Title: 2019 ICER SPLICE
Date: 2019-08-11
template: slides

class: center, middle

## Considering theory in the design of CS education infrastructure
## Three framings of computational thinking

From theory bias to theory dialogue<br>Kafai, Proctor, Lui. Final presentation tomorrow!

Chris Proctor

.refs[
chrisproctor.net/slides/2019-cscl.html
]

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Hi, I'm Chris Proctor and I will be presenting "Considering theory in the design of CS education infrastructure: Three framings of computational thinking"

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# Introduction

## Computational thinking
## Theory and infrastructure

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Introduce myself, self-positioning. K-12 teacher; cK12 ILOs

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# Background: Computational thinking

- Need an "operational definition" of CS for K-12.cite[1]
- Expansion.cite[2,3,4]
- Ill-formed concept? Not worth it?.cite[5,6]
- Largely sidestepped by infrastructure

.refs[
.anchor[1] Barr & Stephenson, 2011
.anchor[2] Grover & Pea, 2013
.anchor[3] Kafai & Burke, 2013 
.anchor[4] Vakil, 2018
.anchor[5] Denning, 2017
.anchor[6] Nelson & Ko, 2018
]

???

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# Three framings of computational thinking

.refs[
.anchor[1] Kafai, Proctor, & Lui (ICER '19) 
]
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class: center

# Computational literacies

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Technologies enact, operationalize ideologies

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<iframe src="https://unfold.studio" style="width: 100%; height: 100%; border: none;">
</iframe>

???

Focus on practice, as Peter emphasized. Open-ended, but in classrooms. (Like Michelle emphasized)

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background-position: top
background-image: url(/media/slides/unfold.png)
background-size: contain

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# Theoretical stances in Unfold Studio

- Cognitive: How well did individual students learn to program?
    - pre/post assessments
    - analysis of student code snapshots (debugging)
- Situated: How did participants draw on literacy practices in developing computational thinking skills?
    - Literacy practices (reading, writing, sharing) via event stream
    - Spread of practices through social graph
- Critical: How did participants connect classroom literacy practices to their broader literacies via identity and voice?
    - Qualitative analysis of what already matters to students and how computation is taken up in these contexts
    - Effect on readers and community via reading logs, qualitative analysis

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# Theory in infrastructure

- Situated
    - Taxonomize learning behaviors
    - Log data related to identity, self-efficacy
    - Model developmental process (commit messages)
    - Model distributed cognition (collaboration artifacts, multiple authorship)
- Critical
    - Self-positioning of theoretical stance
    - Student authorship of goals, criteria
    - Who is deciding what's right?
    - Who is doing the assessing?

???
Super excited about standardization. Eagerly read working group results from above. Cory's emphasis on shared nouns. Using Pedal in 9th grade CS course this year.

---
class: center, middle

## Considering theory in the design of CS education infrastructure
## Three framings of computational thinking

From theory bias to theory dialogue<br>Kafai, Proctor, Lui. Final presentation tomorrow!

Chris Proctor

.refs[
chrisproctor.net/slides/2019-cscl.html
]