The case for alternative endpoints in computing education

Tissenbaum, Mike; Weintrop, David; Holbert, Nathan; Clegg, Tamara

doi:10.1111/bjet.13072

Cited by 47 publications

(8 citation statements)

References 37 publications

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“…This learning process has aspects that are not only computational but also social, civic and political (D'Ignazio & Bhargava, 2020;Garcia et al, 2021;Philip et al, 2016). This work points to the need for research to examine the ways people interact with data in their everyday, non-professional lives (Kennedy & Hill, 2018;Masson & van Es, 2020;Pink et al, 2017;Tissenbaum et al, 2021). Focusing on everyday settings can surface aspects of reasoning with data that may not be salient in professional data science contexts, due to contextual differences, and to the under-representation of groups of people in these settings (D'Ignazio & Bhargava, 2020;Kennedy & Hill, 2018;Pinney, 2020).…”

Section: Practitioner Notesmentioning

confidence: 99%

Data practices duringCOVID: Everyday sensemaking in a high‐stakes information ecology

Radinsky

Tabak

2022

Brit J Educational Tech

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How do people reason with data to make sense of the world? What implications might everyday practices hold for data literacy education? We leverage the unique context of the COVID‐19 pandemic to shed light on these questions. COVID‐19 has engendered a complex, multimodal ecology of information resources, with which people engage in high‐stakes sensemaking and decision‐making. We take a relational approach to data literacy, examining how people navigate and interpret data through interactions with tools and other people. Using think‐aloud protocols, a diverse group of people described their COVID‐19 information‐seeking practices while working with COVID‐19 information resources they use routinely. Although participants differed in their disciplinary background and proficiency with data, they each consulted data frequently and used it to make sense of life in the pandemic. Three modes of interacting with data were examined: scanning, looking closer and puzzling through. In each of these modes, we examined the balance of agency between people and their tools; how participants experienced and managed emotions as part of exploring data; and how issues of trust mediated their sensemaking. Our findings provide implications for cultivating more agentic publics, using a relational lens to inform data literacy education. Practitioner notes What is already known about this topic Many people, even those with higher education, struggle with interpreting quantitative data representations. Social and emotional factors influence cognition and learning. People are often overwhelmed by the abundance of available information online. There is a need for data literacy approaches that are humanistic and relational. What this paper adds Everyday data practices can be variable and adaptable, and include engaging with data at different levels: scanning, looking closer, and puzzling through. Each of these modes involves different data practices. People, independently of their quantitative interpretation skills and disciplinary backgrounds, may engage differently with data (eg, avoiding versus delving deeper) based on their emotional responses, level of trust or interpersonal relationships that are evoked by the data. These everyday data practices have implications for people's sense of their own agency with data and involve emotional and trust‐based relationships that shape their interpretations of data. These relational aspects of data literacy suggest productive directions for data literacy education. Implications for practice and/or policy Data literacy can be taught as a process that is inherently relational, for example, by discussing the ways in which learners are personally connected to different data, what emotions these connections evoke, and how that affects the ways in which they attend to, trust and interpret the data. Data literacy education can cultivate a wider range of data practices at a variety of depths of interaction, rather than prioritizing only in‐depth inquiry. It may be helpful to include complex exp...

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Section: Practitioner Notesmentioning

confidence: 99%

Data practices duringCOVID: Everyday sensemaking in a high‐stakes information ecology

Radinsky

Tabak

2022

Brit J Educational Tech

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“…While technology careers are one possible endpoint for K-12 CS education, they should not be the only option. Instead we also need to include vocational training, civic engagement, and creative expression as possible options (Tissenbaum et al, 2021). For that reason the far-from-universal rates of CS participation are problematic and inequitable.…”

Section: Moving Toward Computational Literaciesmentioning

confidence: 99%

A Revaluation of Computational Thinking in K–12 Education: Moving Toward Computational Literacies

Kafai

Proctor

2021

Educational Researcher

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Over the past decade, initiatives around the world have introduced computing into K–12 education under the umbrella of computational thinking. While initial implementations focused on skills and knowledge for college and career readiness, more recent framings include situated computational thinking (identity, participation, creative expression) and critical computational thinking (political and ethical impacts of computing, justice). This expansion reflects a revaluation of what it means for learners to be computationally-literate in the 21st century. We review the current landscape of K–12 computing education, discuss interactions between different framings of computational thinking, and consider how an encompassing framework of computational literacies clarifies the importance of computing for broader K–12 educational priorities as well as key unresolved issues.

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“…While diverse goals can motivate computing integration (Blikstein, 2018;Brennan, in press;Santo et al, 2019), most programs in PreK-12 public education are in alignment with the traditional computer science pipeline, with the primary goal for students to enter STEM and computer science degree programs and workforce (Tissenbaum et al, 2021). As previously stated, the success or uptake of varying computing initiatives is often measured by enrollment in AP Computer Science and/or success on the AP Computer Science exam (Code.org et al, 2020).…”

Section: Broadening Access To Computing With Computational Thinkingmentioning

confidence: 99%

Computational Thinking for an Inclusive World: A Resource for Educators to Learn and Lead

Mills¹,

Coenraad²,

Ruiz³

et al. 2021

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Technology is becoming more integral across professional fields and within our daily lives, especially since the onset of the pandemic. As such, opportunities to learn computational thinking are important to all students—not only the ones who will eventually study computer science or enter the information technology industry. However, large inequalities continue to exist in access to equipment and learning opportunities needed to build computational thinking skills for students that experience marginalization. We call all educators to integrate computational thinking into disciplinary learning across PreK-12 education, while centering inclusivity, to equip students with the skills they need to participate in our increasingly technological world and promote justice for students and society at large. This report issues two calls to action for educators to design inclusive computing learning opportunities for students: (1) integrate computational thinking into disciplinary learning, and (2) build capacity for computational thinking with shared leadership and professional learning. Inspired by the frameworks, strategies, and examples of inclusive computational thinking integration, readers can take away practical implications to reach learners in their contexts.

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The case for alternative endpoints in computing education

Cited by 47 publications

References 37 publications

Data practices duringCOVID: Everyday sensemaking in a high‐stakes information ecology

Data practices duringCOVID: Everyday sensemaking in a high‐stakes information ecology

A Revaluation of Computational Thinking in K–12 Education: Moving Toward Computational Literacies

Computational Thinking for an Inclusive World: A Resource for Educators to Learn and Lead

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