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"disqusTitle": "Tools Harvard Computer Science Students Use to Collaborate, Stay Organized",
"title": "Tools Harvard Computer Science Students Use to Collaborate, Stay Organized",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>Harvard University is one of the \u003ca href=\"http://college.usatoday.com/2014/10/12/the-20-most-selective-colleges-in-the-u-s-and-why-selectivity-can-be-misleading/\" target=\"_blank\" rel=\"noopener\">most selective schools\u003c/a> in the United States, so it isn’t the first place that comes to mind when discussing how to make computer science appealing and open to a broad range of students. But Professor \u003ca href=\"https://cs.harvard.edu/malan/\" target=\"_blank\" rel=\"noopener\">David Malan\u003c/a> has been experimenting with different ways to make his introductory computer science class (CS50) the type of place where students from many different backgrounds can thrive. And he’s spreading what he learns to the broader educator community, hoping what he’s learning from the \u003ca href=\"https://cs50.harvard.edu/\" target=\"_blank\" rel=\"noopener\">CS50\u003c/a> experiment spreads beyond Harvard’s walls to K-12 educators working to fire up kids about computer science.\u003c/p>\n\u003cp>Malan’s class attracts students who have never taken computer science before, as well as kids who have been coding a long time. His goal with this diverse group of learners is to create a community that’s equal and collaborative. One way he does this is by asking students to self-identify by comfort level. Those groups become different section levels, and they sometimes get different homework, but harder assignments are not worth more credit. Malan said recently that the “less comfortable” group has \u003ca href=\"https://medium.com/@cs50/cs50s-changing-demographics-d00fb7369d6\" target=\"_blank\" rel=\"noopener\">dominated his 700-person course\u003c/a>.\u003c/p>\n\u003cp>“At the end of the day all students are treated with the same expectations,” said Malan, speaking at the \u003ca href=\"http://novemberlearning.com/blc-education-conference-2017/\" target=\"_blank\" rel=\"noopener\">Building Learning Communities conference\u003c/a> in Boston. Students are graded based on each individual’s growth; Malan and his team of teaching assistants don’t use absolute measures when assigning grades. Instead, they look at scope, how hard the student tried, correctness, how right the work was, style, how aesthetic the code is, and design, which is the most subjective. When it’s time to assign grades, Malan and his teaching fellows have lots of in-depth conversations about how each student has improved relative to where he or she started.\u003c/p>\n\u003cp>And since computer code is particularly easy to steal off the web, Malan has a “regret clause” for his course “to encourage and allow students to come forward if they made a bad decision that historically is very hard to take back. “We encourage them to come forward.” If a student did cheat, but uses the regret clause, he or she can still be penalized, but Malan won’t escalate the incident to the university level. He understands that sometimes stressed-out students, many of whom are perfectionists pushing themselves in a completely new area of study, act on their anxieties against their better judgment.\u003c/p>\n\u003cp>Malan also uses many teaching assistants to help him provide personalized attention to students in this large course. He sees them as one of the most important parts of the course’s success and popularity. “One of our greatest assets is the human structure within the course,” Malan said. He also encourages students not to take notes during lecture, instead asking one of the teaching assistants to take notes for everyone so students can focus their attention on the discussion.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Office hours are another important support structure for this challenging course. During office hours several teaching assistants will be in one place offering one-on-one help. Malan has been pleased at how these meetups have gradually begun happening in social spaces, becoming a connection point between digital and analog support. He attributes some of his success with students new to computer science to the intentionally social aspects of the class.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/59pfsj4nvI8?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Malan’s team also explicitly tries to make computer science fun by planning events that foster a sense of community. They organize an annual puzzle day where students get together on a Saturday, and a hackathon. By merging the social and the academic, Malan is trying to make computer science feel approachable. “A side effect of holding these events is drumming up new interest,” Malan said. His students bring their friends, who might decide to take the course the following year. And the silly community events are shared on social media and the course website to help create the community feeling that keeps kids engaged in the academic work.\u003c/p>\n\u003cp>At the end of the semester, all CS50 students present their \u003ca href=\"https://docs.cs50.net/2017/fall/project/project.html\" target=\"_blank\" rel=\"noopener\">final projects\u003c/a> to the community at a fair. “For us what’s most striking at this specific event is seeing their final projects and seeing them present something that we did not teach them,” Malan said. Students often take the initiative to go out and learn more on their own, rather than merely applying the homework he has assigned.\u003c/p>\n\u003cp>In addition to the 700 Harvard students who take CS50, Malan has opened the course to 150 Yale students, as well as about 300 Harvard extension students. The course is also available on \u003ca href=\"https://www.edx.org/\" target=\"_blank\" rel=\"noopener\">edX,\u003c/a> and high school students can access a version of it, \u003ca href=\"https://ap.cs50.net/\" target=\"_blank\" rel=\"noopener\">CS50 AP\u003c/a>, at 150 schools around the country. The course is one of the most popular offerings at Harvard, and students new to computer science keep joining. Malan believes the collaborative nature of the course, along with the intentional community-building that his team does, are a big part of their success.\u003c/p>\n\u003cp>\u003cstrong>CS50-SPECIFIC TOOLS\u003c/strong>\u003c/p>\n\u003cp>With so many students, Malan’s team has developed some CS50 specific tools to help them manage workflow and support students.\u003c/p>\n\u003cp>\u003cstrong>CS50 IDE:\u003c/strong> This is basically a computer in the cloud so students can write code and run it on the internet. It allows students to access their code from multiple locations and for groups to work together virtually. The program highlights the code written by different authors in unique colors to help evaluators see who did what.\u003c/p>\n\u003cp>\u003cstrong>Check50:\u003c/strong> Students and instructors use this program to check for correctness. Is a program giving the expected output? The tool checks student code against a set of tests Malan’s team has written and then generates smiley faces and frowny faces next to the code. This helps students identify trouble spots, but still requires them to problem-solve the fixes. Some of Malan’s teaching assistants are currently rewriting this program to make it open source, so any teacher could input their own checks to use with students.\u003c/p>\n\u003cp>\u003cstrong>CS50 Help:\u003c/strong> This tool rewrites the language of error messages to help students parse what went wrong with their code. It also provides feedback and action items for students to start fixing the error. “It’s just designed to be a resource for students to make that process of understanding error messages easier,” Malan said.\u003c/p>\n\u003cp>\u003cstrong>Droplet:\u003c/strong> This tool provides a bridge between more traditional coding languages and block coding, like what you might see in Scratch or a number of other learn-to-code programs.\u003c/p>\n\u003cp>Malan’s team also uses a lot of other productivity tools that aren’t proprietary and could be useful to other teachers. When discussing these tools with teachers at the BLC conference, it was clear that many K-12 teachers are frustrated by the limits their districts put on the tools they can use.\u003c/p>\n\u003cp>\u003cstrong>OTHER TOOLS\u003c/strong>\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49784\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/github-small.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/github-small.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/github-small-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/github-small-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/github-small-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/github-small-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/github-small-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://github.com/\" target=\"_blank\" rel=\"noopener\">GitHub\u003c/a>:\u003c/strong> This open-source code repository is a way for programmers to share code and get feedback. Malan’s students sometimes use it to submit their code instead of doing so through the Learning Management System (LMS).\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://theory.stanford.edu/~aiken/moss/\" target=\"_blank\" rel=\"noopener\">MOSS\u003c/a> (Measure Of Software Similarity):\u003c/strong> This tool is freely developed and can help determine academic honesty. The tools allow users to anonymously submit student work and see a comparison to other existing code. It gives the teacher a sense of whether similarly written code really is a problem.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49787\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/gradescope-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/gradescope-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/gradescope-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/gradescope-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/gradescope-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/gradescope-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/gradescope-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://gradescope.com/get_started\" target=\"_blank\" rel=\"noopener\">Gradescope\u003c/a>:\u003c/strong> This free tool was designed by UC Berkeley students. It allows teachers to upload student homework or tests and grade them online. The grader can add criteria as he goes and if anything changes, the program will automatically change the scores for that problem on everything that has already been graded. The student gets detailed feedback, all graders are consistent, and the instructor can see how many students made each mistake.