Presented by Leslie Daniels & Dr. Bobby Jeanpierre

Presented by Leslie Daniels & Dr. Bobby Jeanpierre Integrating Scratch Programming as a Tool for Assessment in K-12 Curriculum

Analysis Needs Analysis • Declining interest in the field of computer science • Drop of 60% in enrollment between 2000-2004 • Compounded by attrition rates 35 – 50%

Analysis Needs Analysis • Growth of computing and technology fields • In spite of outsourcing, offshoring • Educational focus • prepare students for work in a global economy • Creativity and innovation key skills for global economy

Analysis • Representation of women in field at a historic low • Equity issues • Lack of role models

Analysis • Opportunities to test ideas in K-12 curriculum are limited. • Constructivism can foster higher order thinking • Creativity and innovation • Torrance measure of creativity declining • Effect of focus on assessment

Analysis • Creativity Crisis • Kyung Hee Kim- College of William & Mary • Analyzed 300,000 Torrance scores of children and adults • Creativity scores rising until 1990 • Since 1990, creativity scores have consistently inched downward • Most serious for children K-6

Analysis • Creativity Crisis • Good news- Creativity can be taught! • Teachers may use Scratch to facilitate students’ imagining, creating, playing, sharing and reflecting

Analysis Target Audience • Math and science teachers • Primarily middle school, some high school • Central Florida school districts • Mix of novice and seasoned teachers – 50% each • 2 MS science teachers • Remaining math teacher – 2 HS • Half teaching out of field

Analysis • Target Audience Characteristics • 3 white males, 8 white females, 1 black female • 3 students over the age of 40 • Most 25 – 35

Analysis • Learning Environment • Conference room • Met once week – 15 weeks • 3 hour sessions • Computer Limits • Screen resolution – 1024 x 768 (16 bit) • Windows 2000 or higher • 6 laptop computers

Analysis • Goals and Objectives • Teaching withtechnology opposed to from • Fostering creativity and innovation • Using technology to engage students • Raising awareness of challenges of teaching in an urban context • Expanding perceptions of computing

Design Creative Thinking Spiral Scratch Programming Inquiry Model

Design • Rationale for the use of Scratch • Constructivist learning • Drag and drop design • Collaborative • Support

Design • Instructional Strategy • Forms of Assessment • Digital storytelling • Animation • Gaming • Simulation • Lab Practicals • Hands on practice • Instructional video

Design • Course design • Seminar format • Focus on urban science and math teaching • Action research based • Extensive review of literature • Learning, teaching, or assessment • New component – infusion of technology • Scratch pilot

Development

Development • Jing constructed videos • Shared on screencast.com • Available anytime, anywhere, at any pace • Handout • SIGSCE • Hands on activity

Development • Course development • Textbook examples • Research literature • Action research template • Pre, mid, post survey • assessing comfort level • progress • Course assessment • choice and flexiblity

Implementation

Implementation • Course offered UCF Spring term • Masters level – 3 hour credit • Monday night – 6 PM to 9PM

Implementation • Reviewed Jing videos in class • Learnscratch.org • Scratch website • Scratch project library • Sharing with peers • Hands on 8 block activity • Demonstration of Scratchboard

Implementation • Midterm presentations of use of Scratch • Reflection of personal learning experience and utility with students • Final presentations of action research • Choice of Scratch or other technology application • Scratch as an assessment tool was infused throughout the course

Evaluation

Evaluation • Preassessment • Limited to no experience with programming • Creativity mostly defined in relation to choice of processes and products. • Unclear about role teachers play in illuminating opportunities in CS field • STEM initiative fails to consider CS

Evaluation • Midterm survey • Teachers did not appear to be using the videos • Teachers expressed a desire for more hands on guidance • Variance in seeing at this point the value of using Scratch in their curriculum

Evaluation • Post assessment • All see benefits of infusing technology into the curriculum • Identified Scratch to be engaging for students • Time, schedule and lack of confidence in teaching Scratch seen a limiters. (Control issues)

Evaluation • Post assessment continued • Scratch valued as an assessment tool. • Scratch an excellent tool for fostering creativity • Role in expanding students perceptions of the field of computer science still unrecognized.

Evaluation • Post assessment continued • Teacher professional development • Suggestion for additional hands on with guidance

Evaluation • Trends resulting from the use of Scratch • Teacher transformation • Ability of some students to learn • Learning was evidenced in all levels • gifted, regular and special needs.

Evaluation • Future Applications • Development of Instruction module • Introduction to Scratch Programming • ScratchEd • Future research • Examine how secondary math and science teachers integrate Scratch into the curriculum

References • Aspray, W. Mayadas, F.. And Vardi. M.(2006). Globalization and Offshoring of Software: A Report of the ACM Job Migration Task Force. ACM • www.acm.org/globalizationreport. • Bronson, Po, & Merryman, Ashley. The creativity crisis. Newsweek, July 10, 2010. • http://www.newsweek.com/2010/07/10/the-creativity-crisis.html • Denning, P. & McGettrick, A. (2005) Re-center computer science. Communications of the ACM, 48(11), 15-19. • Fountain, J. (2000) Constructing the information society: women, information technology and design. Technology in Society, 22, 45-62.

Email contact • Leslie Daniels: leslie_daniels@scps.k12.fl.us • Dr. Bobby Jeanpierre: bjeanpie@mail.ucf.edu Albert Einstein said, “Imagination is more important than Knowledge.” We agree! http://dropio/MITPresentations

Presented by Leslie Daniels & Dr. Bobby Jeanpierre