Type of Publication
Topics
- Affinity space 2
- Assessment 1
- Burnout 1
- Chiptunes 4
- Circuit-bending 1
- Coding 4
- Community of practice 1
- Computational thinking 1
- Computer science 9
- Curriculum 2
- Discourse analysis 1
- Equity 1
- Ethics 1
- Facilitating 1
- Formative assessment 1
- Game-based learning 1
- Heuristic 1
- Informal learning 1
- Interdisciplinary 1
- Interest-driven learning 1
- Ipsative Assessment 1
- Leisure 1
- Maker culture 5
- Mental health 1
- Multidisciplinary 1
- Music 1
- Music education 11
- Music engagement 3
- Music making 3
- Music technology 7
- Music-centered making 1
- Neoliberalism 1
- Participatory culture 2
- Popular music education 1
- Professional development 2
- Project-based learning 1
- Rhizomatic learning 1
- Sonic participation 1
- Summative assessment 1
- Transdisciplinary 1
- Transgender 1
- Video game music 3
- Video games 2
- Visual arts 1
Archive with links to older Publications
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2023
- Jun 26, 2023 Wind River Elementary Computer Science Collaborative: Connecting Computer Science and Indigenous Identities and Knowledges on the Wind River Reservation Jun 26, 2023
- Jan 30, 2023 Preventing Burnout Jan 30, 2023
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2022
- Dec 31, 2022 Computer Science && Popular Music Education Dec 31, 2022
- May 23, 2022 Fostering Intersectional Identities through Rhizomatic Learning May 23, 2022
- 2021
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2020
- Dec 15, 2020 Music, Technology, and Education: Critical Perspectives, edited by Andrew King and Evangelos Himonides [Book Review] Dec 15, 2020
- Oct 1, 2020 Applications of Affinity Space Characteristics in Music Education Oct 1, 2020
- Aug 19, 2020 Hip Hot Cross Buns Aug 19, 2020
- Jul 29, 2020 Intersections of Popular Musicianship and Computer Science Practices Jul 29, 2020
- Jul 29, 2020 Making Music with Circuit-bent Children’s Toys Jul 29, 2020
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2019
- Sep 23, 2019 Assessment Considerations: A Simple Heuristic Sep 23, 2019
- Mar 26, 2019 Reconceptualizing “Music Making:” Music Technology and Freedom in the Age of Neoliberalism Mar 26, 2019
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2018
- Dec 16, 2018 A Corpus-assisted Discourse Analysis of Music-related Practices Discussed within Chipmusic.org Dec 16, 2018
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2017
- Aug 31, 2017 From Coding Puzzles to Interest-Driven Projects Aug 31, 2017
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2016
- Dec 31, 2016 Sonic Participatory Cultures within, through, and around Video Games Dec 31, 2016
- Dec 31, 2016 Video Games Dec 31, 2016
Three Northern Arapaho and Eastern Shoshone–serving districts formed a researcher–practitioner partnership with the Wyoming Department of Education, the American Institutes for Research®, and BootUp Professional Development to advance the computer science (CS) education of their elementary students in ways that strengthen their Indigenous identities and knowledges. In this paper, we share experiences from 2019 to 2022 with our curriculum development, professional development (PD), and classroom implementation. The researcher–practitioner partnership developed student and teacher materials to support elementary CS lessons aligned to Wyoming’s CS standards and “Indian Education for All” social studies standards. Indigenous community members served as experts to codesign culturally relevant resources. Teachers explored the curriculum resources during three 4-hour virtual and in-person PD sessions. The sessions were designed to position the teachers as designers of CS projects they eventually implemented in their classrooms. Projects completed by students included simulated interviews with Indigenous heroes and animations of students introducing themselves in their Native languages. Teachers described several positive effects of the Scratch lessons on students, including high engagement, increased confidence, and successful application of several CS concepts. The teachers also provided enthusiastic positive reviews of the ways the CS lessons allowed students to explore their Indigenous identities while preparing to productively use technology in their futures. The Wind River Elementary CS Collaborative is one model for how a researcher–practitioner partnership can utilize diverse forms of expertise, ways of knowing, and Indigenous language to engage in curriculum design, PD, and classroom implementation that supports culturally sustaining CS pedagogies in Indigenous communities.