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49788\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/dropbox-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/dropbox-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/dropbox-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/dropbox-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/dropbox-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/dropbox-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/dropbox-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://www.dropbox.com/\" target=\"_blank\" rel=\"noopener\">Dropbox\u003c/a>:\u003c/strong> Users get 2G for free and can easily sync and share files. And, if a student doesn’t have a Dropbox account, there’s an anonymous upload feature that creates a unique link so each student’s work goes into a folder with his or her name. It can be an easy way to collect files and work around an LMS.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49789\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/asana-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/asana-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/asana-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/asana-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/asana-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/asana-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/asana-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://asana.com/\" target=\"_blank\" rel=\"noopener\">Asana\u003c/a>:\u003c/strong> This commercially available task management system helps keep track of who’s doing what and when it’s due. Team members can add themselves to different projects and set deadlines. “We’ve used it for office-style team management, but I’ve used it for classes as well to assign homework,” Malan said. “It gives you eyes into what could be a fairly large data set.” There’s also a mobile app.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49790\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/slack-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/slack-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/slack-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/slack-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/slack-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/slack-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/slack-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://slack.com/\" target=\"_blank\" rel=\"noopener\">Slack\u003c/a>:\u003c/strong> This is a free chat service, but also makes it easy to share media. Malan finds it more group friendly than Google Hangout.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cstrong>\u003cimg class=\"alignleft size-full wp-image-49813\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/onepassword-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/onepassword-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/onepassword-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/onepassword-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/onepassword-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/onepassword-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/onepassword-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cimg class=\"alignleft size-full wp-image-49814\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/lastpass-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/lastpass-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/lastpass-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/lastpass-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/lastpass-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/lastpass-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/lastpass-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003ca href=\"https://1password.com/\" target=\"_blank\" rel=\"noopener\">1Password\u003c/a>, \u003ca href=\"https://www.lastpass.com/\" target=\"_blank\" rel=\"noopener\">LastPass\u003c/a>:\u003c/strong> These are password protection services that are not free, but Malan finds important to safeguard student work.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49791\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/doodle-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/doodle-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/doodle-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/doodle-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/doodle-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/doodle-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/doodle-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://doodle.com/\" target=\"_blank\" rel=\"noopener\">Doodle\u003c/a>:\u003c/strong> Malan’s team uses Doodle for scheduling.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49793\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/Help-Scout-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/Help-Scout-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/Help-Scout-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/Help-Scout-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/Help-Scout-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/Help-Scout-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/Help-Scout-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://www.helpscout.net/\" target=\"_blank\" rel=\"noopener\">Help Scout\u003c/a>:\u003c/strong> This tool is a bit like help desk software in that you can create tickets for different email items that require a task. It helps a user see what issues are closed and which ones still need attention.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"size-full wp-image-49794 alignleft\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/hubspot-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/hubspot-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/hubspot-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/hubspot-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/hubspot-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/hubspot-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/hubspot-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://www.hubspot.com/\" target=\"_blank\" rel=\"noopener\">HubSpot\u003c/a>:\u003c/strong> This is good for managing large courses with lots of contacts. It was designed as a customer relationship management system.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49795\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/BringIt-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/BringIt-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/BringIt-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/BringIt-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/BringIt-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/BringIt-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/BringIt-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://www.bringit.bz/\" target=\"_blank\" rel=\"noopener\">PleaseBringIt\u003c/a>:\u003c/strong> This is an easy way to sign people up for open slots. It also functions a little like a wedding registry for running an event -- different people can agree to bring various items.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49796\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/adobeconnect-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/adobeconnect-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/adobeconnect-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/adobeconnect-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/adobeconnect-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/adobeconnect-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/adobeconnect-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"http://www.adobe.com/products/adobeconnect.html\" target=\"_blank\" rel=\"noopener\">Adobe Connect\u003c/a>:\u003c/strong> This tool works well for online classes or office hours. It is not a free service, but Google Hangout would be a free alternative. Zoom is also similar, although more video-based.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49797\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/Google-forms-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/Google-forms-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/Google-forms-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/Google-forms-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/Google-forms-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/Google-forms-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/Google-forms-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://www.google.com/forms/about/\" target=\"_blank\" rel=\"noopener\">Google Forms\u003c/a>:\u003c/strong> Malan uses this a lot to collect work from students. It’s easy to integrate with spreadsheets, but limits the types of questions he can ask.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49798\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/surveymonkey-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/surveymonkey-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/surveymonkey-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/surveymonkey-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/surveymonkey-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/surveymonkey-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/surveymonkey-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://www.surveymonkey.com/\" target=\"_blank\" rel=\"noopener\">SurveyMonkey\u003c/a>:\u003c/strong> This service has more question types and better analytics. It also has some interesting visualization options.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49799\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/slido-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/slido-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/slido-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/slido-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/slido-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/slido-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/slido-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://www.sli.do/\" target=\"_blank\" rel=\"noopener\">Slido.com\u003c/a>:\u003c/strong> This is an interactive online question forum. Users can up-vote or down-vote different questions. That’s useful because a presenter can look at the questions while giving a talk and weave answers into the presentation or follow up afterwards.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49800\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/piazza-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/piazza-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/piazza-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/piazza-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/piazza-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/piazza-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/piazza-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://piazza.com/\" target=\"_blank\" rel=\"noopener\">Piazza\u003c/a>:\u003c/strong> This is a good discussion platform, a functionality many LMS’s lack. Teachers can create a classroom within Piazza. Students can also ask questions anonymously, making it more appropriate for certain discussions than other platforms.