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Equitable computing is a study and practice that encourage all students to have and be taught the advantages of learning the studies behind computer science. This is an opportunity to challenges the minds of adolescents on their knowledge of computer and take them far is the technology and science word.

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Moving the Needle on Equity in Computer Science Education: Lessons from New York City

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Since the Obama administration announced the Computer Science for All initiative in 2016, momentum for computer science (CS) education has grown exponentially at the K–12 level. CS for All initiatives are designed to provide students valuable computational thinking skills applicable to various disciplines, to meet the expected economic need for people to fill computing-related jobs, and to ensure that technological advancements benefit a diverse society. These initiatives also carry an equity imperative—to enhance access and inclusion for historically marginalized individuals in CS education and lucrative CS career paths, empowering students to use CS to directly challenge unjust systems.

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ISTE is the international society for technology in education. This is a non profit organization and it’s there to improve the use of technical devices in schools. This is a great way to introduce adolescents to the new world of technology. This can be a great help for students and teachers in and out of the classroom.

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AI Explorations in Schools with ISTE and GM

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Someone who has a stem mindset often has a scientific way of thinking. This person would often ask many questions on different topics, they would create their evidence, and they usually focus on technology, math, science and engineering. Someone with a stem mindset usually thinks outside the box and often has a unique way of thinking.

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Culturally Relevant, Responsive, and Sustaining Computing

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Culturally Relevant, Responsive, and Sustaining Computing

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Cultural relevant has to do with method and ways to focus on creating equitable to computers for all students no matter race or background. This includes families being involved, having curriculums that helps all students benefit in the future. This can help students to become academically successful and comfortable in many ways.

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Culturally Responsive-Sustaining (CR-S) Education draws on decades of research in asset-based pedagogies that recognize that cultural difference (including racial, ethnic, linguistic, gender, sexuality and ability) should be treated as assets for teaching and learning. This approach to education, according to Dr. Django Paris, counters dominant narratives about difference as deficits or as characteristics of students and families that should be remediated or assimilated ( Paris, 2012). Using this approach to education, all families are believed to have cultural capital, or knowledge, abilities, and networks, that can, and should, be leveraged in classrooms. While schooling has traditionally privileged the capital of families from dominant backgrounds, CR-S positions educators to acknowledge, value, and leverage the wealth of knowledge found in communities that have been marginalized ( Paris, 2012).

Culturally responsive education is about teaching the students in front of you. To do this requires that educators and leaders work to get to know their students and develop meaningful relationships with students while engaging in the students' communities. These are two tenets that anchors CDE's definition of best, first instruction. However, culturally responsive education must also be sustaining, that is it must work to encourage cultural pluralism and not cultural assimilation. Home and youth culture should be welcomed into the classroom as areas ripe for discussion. Differences should not just be seen as strengths, but they should also be maintained because they are what make students and families unique. How educators understand culture has real consequences for our children as a limited understanding of culture has the power to disadvantage some while privileging others ( Kirkland, 2012).

Origins of Culturally Responsive and Sustaining Education

The term culturally sustaining requires that our pedagogies be more than responsive of or relevant to the cultural experiences and practices of young people-it requires that they support young people in sustaining the cultural and linguistic competence of their communities while simultaneously offering access to dominant cultural competence. Culturally sustaining pedagogy, then, has as its explicit goal supporting multilingualism and multiculturalism in practice and perspective for students and teachers. That is, culturally sustaining pedagogy seeks to perpetuate and foster-to sustain-linguistic, literate, and cultural pluralism as part of the democratic project of schooling. ( Paris, 2012).

Culturally Responsive and Sustaining Framework

The Culturally Responsive and Sustaining framework helps educators create student-centered learning environments that affirm racial, linguistic, and cultural identities; prepare students for rigor and independent learning; develop students' abilities to connect across lines of difference; elevate historically marginalized voices; and empower students as agents of social change. CR-S education explores the relationship between historical and contemporary conditions of inequality and ideas that shape access, participation, and outcomes for learners.

Reflection of Practices
Welcoming and Affirming Environment (1)
1. What are you doing to learn more about your students' culture?

2. How are you building and sustaining student relationships?

3. How do the instructional materials you use affirm your students' identities?
High Expectations and Rigorous Instruction (2)
1. How are you encouraging student-led civic engagement in your classroom?

2. How are you engaging your students in a critical examination of power structures?
Inclusive Curriculum and Assessment (3)
1. Are your students' co-designers of the curriculum?

2. How are you adapting your instructional strategies to the diverse learning styles of your students?

3. Are you incorporating resources that are written and developed by racially, culturally, and linguistically diverse perspectives?

