Reimagine Rethink Remix Share Integrating Scratch Programming as

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

Analysis Needs Analysis • Declining interest in the field of computer science – Drop of 60% in enrollment between 20002004 – 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 with technology 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 Reimagine Rethink Creative Thinking Spiral Scratch Programming Remix Share 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 Reimagine Rethink Remix Share

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 Reimagine Rethink Design Analysis Remix Development Share

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

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 Reimagine Rethink Remix Share

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 • Scratch. Ed – 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/thecreativity-crisis. html – Denning, P. & Mc. Gettrick, 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. k 12. fl. us – Dr. Bobby Jeanpierre: bjeanpie@mail. ucf. edu Albert Einstein said, “Imagination is more important than Knowledge. ” We agree! http: //dropio/MITPresentations