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49801\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/quip-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/quip-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/quip-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/quip-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/quip-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/quip-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/quip-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://quip.com/\" target=\"_blank\" rel=\"noopener\">Quip\u003c/a>:\u003c/strong> This software is good for sharing information. The platform makes it easy to organize information and share with others.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49802\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/smugmug-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/smugmug-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/smugmug-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/smugmug-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/smugmug-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/smugmug-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/smugmug-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://www.smugmug.com/\" target=\"_blank\" rel=\"noopener\">SmugMug\u003c/a>:\u003c/strong> This is a good photo portfolio site. It allows the user to filter, but also provide textual context.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49803\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/basecamp-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/basecamp-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/basecamp-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/basecamp-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/basecamp-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/basecamp-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/basecamp-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://basecamp.com/\" target=\"_blank\" rel=\"noopener\">BaseCamp\u003c/a>:\u003c/strong> This project management tool has a free tier for teachers. In general, Malan and his team suggest that educators should always ask for a discount from any commercial software provider. Many companies will be happy to accommodate, making paid products more accessible.\u003c/p>\n\u003cp>\u003cstrong>K-12 TEACHERS’ FAVORITE TOOLS\u003c/strong>\u003c/p>\n\u003cp>When Malan had finished sharing the tools his team finds useful to organize their work, grading and efforts to support students, other educators shared their favorite tools.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49804\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/ZipGrade-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/ZipGrade-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/ZipGrade-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/ZipGrade-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/ZipGrade-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/ZipGrade-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/ZipGrade-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://www.zipgrade.com/\" target=\"_blank\" rel=\"noopener\">ZipGrade\u003c/a>:\u003c/strong> This tool is basically like a scantron machine on a phone. It’s useful for quickly grading multiple-choice exit tickets or formative assessments and tracking student data on those quizzes.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49805\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/videonotes-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/videonotes-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/videonotes-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/videonotes-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/videonotes-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/videonotes-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/videonotes-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"http://www.videonot.es/\" target=\"_blank\" rel=\"noopener\">VideoNot.es\u003c/a>:\u003c/strong> This open-source software allows users to take notes next to videos, syncing to time\u003c/p>\n\u003cp>stamps. It’s also possible to create one’s own video note with a question. And the service works with a Google sign-in (one limitation a number of teachers said they were experiencing with their districts).\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49806\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/vizia-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/vizia-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/vizia-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/vizia-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/vizia-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/vizia-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/vizia-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://vizia.co/\" target=\"_blank\" rel=\"noopener\">Vizia\u003c/a>:\u003c/strong> This tool allows teacher to integrate quizzes and questions into a video. The questions pop up as students watch.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49807\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/gosoapbox-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/gosoapbox-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/gosoapbox-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/gosoapbox-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/gosoapbox-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/gosoapbox-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/gosoapbox-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://www.gosoapbox.com/\" target=\"_blank\" rel=\"noopener\">GoSoapbox\u003c/a>:\u003c/strong> Similar to Poll Everywhere, this tool can be used on a mobile device or computer. It enables teachers to get a sense of how well students understand the content with quick polls. It also has a panic button students can press if they really don’t understand. The instructor’s screen will flash red. It can also be used anonymously.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-thumbnail wp-image-49811\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/driveslides-160x100.png\" alt=\"\" width=\"160\" height=\"100\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/driveslides-160x100.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/driveslides-240x150.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/driveslides-375x234.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/driveslides-520x325.png 520w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/driveslides.png 640w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cstrong>\u003ca href=\"https://chrome.google.com/webstore/detail/driveslides-by-matt-mille/ijnjlojbdhgpamjiflocklhfeciokfdl?hl=en\" target=\"_blank\" rel=\"noopener\">DriveSlides\u003c/a>:\u003c/strong> This chrome extension built by \u003ca href=\"http://ditchthattextbook.com/\" target=\"_blank\" rel=\"noopener\">Matt Miller\u003c/a> and \u003ca href=\"http://www.alicekeeler.com/\" target=\"_blank\" rel=\"noopener\">Alice Keeler\u003c/a> makes it easy to automatically insert images into Google Slide presentations.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49808\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/wizer-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/wizer-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/wizer-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/wizer-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/wizer-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/wizer-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/wizer-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"http://app.wizer.me/\" target=\"_blank\" rel=\"noopener\">Wizer.me\u003c/a>:\u003c/strong> Teachers can create interactive quizzes in various question formats with this tool.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49809\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/goobric-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/goobric-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/goobric-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/goobric-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/goobric-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/goobric-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/goobric-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://chrome.google.com/webstore/detail/goobric-web-app-launcher/cepmakjlanepojocakadfpohnhhalfol?hl=en\" target=\"_blank\" rel=\"noopener\">Goobric\u003c/a>:\u003c/strong> When used in tandem with the Doctopus extension, this Chrome extension allows teachers to pull all the assignments into one Google Sheet and integrate with a rubric.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49810\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/doctopus-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/doctopus-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/doctopus-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/doctopus-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/doctopus-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/doctopus-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/doctopus-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://chrome.google.com/webstore/detail/doctopus/ffhegaddkjpkfiemhhnphmnadfbkdhbf?hl=en\" target=\"_blank\" rel=\"noopener\">Doctopus\u003c/a>:\u003c/strong> Another Chrome extension built by a teacher to make classroom workflows easier. Some of its key functions are to create a file structure in Google Docs, allow a teacher to easily “pass out” blank templates and change or revoke different editing rights, and it’s a way to monitor collaboration happening on Docs.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>What are your favorite collaboration and sharing tools for the classroom?\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Harvard University is one of the \u003ca href=\"http://college.usatoday.com/2014/10/12/the-20-most-selective-colleges-in-the-u-s-and-why-selectivity-can-be-misleading/\" target=\"_blank\" rel=\"noopener\">most selective schools\u003c/a> in the United States, so it isn’t the first place that comes to mind when discussing how to make computer science appealing and open to a broad range of students. But Professor \u003ca href=\"https://cs.harvard.edu/malan/\" target=\"_blank\" rel=\"noopener\">David Malan\u003c/a> has been experimenting with different ways to make his introductory computer science class (CS50) the type of place where students from many different backgrounds can thrive. And he’s spreading what he learns to the broader educator community, hoping what he’s learning from the \u003ca href=\"https://cs50.harvard.edu/\" target=\"_blank\" rel=\"noopener\">CS50\u003c/a> experiment spreads beyond Harvard’s walls to K-12 educators working to fire up kids about computer science.\u003c/p>\n\u003cp>Malan’s class attracts students who have never taken computer science before, as well as kids who have been coding a long time. His goal with this diverse group of learners is to create a community that’s equal and collaborative. One way he does this is by asking students to self-identify by comfort level. Those groups become different section levels, and they sometimes get different homework, but harder assignments are not worth more credit. Malan said recently that the “less comfortable” group has \u003ca href=\"https://medium.com/@cs50/cs50s-changing-demographics-d00fb7369d6\" target=\"_blank\" rel=\"noopener\">dominated his 700-person course\u003c/a>.