NOTE: The content on this webpage was developed using the Culturally Responsive and Sustaining Framework created by the New York Department of Education and the research of Dr. Django Paris, Professor at University of Washington, and Dr. David Kirkland, Professor at New York University.

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Culturally Responsive and Sustaining Education

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Culturally Responsive-Sustaining (CR-S) Education draws on decades of research in asset-based pedagogies that recognize that cultural difference (including racial, ethnic, linguistic, gender, sexuality and ability) should be treated as assets for teaching and learning. This approach to education, according to Dr. Django Paris, counters dominant narratives about difference as deficits or as characteristics of students and families that should be remediated or assimilated ( Paris, 2012).

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Coding and Engineering Design Process in SNC1W: Practical strategies for classroom teachers

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Understanding the Iterative Design Process | Mailchimp

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Elevate your design game with iterative design processes. Streamline workflows and spark creativity for impactful results.

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I hope you'll consider remixing an important part of your programming and game design curriculum.

I'd like to help you out a bit. Here is some guidelines for the assignments I used in my class. Use it, REMIX IT. I'd love it if you added to it anything you think brings value and feel free to share it with me. I think you will find that if you insert remixing into your plans, your students will enjoy coding more, get a lot more out of the experience, and in the end make better games!
Scratch Remix Proposal Assignment Description
Every game starts with an idea. In this assignment you will put your ideas for your remix down on paper in the form of an initial game proposal. This essay-style assignment will be 2-3 pages long, double-spaced with 12 point font. In it you will answer the following questions.

1. What is the game you have chosen to remix. Tell me as much as you can about it such as:

2. Who made it and when was it made (if possible).

3. What style of game is it or what games does it remind you of?

4. What are the strengths of the original game?

5. What are the weaknesses of the original game (give specific examples such as bugs or graphics or gameplay issues)

6. In what ways are you going to remix the game (give VERY specific examples)

Please be as detailed as possible. This assignment can go over 3 pages if you need the space to be detailed.
Scratch Remix Assignment Description
Remixing a game is a great opportunity to be inspired by other peoples ideas. The purpose of this assignment is to explore Scratch and see what other creators are making and remix a program.

A remix is different than creating your own game. In a remix you have to re-imagine someone else's original idea. Please consider the following things when remixing a program:

1. What are the strengths of the original game that I can or should carry forward to the remix? What makes this game fun?

2. What are the weaknesses of the original game? Are there bugs or issues that you could fix? Are there ways to improve the gameplay or flow of the game?

3. Could the skills that I have learned be used towards making this game better in another way? Could this game use better graphics for example?

Capturing the spirit of a remix is important. Games that are impossible to complete, for example, are NOT FUN. Games that have annoying sounds are NOT FUN. Games with crazy or exaggerated animations or lighting are NOT FUN. Please be aware that the goal is to remix a game in order to IMPROVE it, not just make it different in silly or goofy ways.

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Programming in Scratch: Reconsider Remixing - Mike Washburn

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Scratch is my "first love" in the coding and STEM space. It became a HUGE component of my teaching and I'm not sure I would be doing a lot of what I am doing now with it frankly. I love how easy it is to use, and how fun it is.

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Prototypes are early models of a product that simulate its design and functionality. Prototyping is the experimental process of making prototypes.

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Tinkering in code can be a great way to develop an understanding of the basics of coding and programming without having to build a matching circuit. Let’s look at an example using Pythin.

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Involves modifying and sharing a project that another user has created. This can include you doing it in your own way with your own creative ideas. You can hear remix in most art and music projects, when artist take a sample or full projects and make it there own.

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MTT61: Remix Projects for Year 7-10 Students

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Involves can be simplified as exploring out of the normal. It can also be experimenting, and trying new things. When it comes to tinkering most people often just start with any objects without knowing what it is they’re actually doing. There are many building object in today’s world that can best explain tinkering such as Roblox and building Lego’s.

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Tinker /ˈtiNGkər/ n. to make small changes to something in order to improve or repair it (MacMillan Dictionary) You may have noticed this quaint little word that’s at the heart of my blog title, and today I’d like to talk a bit about tinkering. I have a fun tinkering challenge up my sleeve (come back for that next week!), so consider this my introduction! What is Tinkering? The definition above suggests […]

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Simulation can be defined as a representation of something. Most of the time the thing that is being represented is real, it’s just not there at the time some their something there to represent it. Examples of simulation can be weather forecasting, car crash dummies etc.

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Digital identity can be described as someone that represents who someone is. These are things we use everyday such as someone name, race, ID, age, even sometimes finger prints. These are things people can use to find out more about somebody else of sometimes themselves. More advance things can be password for cell phones, social security, birthdays and many more these all are forms of digital identity.

