Although some popular musicians engage in computer science practices for music-related purposes, such engagement is seldom discussed within music education or CS education discourse. This session begins with an exploration of hardware practices popular musicians use to modify, design, or build electronic devices for their music. I then introduce coding practices to create and modify music software, as well as to compose and perform with code. The session concludes with a discussion that unpacks potential implications and considerations for educators interested in the intersections of popular musicianship and CS practices.
Read MoreIn many states across the United States, districts are just beginning to implement elementary coding and computer science education initiatives; however, teachers and administrators are often unsure how to get started. While high school CS is often guided by AP or dual enrollment criteria, elementary educators are often asked to implement CS standards without guidance on how to do so or what elementary CS education could look like. This birds of a feather session provides a space for elementary educators and administrators to ask questions and share tips and tools for getting started with computer science. As a veteran educator who switched over to coding and makerspace classes from another content area, I know what it's like to feel uncertain about how to get started with CS education. My role in this session is to facilitate discussion, ask questions, and guide attendees toward a multitude of platforms, resources, and approaches to assist them in getting started with elementary CS education.
Read MoreAbsolute beginners are invited to experience a differentiated physical computing and computer science classroom that meets learners where they are. Utilizing Scratch and micro:bits, participants will self-select into interest based groups to begin creating a project that deepens their own understanding of physical computing and computer science education.
Read MoreAbsolute beginners are invited to experience a differentiated physical computing and computer science classroom that meets learners where they are. Utilizing micro:bits with MakeCode, participants will self-select into interest-based groups to begin creating projects that deepen their own understanding of physical computing and CS education.
Read MoreThis presentation begins with an introduction to various approaches of project-based learning with Scratch; for example, backwards, inquiry-based, and emergent project designs. The second portion of this session is an interactive exploration of free Scratch project examples and resources I have developed.
The purpose of this session is twofold: a) provide an introduction to different types of project-based learning (e.g., backwards, inquiry-based, and emergent design) and how they lie on the project continuum (i.e., fixed, flexible, or open), and b) to give time to allow attendees to explore the free project-based resources I have created for Scratch. Everyone will walk away with dozens of lesson plans and resources to get them started with project-based learning with Scratch.
Read MoreMy portion of this panel session begins with a brief discussion on the broad landscape of music engagement as it relates to video games (e.g., music engagement within, through, and around video games). I then dive deeper into the potential for such engagement to blur disciplinary boundaries across multiple disciplines. As a main example, I discuss how chipmusicians might engage in computer science, entrepreneurial, and visual art practices for music-related purposes. Such engagement raises questions for the field of education and demonstrates an underexplored potential evident within the intersections of music, video games, and education.
Read MoreIn Arizona (and many other states), districts are just getting started with elementary coding and CS education initiatives; however, teachers and administrators are often unsure where to get started. While high school CS is often guided by AP or dual enrollment criteria, elementary educators are often asked to implement CS standards without guidance on how or what elementary CS education could look like. This Birds of a Feather session intends to provide a space for elementary educators and administrators to ask questions as well as share tips and tools for getting started with computer science.
Read MoreThis presentation begins with an introduction to various approaches of project-based learning with Scratch; for example, backwards, inquiry-based, and emergent project designs. The second portion of this session is an interactive exploration of free Scratch project examples and resources I have developed.
The purpose of this session is twofold: a) provide an introduction to different types of project-based learning (e.g., backwards, inquiry-based, and emergent design) and how they lie on the project continuum (i.e., fixed, flexible, or open), and b) to give time to allow attendees to explore the free project-based resources I have created for Scratch. Everyone will walk away with dozens of lesson plans and resources to get them started with project-based learning with Scratch.
Read MoreThis interactive workshop explores the nexus between computer programming and music in grades three and up. We will learn how to create two projects in Scratch, as well as a hip version of "Hot Cross Buns" using the program Sonic Pi. No coding or music experience required.
Read MoreThis study examined 245,098 discussion forum posts within a website dedicated to chiptunes, which are electronic music compositions or performances either emulating the sounds of or created through early computer and video game sound chips. Corpus-assisted discourse analysis tools and techniques assisted with revealing patterns of discourse across 10,892,645 words written between December 30th, 2009 and November 13th, 2017 within chipmusic.org.
Findings indicate seven interconnected themes of chiptune-related practices that demonstrate potential transdisciplinary connections between computer science education and music education: (a) music composition practices, (b) music performance practices, (c) maker practices, (d) coding practices, (e) entrepreneurial practices, (f) visual art practices, and (g) community practices. Abstract continues . . .
Read MoreRather than lecturing about rhizomatic design and learning, this session models the approach by exploring the topic rhizomatically. The idea behind this short session is to dip your toes into the topic while simultaneously providing enough resources to dive deeper after the session is over.
Read MoreSequential learning often assumes an interest in a subject area and often does not take into account the interests of those who are required to be there. This session describes an approach designed for non-sequential learning of computer programming through interest-driven coding projects.
Read MoreThis session discusses how to seamlessly integrate formative, summative, and ipsative assessment practices within K-12 coding projects and lessons. We will explore each of the three approaches and I will provide both formal and informal examples of how each type of assessment might occur within a project or lesson.
Read MoreThis presentation begins with an introduction to various approaches of project-based learning with Scratch; for example, backward, inquiry-based, and emergent project designs. The second portion of this session is an interactive exploration of free Scratch project examples and resources I have developed, so bring your laptop to explore and create projects with Scratch. The session will conclude with an open Q&A on project-based learning with Scratch.
Read MoreThis interactive workshop explores the nexus between computer programming and music. We will learn how to create music in Scratch, as well as a hip version of "Hot Cross Buns" using the program Sonic Pi. No coding or music experience required; however, please bring a laptop for maximum fun.
Read MoreThis lightning talk describes considerations for facilitating multiple programming languages in one space. I provide video examples of what it looks like when young coders select from four different programming languages to create projects of interest. Following an overview of what coders created in the classes I designed and facilitated, I discuss considerations for simultaneously facilitating multiple languages; this discussion includes quick suggestions for selecting and creating resources, questioning techniques, peer-to-peer mentoring, room setup, and more.
Read MoreThis lightning talk describes considerations for designing interest-driven coding projects. I provide examples of what an interest-driven coding class looks like and how projects are designed for a variety of experience levels and interests within a shared space. I discuss some of the research informing this approach, share examples of interest-driven projects, and provide suggestions for creating interest-driven coding projects and resources.
Read MoreThe video in this link is a mock version of a three minute showcase on interest-driven coding and learning I presented at the 2017 Apple Distinguished Educators (ADE) US Academy.
Read MoreThis interactive session explores the nexus of music and coding (computer programming). We will collaboratively explore music making and learning through multiple programming languages and discuss how the elementary kids I work with make music through code.
NOTE: This session was originally scheduled as an hour long session with lecture, interaction, and discussion; however, this session was booked for the same time as another session I am presenting. Because of this conflict, I have curated resources below I would have mentioned in the lecture portion of the proposed session.
Read MoreA five minute video presentation I made for the Avondale Elementary School District's School Board.
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