\u003c/p>\n\u003cp>“At the end of the day all students are treated with the same expectations,” said Malan, speaking at the \u003ca href=\"http://novemberlearning.com/blc-education-conference-2017/\" target=\"_blank\" rel=\"noopener\">Building Learning Communities conference\u003c/a> in Boston. Students are graded based on each individual’s growth; Malan and his team of teaching assistants don’t use absolute measures when assigning grades. Instead, they look at scope, how hard the student tried, correctness, how right the work was, style, how aesthetic the code is, and design, which is the most subjective. When it’s time to assign grades, Malan and his teaching fellows have lots of in-depth conversations about how each student has improved relative to where he or she started.\u003c/p>\n\u003cp>And since computer code is particularly easy to steal off the web, Malan has a “regret clause” for his course “to encourage and allow students to come forward if they made a bad decision that historically is very hard to take back. “We encourage them to come forward.” If a student did cheat, but uses the regret clause, he or she can still be penalized, but Malan won’t escalate the incident to the university level. He understands that sometimes stressed-out students, many of whom are perfectionists pushing themselves in a completely new area of study, act on their anxieties against their better judgment.\u003c/p>\n\u003cp>Malan also uses many teaching assistants to help him provide personalized attention to students in this large course. He sees them as one of the most important parts of the course’s success and popularity. “One of our greatest assets is the human structure within the course,” Malan said. He also encourages students not to take notes during lecture, instead asking one of the teaching assistants to take notes for everyone so students can focus their attention on the discussion.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Office hours are another important support structure for this challenging course. During office hours several teaching assistants will be in one place offering one-on-one help. Malan has been pleased at how these meetups have gradually begun happening in social spaces, becoming a connection point between digital and analog support. He attributes some of his success with students new to computer science to the intentionally social aspects of the class.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/59pfsj4nvI8?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Malan’s team also explicitly tries to make computer science fun by planning events that foster a sense of community. They organize an annual puzzle day where students get together on a Saturday, and a hackathon. By merging the social and the academic, Malan is trying to make computer science feel approachable. “A side effect of holding these events is drumming up new interest,” Malan said. His students bring their friends, who might decide to take the course the following year. And the silly community events are shared on social media and the course website to help create the community feeling that keeps kids engaged in the academic work.\u003c/p>\n\u003cp>At the end of the semester, all CS50 students present their \u003ca href=\"https://docs.cs50.net/2017/fall/project/project.html\" target=\"_blank\" rel=\"noopener\">final projects\u003c/a> to the community at a fair. “For us what’s most striking at this specific event is seeing their final projects and seeing them present something that we did not teach them,” Malan said. Students often take the initiative to go out and learn more on their own, rather than merely applying the homework he has assigned.\u003c/p>\n\u003cp>In addition to the 700 Harvard students who take CS50, Malan has opened the course to 150 Yale students, as well as about 300 Harvard extension students. The course is also available on \u003ca href=\"https://www.edx.org/\" target=\"_blank\" rel=\"noopener\">edX,\u003c/a> and high school students can access a version of it, \u003ca href=\"https://ap.cs50.net/\" target=\"_blank\" rel=\"noopener\">CS50 AP\u003c/a>, at 150 schools around the country. The course is one of the most popular offerings at Harvard, and students new to computer science keep joining. Malan believes the collaborative nature of the course, along with the intentional community-building that his team does, are a big part of their success.\u003c/p>\n\u003cp>\u003cstrong>CS50-SPECIFIC TOOLS\u003c/strong>\u003c/p>\n\u003cp>With so many students, Malan’s team has developed some CS50 specific tools to help them manage workflow and support students.\u003c/p>\n\u003cp>\u003cstrong>CS50 IDE:\u003c/strong> This is basically a computer in the cloud so students can write code and run it on the internet. It allows students to access their code from multiple locations and for groups to work together virtually. The program highlights the code written by different authors in unique colors to help evaluators see who did what.\u003c/p>\n\u003cp>\u003cstrong>Check50:\u003c/strong> Students and instructors use this program to check for correctness. Is a program giving the expected output? The tool checks student code against a set of tests Malan’s team has written and then generates smiley faces and frowny faces next to the code. This helps students identify trouble spots, but still requires them to problem-solve the fixes. Some of Malan’s teaching assistants are currently rewriting this program to make it open source, so any teacher could input their own checks to use with students.\u003c/p>\n\u003cp>\u003cstrong>CS50 Help:\u003c/strong> This tool rewrites the language of error messages to help students parse what went wrong with their code. It also provides feedback and action items for students to start fixing the error. “It’s just designed to be a resource for students to make that process of understanding error messages easier,” Malan said.\u003c/p>\n\u003cp>\u003cstrong>Droplet:\u003c/strong> This tool provides a bridge between more traditional coding languages and block coding, like what you might see in Scratch or a number of other learn-to-code programs.\u003c/p>\n\u003cp>Malan’s team also uses a lot of other productivity tools that aren’t proprietary and could be useful to other teachers. When discussing these tools with teachers at the BLC conference, it was clear that many K-12 teachers are frustrated by the limits their districts put on the tools they can use.\u003c/p>\n\u003cp>\u003cstrong>OTHER TOOLS\u003c/strong>\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49784\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/github-small.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/github-small.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/github-small-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/github-small-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/github-small-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/github-small-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/github-small-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://github.com/\" target=\"_blank\" rel=\"noopener\">GitHub\u003c/a>:\u003c/strong> This open-source code repository is a way for programmers to share code and get feedback. Malan’s students sometimes use it to submit their code instead of doing so through the Learning Management System (LMS).\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://theory.stanford.edu/~aiken/moss/\" target=\"_blank\" rel=\"noopener\">MOSS\u003c/a> (Measure Of Software Similarity):\u003c/strong> This tool is freely developed and can help determine academic honesty. The tools allow users to anonymously submit student work and see a comparison to other existing code. It gives the teacher a sense of whether similarly written code really is a problem.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49787\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/gradescope-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/gradescope-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/gradescope-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/gradescope-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/gradescope-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/gradescope-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/gradescope-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://gradescope.com/get_started\" target=\"_blank\" rel=\"noopener\">Gradescope\u003c/a>:\u003c/strong> This free tool was designed by UC Berkeley students. It allows teachers to upload student homework or tests and grade them online. The grader can add criteria as he goes and if anything changes, the program will automatically change the scores for that problem on everything that has already been graded. The student gets detailed feedback, all graders are consistent, and the instructor can see how many students made each mistake.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49788\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/dropbox-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/dropbox-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/dropbox-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/dropbox-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/dropbox-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/dropbox-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/dropbox-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://www.dropbox.com/\" target=\"_blank\" rel=\"noopener\">Dropbox\u003c/a>:\u003c/strong> Users get 2G for free and can easily sync and share files. And, if a student doesn’t have a Dropbox account, there’s an anonymous upload feature that creates a unique link so each student’s work goes into a folder with his or her name. It can be an easy way to collect files and work around an LMS.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49789\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/asana-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/asana-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/asana-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/asana-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/asana-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/asana-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/asana-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://asana.com/\" target=\"_blank\" rel=\"noopener\">Asana\u003c/a>:\u003c/strong> This commercially available task management system helps keep track of who’s doing what and when it’s due. Team members can add themselves to different projects and set deadlines. “We’ve used it for office-style team management, but I’ve used it for classes as well to assign homework,” Malan said. “It gives you eyes into what could be a fairly large data set.” There’s also a mobile app.