In this episode I unpack Kazemitabaar et al.’s (2023) publication titled “Studying the effect of AI code generators on supporting novice learners in introductory programming,” which found that students who had access to AI code generators while learning how to code out performed students who did not have access, even when engaging in manual coding exercises.
Read MoreIn this episode I unpack Khalil & Er’s (2023) publication titled “Will ChatGPT get you caught? Rethinking of plagiarism detection,” which explores how likely it is for plagiarism software to detect whether an essay was written by generative AI.
Read MoreIn this episode I unpack Laurent et al.’s (2022) publication titled “Impact of programming on primary mathematics learning,” which describes a randomized control study that compared the impacts of learning mathematics with an integrated CS and mathematics class.
Read MoreIn this episode I unpack Bao & Hosseini’s (2023) publication titled “Mind the gap: The illusion of skill acquisition in computational thinking,” which compares learning, perceptions of learning, and confidence among adult learners participating in interactive, video-based, and text-based learning.
Read MoreIn this episode I unpack Shehzad et al.’s (2023) publication titled “Rethinking integrated computer science instruction: A cross-context and expansive approach in elementary classrooms,” which compared perceptions of teaching and learning the intersections of computer science and geometry in integrated and cross-context approaches.
Read MoreIn this episode I unpack Hu and Yadav’s (2023) publication titled “How K-12 CS teachers conceptualize CS ethics: Future opportunities and barriers to ethics integration in K-12 CS,” which explores K-12 CS educators’ perspectives on ethics before and after an introduction to the big ideas around ethics in computing.
Read MoreIn this episode I unpack Smith et al.’s (2023) publication titled “Incorporating ethics in computing courses: Barriers, support, and perspectives from educators,” which investigates the perceived barriers and support for implementing ethics into higher education CS courses.
Read MoreIn this episode I unpack Horton, Liu, McIlraith, and Wang’s (2023) publication titled “Is more better when embedding ethics in CS courses?,” which investigates the impact of one and two embedded ethics modules within undergraduate computer science courses.
Read More[This episode was a friendly April Fools prank about changing the show’s format]A quick announcement of some upcoming changes to the podcast.
Read MoreIn this episode I unpack Goetz’s (2023) publication titled “Integrating ethics into computer science education: Multi-, inter-, and transdisciplinary approaches,” which unpacks three approaches to integrating ethics with computer science education.
Read MoreIn this episode I unpack Jarzemsky, Paup, and Fiesler’s (2023) publication titled “‘This Applies to the Real World’: Student Perspectives on Integrating Ethics into a Computer Science Assignment,” which explores student perspectives on an undergraduate ethics assignment in a CS class.
Read MoreIn this episode I unpack Shah’s (2019) publication titled “Should there be less mathematics education?,” which questions at what point it would be beneficial for there to be less mathematics education requirements.
Read MoreIn this episode I unpack Shah and Yadav’s (2023) publication titled “Racial justice amidst the dangers of computer creep: A dialogue,” which presents a dialogue that problematizes issues around racial justice in computing education.
Read MoreIn this episode I unpack Welsh’s (2023) publication titled “The end of programming,” which asks when generative AI will replace the need for knowing how to program.
Read MoreIn this episode I unpack Eisner’s (2002) publication titled “The centrality of curriculum and the function of standards: The curriculum is a mind-altering device,” which problematizes curricula and standards by discussing how both can deprofessionalize the field of education.
Read MoreIn this episode I unpack Eisner’s (2002) publication titled “Educational aims, objectives, and other aspirations,” which problematizes behavioral education objectives and discuss two alternative approaches.
Read MoreIn this interview with Josh Sheldon, we discuss computational action, designing exploratory professional development experiences, learning how to listen to and empathize with students, applying SEL with teachers, the future of teaching and learning, the problems with external influences on CS education, and so much more.
Read MoreIn this episode I unpack Richard and Kayumova (2022) publication titled “Examining early elementary computer science identity repertoires within a curriculum: Implications for epistemologically pluralistic identities,” which analyzes how a curriculum can implicitly communicate what computer scientists do.
Read MoreIn this episode I unpack Metin, Basaran, and Kalyenci’s (2023) publication titled “Examining coding skills of five-year-old children,” which investigates whether gender, parent education, or socioeconomic status has an impact on coding abilities of five-year-olds.
Read MoreIn this episode I unpack McGee, Dettori, and Rasmussen’s (2022) publication titled “Impact of the CPS computer science graduation policy on student access and outcomes,” which explores the impact of a computer science graduation requirement in Chicago Public Schools.
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