It is possible that the most valuable component of this project were the rich students discussions that ensued.
Choosing a Topic
Choosing a Topic
Students chose topics that were authentic to their experience and piqued their curiosity.
Researching a Topic
Researching a Topic
The research process was rich. The brunt of the research and production was conducted through the library.
Process to Product
Process to Product
Students produced an array of projects. Take a look below to see samples and a bit of the process starting with choosing research questions.
Setting up the Wildcat Wonderspace.
Setting up the Wildcat Wonderspace.
Creating Culture through Space at El Camino Real Academy
Creating Culture through Space at El Camino Real Academy
The CS & Culture project for El Camino staff Pam Fennell (EA) and Mary Beth Brady (DLC) was to setting up the Wildcat Wonderspace, as both a space for maker activities as well as a lending library for CS/CT materials.
The project involved:
(1) organizing the physical space of the Wonderspace classroom,
(2) organizing supplies and materials by grade level band,
(3) ordering and labelling storage containers, setting up shelving and carts, and
(4) preparing the space and materials for a 2 ½ day Community of Practice for site staff for the summer of 2021) During those staff-run PD and planning days, participating staff will choose and document CS/CT Wonderspace activities for each grade level band: K-1-2; 3-4-5; 6-7-8.
The Wonderspace builds culture at a whole-school level. The vision is to link Computer Science (CS) to content and have different activities per grade level with choices in coding, robotics, circuitry, etc. This Wonderspace will also serve as a hub for CS professional development for educators to learn from, and tinker with the available tools and plan for student learning.
Bias in Video Games.
Bias in Video Games.
A Work-in-Progress
A Work-in-Progress
7th grade students are learning to make video games. To accompany the making process, there will be a reflection component on video game design turning the lens outward and critique others’ work looking at gender, ethnicity and culture bias using the Bechdell test. The test is remixed for video games and answers a series of questions on each student's favorite video game.
The Standard addressed is: Discuss issues of bias and accessibility in the design of existing technologies.
This project is a work-in-progress.
Brainstorm on Bias & Accessibilty
Brainstorm on Bias & Accessibilty
We started brainstorm on various topics in bias & accessibility. From here, it was decided to focus on applying the Bechdel test to video games.
Learning Plan
Learning Plan
The learning plan here is on female representation. The plan needs expanding on ethnicity and culture.
Questions?
Questions?
This project was facilitated by New Mexico's Media Savvy Citizens
Page updated
Report abuse