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49790\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/slack-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/slack-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/slack-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/slack-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/slack-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/slack-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/slack-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://slack.com/\" target=\"_blank\" rel=\"noopener\">Slack\u003c/a>:\u003c/strong> This is a free chat service, but also makes it easy to share media. Malan finds it more group friendly than Google Hangout.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cstrong>\u003cimg class=\"alignleft size-full wp-image-49813\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/onepassword-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/onepassword-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/onepassword-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/onepassword-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/onepassword-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/onepassword-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/onepassword-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cimg class=\"alignleft size-full wp-image-49814\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/lastpass-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/lastpass-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/lastpass-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/lastpass-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/lastpass-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/lastpass-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/lastpass-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003ca href=\"https://1password.com/\" target=\"_blank\" rel=\"noopener\">1Password\u003c/a>, \u003ca href=\"https://www.lastpass.com/\" target=\"_blank\" rel=\"noopener\">LastPass\u003c/a>:\u003c/strong> These are password protection services that are not free, but Malan finds important to safeguard student work.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49791\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/doodle-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/doodle-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/doodle-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/doodle-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/doodle-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/doodle-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/doodle-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://doodle.com/\" target=\"_blank\" rel=\"noopener\">Doodle\u003c/a>:\u003c/strong> Malan’s team uses Doodle for scheduling.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49793\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/Help-Scout-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/Help-Scout-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/Help-Scout-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/Help-Scout-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/Help-Scout-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/Help-Scout-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/Help-Scout-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://www.helpscout.net/\" target=\"_blank\" rel=\"noopener\">Help Scout\u003c/a>:\u003c/strong> This tool is a bit like help desk software in that you can create tickets for different email items that require a task. It helps a user see what issues are closed and which ones still need attention.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"size-full wp-image-49794 alignleft\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/hubspot-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/hubspot-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/hubspot-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/hubspot-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/hubspot-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/hubspot-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/hubspot-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://www.hubspot.com/\" target=\"_blank\" rel=\"noopener\">HubSpot\u003c/a>:\u003c/strong> This is good for managing large courses with lots of contacts. It was designed as a customer relationship management system.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49795\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/BringIt-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/BringIt-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/BringIt-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/BringIt-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/BringIt-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/BringIt-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/BringIt-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://www.bringit.bz/\" target=\"_blank\" rel=\"noopener\">PleaseBringIt\u003c/a>:\u003c/strong> This is an easy way to sign people up for open slots. It also functions a little like a wedding registry for running an event -- different people can agree to bring various items.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49796\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/adobeconnect-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/adobeconnect-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/adobeconnect-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/adobeconnect-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/adobeconnect-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/adobeconnect-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/adobeconnect-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"http://www.adobe.com/products/adobeconnect.html\" target=\"_blank\" rel=\"noopener\">Adobe Connect\u003c/a>:\u003c/strong> This tool works well for online classes or office hours. It is not a free service, but Google Hangout would be a free alternative. Zoom is also similar, although more video-based.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49797\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/Google-forms-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/Google-forms-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/Google-forms-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/Google-forms-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/Google-forms-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/Google-forms-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/Google-forms-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://www.google.com/forms/about/\" target=\"_blank\" rel=\"noopener\">Google Forms\u003c/a>:\u003c/strong> Malan uses this a lot to collect work from students. It’s easy to integrate with spreadsheets, but limits the types of questions he can ask.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49798\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/surveymonkey-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/surveymonkey-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/surveymonkey-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/surveymonkey-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/surveymonkey-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/surveymonkey-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/surveymonkey-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://www.surveymonkey.com/\" target=\"_blank\" rel=\"noopener\">SurveyMonkey\u003c/a>:\u003c/strong> This service has more question types and better analytics. It also has some interesting visualization options.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49799\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/slido-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/slido-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/slido-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/slido-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/slido-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/slido-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/slido-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://www.sli.do/\" target=\"_blank\" rel=\"noopener\">Slido.com\u003c/a>:\u003c/strong> This is an interactive online question forum. Users can up-vote or down-vote different questions. That’s useful because a presenter can look at the questions while giving a talk and weave answers into the presentation or follow up afterwards.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49800\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/piazza-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/piazza-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/piazza-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/piazza-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/piazza-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/piazza-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/piazza-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://piazza.com/\" target=\"_blank\" rel=\"noopener\">Piazza\u003c/a>:\u003c/strong> This is a good discussion platform, a functionality many LMS’s lack. Teachers can create a classroom within Piazza. Students can also ask questions anonymously, making it more appropriate for certain discussions than other platforms.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49801\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/quip-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/quip-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/quip-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/quip-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/quip-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/quip-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/quip-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://quip.com/\" target=\"_blank\" rel=\"noopener\">Quip\u003c/a>:\u003c/strong> This software is good for sharing information. The platform makes it easy to organize information and share with others.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49802\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/smugmug-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/smugmug-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/smugmug-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/smugmug-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/smugmug-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/smugmug-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/smugmug-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://www.smugmug.com/\" target=\"_blank\" rel=\"noopener\">SmugMug\u003c/a>:\u003c/strong> This is a good photo portfolio site. It allows the user to filter, but also provide textual context.