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EU digital identity wallets: Steps for successful implementation

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The European Digital Identity Regulation or eIDAS 2.0 has the potential to transform and streamline the way we think about payments

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This can be described as any type of design or work that has a right to be up or needs rights or authorization to copyright. This is seen a lot in this generation especially with social media, when using an artist music for a video most of the time if your a content creator and that artist did not give permission to use there music you cant get paid for the video because you did not have rights to use the background music from that artist .

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A prototype can be defined a model or sample that is originally made to test out something. A prototype can be used to reflect on something and most designers use prototype to test out different products and projects.

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What is a prototype? - KS2 - BBC Bitesize

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A prototype is an early version of a design which you can use to test out what works and what doesn’t work.

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Decomposition can be described as, something that can be broken up into different it can also describe as a chemical process. An example of this can be leaving food out like strawberries of food band days later it start to smell this can be an example of decomposition. A decomposition is a breaking down or coming apart.

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Decomposition | meaning of Decomposition

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This can be defined as a skill that can be used to improve critical thinking and analytical abilities. It can help students develop the ability to approach problems systematically and creatively, and prepare them for the demands of the modern workforce. It is important to use computational thinking skills in school to help with problem solving for many subjects.

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Computational thinking is an interrelated set of skills and practices for solving complex problems, a way to learn topics in many disciplines, and a necessity for fully participating in a computational world.

Many different terms are used when talking about computing, computer science, computational thinking, and programming. Computing encompasses the skills and practices in both computer science and computational thinking. While computer science is an individual academic discipline, computational thinking is a problem-solving approach that integrates across activities, and programming is the practice of developing a set of instructions that a computer can understand and execute, as well as debugging, organizing, and applying that code to appropriate problem-solving contexts. The skills and practices requiring computational thinking are broader, leveraging concepts and skills from computer science and applying them to other contexts, such as core academic disciplines (e.g. arts, English language arts, math, science, social studies) and everyday problem solving. For educators integrating computational thinking into their classrooms, we believe computational thinking is best understood as a series of interrelated skills and competencies.

In order to integrate computational thinking into K-12 teaching and learning, educators must define what students need to know and be able to do to be successful computational thinkers. Our recommended framework has three concentric circles.

Computational thinking skills, in the outermost circle, are the cognitive processes necessary to engage with computational tools to solve problems. These skills are the foundation to engage in any computational problem solving and should be integrated into early learning opportunities in K-3.

Computational thinking practices, in the middle circle, combine multiple computational skills to solve an applied problem. Students in the older grades (4-12) may use these practices to develop artifacts such as a computer program, data visualization, or computational model.

Inclusive pedagogies, in the innermost circle, are strategies for engaging all learners in computing, connecting applications to students' interests and experiences, and providing opportunities to acknowledge, and combat biases and stereotypes within the computing field.

What does inclusive computational thinking look like in a classroom? In the image below, we provide examples of inclusive computing pedagogies in the classroom. The pedagogies are divided into three categories to emphasize different pedagogical approaches to inclusivity. Designing Accessible Instruction refers to strategies teachers should use to engage all learners in computing. Connecting to Students' Interests, Homes, and Communities refers to drawing on the experiences of students to design learning experiences that are connected with their homes, communities, interests and experiences to highlight the relevance of computing in their lives. Acknowledging and Combating Inequity refers to a teacher supporting students to recognize and take a stand against the oppression of marginalized groups in society broadly and specifically in computing. Together these pedagogical approaches promote a more inclusive computational thinking classroom environment, life-relevant learning, and opportunities to critique and counter inequalities. Educators should attend to each of the three approaches as they plan and teach lessons, especially related to computing.

Micro-credentials for computational thinking

A micro-credential is a digital certificate that verifies an individual's competence in a specific skill or set of skills. To earn a micro-credential, teachers submit evidence of student work from classroom activities, as well as documentation of lesson planning and reflection.

Because the integration of computational thinking is new to most teachers, micro-credentials can be a useful tool for professional learning and/or credentialing pathways. Digital Promise has created micro-credentials for Computational Thinking Practices. These micro-credentials are framed around practices because the degree to which students have built foundational skills cannot be assessed until they are manifested through the applied practices.

Visit Digital Promise's micro-credential platform to find out more and start earning micro-credentials today!

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What is Computational Thinking? - Digital Promise

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Computational thinking is a skill set for solving complex problems, a way to learn topics in many disciplines, and a necessity for fully participating in a computational world

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Abstraction can be describe as the process of taking away or moving from something. In the process of abstraction, the programmer tries to ensure that the entity is named in a manner that will make sense and that it will have all the relevant aspects included and none of the extraneous ones.

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What is Abstraction? - Definition from WhatIs.com

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Abstraction is the process of taking away or removing characteristics from something to reduce it to some set of essential characteristics. Read more to learn about the abstraction process.