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49803\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/basecamp-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/basecamp-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/basecamp-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/basecamp-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/basecamp-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/basecamp-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/basecamp-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://basecamp.com/\" target=\"_blank\" rel=\"noopener\">BaseCamp\u003c/a>:\u003c/strong> This project management tool has a free tier for teachers. In general, Malan and his team suggest that educators should always ask for a discount from any commercial software provider. Many companies will be happy to accommodate, making paid products more accessible.\u003c/p>\n\u003cp>\u003cstrong>K-12 TEACHERS’ FAVORITE TOOLS\u003c/strong>\u003c/p>\n\u003cp>When Malan had finished sharing the tools his team finds useful to organize their work, grading and efforts to support students, other educators shared their favorite tools.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49804\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/ZipGrade-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/ZipGrade-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/ZipGrade-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/ZipGrade-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/ZipGrade-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/ZipGrade-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/ZipGrade-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://www.zipgrade.com/\" target=\"_blank\" rel=\"noopener\">ZipGrade\u003c/a>:\u003c/strong> This tool is basically like a scantron machine on a phone. It’s useful for quickly grading multiple-choice exit tickets or formative assessments and tracking student data on those quizzes.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49805\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/videonotes-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/videonotes-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/videonotes-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/videonotes-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/videonotes-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/videonotes-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/videonotes-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"http://www.videonot.es/\" target=\"_blank\" rel=\"noopener\">VideoNot.es\u003c/a>:\u003c/strong> This open-source software allows users to take notes next to videos, syncing to time\u003c/p>\n\u003cp>stamps. It’s also possible to create one’s own video note with a question. And the service works with a Google sign-in (one limitation a number of teachers said they were experiencing with their districts).\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49806\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/vizia-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/vizia-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/vizia-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/vizia-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/vizia-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/vizia-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/vizia-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://vizia.co/\" target=\"_blank\" rel=\"noopener\">Vizia\u003c/a>:\u003c/strong> This tool allows teacher to integrate quizzes and questions into a video. The questions pop up as students watch.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49807\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/gosoapbox-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/gosoapbox-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/gosoapbox-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/gosoapbox-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/gosoapbox-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/gosoapbox-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/gosoapbox-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://www.gosoapbox.com/\" target=\"_blank\" rel=\"noopener\">GoSoapbox\u003c/a>:\u003c/strong> Similar to Poll Everywhere, this tool can be used on a mobile device or computer. It enables teachers to get a sense of how well students understand the content with quick polls. It also has a panic button students can press if they really don’t understand. The instructor’s screen will flash red. It can also be used anonymously.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-thumbnail wp-image-49811\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/driveslides-160x100.png\" alt=\"\" width=\"160\" height=\"100\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/driveslides-160x100.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/driveslides-240x150.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/driveslides-375x234.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/driveslides-520x325.png 520w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/driveslides.png 640w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cstrong>\u003ca href=\"https://chrome.google.com/webstore/detail/driveslides-by-matt-mille/ijnjlojbdhgpamjiflocklhfeciokfdl?hl=en\" target=\"_blank\" rel=\"noopener\">DriveSlides\u003c/a>:\u003c/strong> This chrome extension built by \u003ca href=\"http://ditchthattextbook.com/\" target=\"_blank\" rel=\"noopener\">Matt Miller\u003c/a> and \u003ca href=\"http://www.alicekeeler.com/\" target=\"_blank\" rel=\"noopener\">Alice Keeler\u003c/a> makes it easy to automatically insert images into Google Slide presentations.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49808\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/wizer-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/wizer-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/wizer-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/wizer-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/wizer-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/wizer-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/wizer-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"http://app.wizer.me/\" target=\"_blank\" rel=\"noopener\">Wizer.me\u003c/a>:\u003c/strong> Teachers can create interactive quizzes in various question formats with this tool.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49809\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/goobric-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/goobric-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/goobric-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/goobric-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/goobric-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/goobric-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/goobric-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://chrome.google.com/webstore/detail/goobric-web-app-launcher/cepmakjlanepojocakadfpohnhhalfol?hl=en\" target=\"_blank\" rel=\"noopener\">Goobric\u003c/a>:\u003c/strong> When used in tandem with the Doctopus extension, this Chrome extension allows teachers to pull all the assignments into one Google Sheet and integrate with a rubric.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49810\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/doctopus-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/doctopus-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/doctopus-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/doctopus-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/doctopus-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/doctopus-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/doctopus-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://chrome.google.com/webstore/detail/doctopus/ffhegaddkjpkfiemhhnphmnadfbkdhbf?hl=en\" target=\"_blank\" rel=\"noopener\">Doctopus\u003c/a>:\u003c/strong> Another Chrome extension built by a teacher to make classroom workflows easier. Some of its key functions are to create a file structure in Google Docs, allow a teacher to easily “pass out” blank templates and change or revoke different editing rights, and it’s a way to monitor collaboration happening on Docs.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "AP Computer Science Principles Attract Diverse Students With Real-World Problems",
"title": "AP Computer Science Principles Attract Diverse Students With Real-World Problems",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>U.S. high schools got a high-tech update this past school year. Not by federal fiat or by state law, but largely at the hand of independent nonprofits, including one founded by twin brothers less than five years ago.\u003c/p>\n\u003cp>The College Board last fall introduced a new course and exam called AP Computer Science Principles. Eight years in the planning, it was the largest such course launch in history. While the existing AP Computer Science course focuses on the Java programming language, the new course is billed as a creative exploration of real-world problems. It's designed to appeal to people who might have assumed that computers were not for them.\u003c/p>\n\u003cp>And in that sense, it's working.\u003c/p>\n\u003cp>According to \u003ca href=\"https://medium.com/@codeorg/girls-set-ap-computer-science-record-skyrocketing-growth-outpaces-boys-41b7c01373a5\">figures just released\u003c/a>, from 2016 to 2017 the number of underrepresented minorities who took an AP Computer Science exam nearly tripled, from 8,283 to 22,199. The number of girls shot up from 12,642 to 29,708.\u003c/p>\n\u003cp>While significant, this increase was not enough for those two groups to reach parity. Only 1 in 5 of those taking AP CS last year were underrepresented minorities and about 1 in 4 were women.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The course opened doors on a school level as well. Maureen Reyes, the executive director of the AP program at the College Board, says that 100 new schools last year offered the new class as their first AP course ever.\u003c/p>\n\u003cp>\u003cstrong>How CS Principles was born\u003c/strong>\u003c/p>\n\u003cp>\"The entire reason the new exam and course were created was to broaden participation in computer science,\" says Hadi Partovi, a tech entrepreneur and investor. That's also the mission of Code.org, the nonprofit Partovi started with his brother Ali. The organization first made a name for itself with \u003ca href=\"https://hourofcode.com/us\">Hour of Code\u003c/a>, a voluntary effort to introduce a single coding lesson that the organization says has now reached 100 million K-12 students around the world.\u003c/p>\n\u003cp>Code.org, along with its Silicon Valley backers, is taking a leadership role in the rollout of AP CSP. It is one of eight authorized course providers; more than half of all schools teaching the course are using their curriculum. They've created a slick online production featuring interactive exercises and special guest stars. For example, Vint Cerf, one of the \"Fathers of the Internet,\" \u003ca href=\"https://www.youtube.com/watch?v=Dxcc6ycZ73M\" target=\"_blank\" rel=\"noopener noreferrer\">recorded a video\u003c/a> explaining how it works.\u003c/p>\n\u003cp>The College Board, Code.org and other authorized providers are also training teachers to facilitate the course. Hundreds of them, not necessarily from STEM disciplines. \"We are by far the largest player in creating new computer science teachers,\" Partovi claims.\u003c/p>\n\u003cp>Code.org trained 500 teachers last year, and plans to train another 900 this year, with a blend of in-person intensive workshops and online support. The group concentrates its programs in low-income areas. In all, says Reyes, the College Board prepared about 1,300 teachers last year, and its partners another 1,300, all to teach this one course.\u003c/p>\n\u003cp>Whenever a particular subject starts to be taught much more widely, there is a worry that it's going to be watered down. That's not the case with AP CSP, says Reyes.\u003c/p>\n\u003cp>The course, developed with the help of the National Science Foundation, is patterned after introductory computer science classes at top colleges, she notes. In fact, in addition to Code.org, other authorized course materials come from the Beauty and Joy of Computing, a course taught at the University of California, Berkeley; and CS50, a Harvard course that is among the \u003ca href=\"http://www.thecrimson.com/article/2015/9/14/ec10-cs50-largest-enrollments/\">most popular\u003c/a> for freshmen.\u003c/p>\n\u003cp>\"The new course is much more about making things, rather than answering multiple-choice questions,\" says Partovi. AP CSP requires students to submit a portfolio of original work. The only other regular AP course that does that is Studio Art.\u003c/p>\n\u003cp>Students learn about the structure of the Internet, data analysis and representation and making apps. AP CSP doesn't require a particular language. Instead, you can use a visual, drag-and-drop programming \"environment\" such as Scratch, which was originally designed for elementary school kids.\u003c/p>\n\u003cp>Just imagine for a minute that there was an initiative to teach some other subject — say, Chinese — at the Advanced Placement level to tens of thousands more students next year, using teachers who don't speak Chinese themselves and copies of Rosetta Stone language software. Partovi says it works with CS because \"Our curriculum is designed to be a little more self-teaching. The teachers' job is to facilitate.\"\u003c/p>\n\u003cp>Now imagine that that initiative was led by, say, Chinese companies like Alibaba. Or that the fossil fuel industry led a successful push for an AP Petrochemistry course (the way they \u003ca href=\"http://www.npr.org/2017/07/11/535653913/heres-what-the-oil-industry-is-teaching-oklahomas-students\">fund science curricula\u003c/a> in states like Oklahoma.)\u003c/p>\n\u003cp>Industry support has \"been a huge factor in the success of CSP,\" says Reyes, and that's a good thing. \"We're looking at a pretty innovative time where industry is stepping in to help education offer computer science to students.\"\u003c/p>\n\u003cp>In the end, the promise of any AP course is that students will find what they learn to be worthwhile in the future — and that they will burnish college applications, of course.\u003c/p>\n\u003cp>Harvey Mudd College, a small private college in California that focuses on both engineering and liberal arts, is one of hundreds of colleges that have agreed to recognize AP CSP.\u003c/p>\n\u003cp>Harvey Mudd freshmen who have taken either AP CS course can choose to track into the more advanced version of the required freshman CS course. The college's president, Maria Klawe, is on the advisory board of Code.Org.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"I love the new AP CS Principles course,\" she says. \"It's very similar to the course we put together for every student at Harvey Mudd in the first semester. The whole idea was to let students see that what they're going to learn matters in life.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Tens+Of+Thousands+More+Women+And+Minorities+Are+Taking+Computer+Science&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>U.S. high schools got a high-tech update this past school year. Not by federal fiat or by state law, but largely at the hand of independent nonprofits, including one founded by twin brothers less than five years ago.\u003c/p>\n\u003cp>The College Board last fall introduced a new course and exam called AP Computer Science Principles. Eight years in the planning, it was the largest such course launch in history. While the existing AP Computer Science course focuses on the Java programming language, the new course is billed as a creative exploration of real-world problems. It's designed to appeal to people who might have assumed that computers were not for them.\u003c/p>\n\u003cp>And in that sense, it's working.\u003c/p>\n\u003cp>According to \u003ca href=\"https://medium.com/@codeorg/girls-set-ap-computer-science-record-skyrocketing-growth-outpaces-boys-41b7c01373a5\">figures just released\u003c/a>, from 2016 to 2017 the number of underrepresented minorities who took an AP Computer Science exam nearly tripled, from 8,283 to 22,199. The number of girls shot up from 12,642 to 29,708.\u003c/p>\n\u003cp>While significant, this increase was not enough for those two groups to reach parity. Only 1 in 5 of those taking AP CS last year were underrepresented minorities and about 1 in 4 were women.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The course opened doors on a school level as well. Maureen Reyes, the executive director of the AP program at the College Board, says that 100 new schools last year offered the new class as their first AP course ever.\u003c/p>\n\u003cp>\u003cstrong>How CS Principles was born\u003c/strong>\u003c/p>\n\u003cp>\"The entire reason the new exam and course were created was to broaden participation in computer science,\" says Hadi Partovi, a tech entrepreneur and investor. That's also the mission of Code.org, the nonprofit Partovi started with his brother Ali. The organization first made a name for itself with \u003ca href=\"https://hourofcode.com/us\">Hour of Code\u003c/a>, a voluntary effort to introduce a single coding lesson that the organization says has now reached 100 million K-12 students around the world.\u003c/p>\n\u003cp>Code.org, along with its Silicon Valley backers, is taking a leadership role in the rollout of AP CSP. It is one of eight authorized course providers; more than half of all schools teaching the course are using their curriculum. They've created a slick online production featuring interactive exercises and special guest stars. For example, Vint Cerf, one of the \"Fathers of the Internet,\" \u003ca href=\"https://www.youtube.com/watch?v=Dxcc6ycZ73M\" target=\"_blank\" rel=\"noopener noreferrer\">recorded a video\u003c/a> explaining how it works.\u003c/p>\n\u003cp>The College Board, Code.org and other authorized providers are also training teachers to facilitate the course. Hundreds of them, not necessarily from STEM disciplines. \"We are by far the largest player in creating new computer science teachers,\" Partovi claims.\u003c/p>\n\u003cp>Code.org trained 500 teachers last year, and plans to train another 900 this year, with a blend of in-person intensive workshops and online support. The group concentrates its programs in low-income areas. In all, says Reyes, the College Board prepared about 1,300 teachers last year, and its partners another 1,300, all to teach this one course.\u003c/p>\n\u003cp>Whenever a particular subject starts to be taught much more widely, there is a worry that it's going to be watered down. That's not the case with AP CSP, says Reyes.\u003c/p>\n\u003cp>The course, developed with the help of the National Science Foundation, is patterned after introductory computer science classes at top colleges, she notes. In fact, in addition to Code.org, other authorized course materials come from the Beauty and Joy of Computing, a course taught at the University of California, Berkeley; and CS50, a Harvard course that is among the \u003ca href=\"http://www.thecrimson.com/article/2015/9/14/ec10-cs50-largest-enrollments/\">most popular\u003c/a> for freshmen.\u003c/p>\n\u003cp>\"The new course is much more about making things, rather than answering multiple-choice questions,\" says Partovi. AP CSP requires students to submit a portfolio of original work. The only other regular AP course that does that is Studio Art.\u003c/p>\n\u003cp>Students learn about the structure of the Internet, data analysis and representation and making apps. AP CSP doesn't require a particular language. Instead, you can use a visual, drag-and-drop programming \"environment\" such as Scratch, which was originally designed for elementary school kids.\u003c/p>\n\u003cp>Just imagine for a minute that there was an initiative to teach some other subject — say, Chinese — at the Advanced Placement level to tens of thousands more students next year, using teachers who don't speak Chinese themselves and copies of Rosetta Stone language software. Partovi says it works with CS because \"Our curriculum is designed to be a little more self-teaching. The teachers' job is to facilitate.\"\u003c/p>\n\u003cp>Now imagine that that initiative was led by, say, Chinese companies like Alibaba. Or that the fossil fuel industry led a successful push for an AP Petrochemistry course (the way they \u003ca href=\"http://www.npr.org/2017/07/11/535653913/heres-what-the-oil-industry-is-teaching-oklahomas-students\">fund science curricula\u003c/a> in states like Oklahoma.)\u003c/p>\n\u003cp>Industry support has \"been a huge factor in the success of CSP,\" says Reyes, and that's a good thing. \"We're looking at a pretty innovative time where industry is stepping in to help education offer computer science to students.\"\u003c/p>\n\u003cp>In the end, the promise of any AP course is that students will find what they learn to be worthwhile in the future — and that they will burnish college applications, of course.\u003c/p>\n\u003cp>Harvey Mudd College, a small private college in California that focuses on both engineering and liberal arts, is one of hundreds of colleges that have agreed to recognize AP CSP.\u003c/p>\n\u003cp>Harvey Mudd freshmen who have taken either AP CS course can choose to track into the more advanced version of the required freshman CS course. The college's president, Maria Klawe, is on the advisory board of Code.Org.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"I love the new AP CS Principles course,\" she says. \"It's very similar to the course we put together for every student at Harvey Mudd in the first semester. The whole idea was to let students see that what they're going to learn matters in life.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Tens+Of+Thousands+More+Women+And+Minorities+Are+Taking+Computer+Science&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "MIT's Scratch Program Is Evolving For Greater, More Mobile Creativity",
"title": "MIT's Scratch Program Is Evolving For Greater, More Mobile Creativity",
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"content": "\u003cp>Mitch Resnick has been working on how to give students new avenues of creative expression for over a decade. His \u003ca href=\"https://llk.media.mit.edu/\" target=\"_blank\" rel=\"noopener noreferrer\">Lifelong Kindergarten\u003c/a> group at the MIT Media Lab develops \u003ca href=\"https://llk.media.mit.edu/projects/783/\" target=\"_blank\" rel=\"noopener noreferrer\">Scratch\u003c/a>, one of the most popular coding programs for kids, which is based on the seminal work of Seymour Papert, who died in 2016. When Resnick thinks about the guiding philosophy behind Scratch, he thinks of one of its users -- \u003ca href=\"https://scratch.mit.edu/users/ipzy/\" target=\"_blank\" rel=\"noopener noreferrer\">Ipzy\u003c/a>.\u003c/p>\n\u003cp>Ipzy started using Scratch at age 11. Ipzy -- who goes by the gender neutral pronoun \"they\"* -- loved to draw and heard that Scratch might help them animate their art. Ipzy's first Scratch project was a simple animation where the eyes and ears of a drawing moved subtly. “You can almost see [Ipzy] here dipping [their] toe in the water of something new,” said Resnick during a presentation at the \u003ca href=\"https://conference.iste.org/2017/\" target=\"_blank\" rel=\"noopener noreferrer\">International Society for Technology in Education\u003c/a> conference.\u003c/p>\n\u003cp>Over time Ipzy started making more complicated projects in Scratch. They created the \u003ca href=\"https://scratch.mit.edu/projects/13772905/\" target=\"_blank\" rel=\"noopener noreferrer\">Lemonade Time game\u003c/a> in which players wander through a world gathering the ingredients to make lemonade. Ipzy started to become well-known in the Scratch online community as someone who made things other people liked, and people started asking if they could use Ipzy's artwork in their projects. That led Ipzy to rebrand as Ipzy Studios, but they freely allowed others access to their artwork, with permission to modify, as long as they were credited.\u003c/p>\n\u003cp>“[Ipzy] was becoming a good citizen,” Resnick said. “In addition to sharing [their] artwork [they were] also beginning to share the things [they were] learning about programming.” Ipzy, like so many other kids passionate about a topic, began making tutorials about how they did things like \u003ca href=\"https://scratch.mit.edu/projects/168691186/\" target=\"_blank\" rel=\"noopener noreferrer\">make a scrolling background\u003c/a>. They shared their code and commented on it to point out tricky things. And, Ipzy started to get comments and feedback, which they actively responded to, sometimes even \u003ca href=\"https://scratch.mit.edu/projects/114874755/\" target=\"_blank\" rel=\"noopener noreferrer\">changing a game \u003c/a>or project by popular demand.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe allowtransparency=\"true\" width=\"640\" height=\"360\" src=\"//scratch.mit.edu/projects/embed/13772905/?autostart=false\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Resnick loves the story of Ipzy because their evolution within the Scratch community illustrates the four key ingredients his team thinks are integral to a great experience: \u003ca href=\"https://ww2.kqed.org/mindshift/2017/05/01/projects-passion-peers-and-play-seymour-paperts-vision-for-learning/\" target=\"_blank\" rel=\"noopener noreferrer\">projects, passion, peers and play\u003c/a>. Ipzy wasn’t using Scratch because someone told them coding would be an important skill for their future; they were using it to express creativity in new ways.\u003c/p>\n\u003cp>“We created Scratch to give people new ways to think about things,” Resnick said. For him the project is at the center of that goal. “A project is a way to put your idea into action. As kids work on projects, they learn core ideas in a meaningful context.”\u003c/p>\n\u003cp>The project reflects kids’ passions, but also what they are learning. One kid made a Scratch project to accompany his reading of \u003cem>Charlotte’s Web\u003c/em>. In his animation, the pig gets smaller as it moves away. That shows his learning about perspective, as well as math, because in order to make the code do that he would have had to multiply by a fraction. Resnick loves that projects allow kids to integrate their knowledge across disciplines in natural ways.\u003c/p>\n\u003cp>As coding programs for kids have proliferated, Resnick believes even more firmly in the project as the foundational unit because it \u003ca href=\"https://ww2.kqed.org/mindshift/2015/12/15/engage-kids-with-coding-by-letting-them-design-create-and-tell-stories/\" target=\"_blank\" rel=\"noopener noreferrer\">springs from kids’ creativity\u003c/a> and is not constrained by the program. He worries about coding software that emphasizes the syntax of the code rather than the creativity of the project. He acknowledges that many of these puzzle-based games are fun and kids like them, but he wishes kids had more freedom of expression within them.\u003c/p>\n\u003cp>“I really question whether kids doing this are going to be creative with the technology and learn to really express themselves,” Resnick said.\u003c/p>\n\u003cp>He believes strongly in the power of passion to drive learning and cites \u003ca href=\"https://ww2.kqed.org/mindshift/2014/10/22/how-teachers-can-motivate-students-of-any-age/\" target=\"_blank\" rel=\"noopener noreferrer\">motivation\u003c/a> research showing that when external rewards like badges are introduced they may give an initial boost of excitement, but long-term motivation diminishes.\u003c/p>\n\u003cp>That’s why collaborative, peer-to-peer learning is so important to the Scratch developers. In many ways \u003ca href=\"https://ww2.kqed.org/mindshift/2017/07/10/7-questions-principals-should-ask-when-hiring-future-ready-teachers/\" target=\"_blank\" rel=\"noopener noreferrer\">creating for and alongside other people helps provide the internal motivation\u003c/a> that an external reward cannot stimulate. Resnick likes to point out that Ipzy started coding out of a love for drawing and a desire to add animation to those creations, but stayed because of the Scratch community.\u003c/p>\n\u003cp>“We launched the programming language and the online community at the exact same time,” Resnick said. “To us they are inextricably linked. Being part of a community is part of that creative learning process.”\u003c/p>\n\u003cp>People tend to expect collaborative learning environments in the physical world, but have a harder time creating them in the digital world. Ipzy’s Lemonade Time game is a good example of how powerful an online community can be. Lemonade Time was viewed over 15,000 times by other users, so Ipzy had an audience, which was motivating. Several thousand people indicated they loved the game, and perhaps even more flattering, dozens of people made variations on Ipzy's project.\u003c/p>\n\u003cp>There were comments, suggestions, and questions about why Ipzy had made certain choices. Ipzy engaged with these comments and made changes based upon them, illustrating how something becomes better when people think about it together.\u003c/p>\n\u003cp>The Scratch team puts a lot of effort into moderating the community to maintain the type of positive, safe environment where kids like Ipzy can play -- not just to have fun, but to take risks, test boundaries and try new things. The blocks themselves are easy to set aside and pick up later, so there’s no negative consequence to trying something new. That playful spirit is cultivated and carefully nurtured.\u003c/p>\n\u003cp>\u003cstrong>SCRATCH 3.0\u003c/strong>\u003c/p>\n\u003cp>Using this history of projects built on passions, in community and with a playful spirit, the Scratch team is gearing up to release a new version of Scratch. They’re integrating feedback from educators and users by making teacher accounts, learning resources, in-person communities and several new features to the actual program.\u003c/p>\n\u003cp>The new version of Scratch is being designed to work on mobile devices, so it will be lighter and more flexible. The developers are redesigning the blocks to be more finger-friendly and to look more horizontal, akin to the Scratch Jr. blocks, which can be used for the lighter, smaller projects likely to be created on a mobile device.\u003c/p>\n\u003cp>The team is also working on a way to integrate the physical world with Scratch using what they’re currently calling a “Scratch Pad,” but whose name could change. Its design is intentionally minimal, just a small round object with a knob, a button, a slot and sensors inside.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">A little demo of what's to come with \u003ca href=\"https://twitter.com/hashtag/Scratch3?src=hash\">#Scratch3\u003c/a>.0 - mobile, and easier interaction with physical creations \u003ca href=\"https://twitter.com/hashtag/ISTE17?src=hash\">#ISTE17\u003c/a> \u003ca href=\"https://t.co/0gFF0n7xYL\">pic.twitter.com/0gFF0n7xYL\u003c/a>\u003c/p>\n\u003cp>— Katrina Schwartz (@Kschwart) \u003ca href=\"https://twitter.com/Kschwart/status/885612725916753925\">July 13, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“We want to make it easy for people to build around it,” Resnick said. The team is currently thinking the slot would allow cardboard to be the universal connector, and kids could build from there. The simplicity of the hardware means it can become part of anything, a controller for a game, an accelerometer, anything a kid might want to program.\u003c/p>\n\u003cp>“We see Scratch as a type of building,” Resnick said. “Kids are building programs with Scratch, so we really want to give them the experience of building in the physical world and in the computational world.”\u003c/p>\n\u003cp>The developers are testing these new features out on a separate \u003ca href=\"http://scratchx.org/\" target=\"_blank\" rel=\"noopener noreferrer\">ScratchX site\u003c/a>, where they’ve posted open-source code for the various extensions that could work with other types of physical devices like Lego WeDo, Arduinos or even text-to-speech. The idea is to make it easier for kids to write programs in Scratch that control or manipulate things they have built in the physical world.\u003c/p>\n\u003cp>“We also want to make it really easy for other people to add their own extensions,” Resnick said. “We don’t want to be the bottleneck.” Other developers have already posted some of those extensions to the ScratchX site. Resnick hopes to have an alpha version of Scratch 3.0 running by early 2018 so a wider community can begin playing with it on the ScratchX site. Then later in the year they’ll integrate the 3.0 version with the existing Scratch website and community. The developers hope, but aren’t promising, that everything will be ready for the start of school in 2018.\u003c/p>\n\u003cfigure id=\"attachment_48689\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-48689\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/07/scratch-pad-1020x765.jpg\" alt=\"\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/07/scratch-pad-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/scratch-pad-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/scratch-pad-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/scratch-pad-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/scratch-pad-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/scratch-pad-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/scratch-pad-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/scratch-pad-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/scratch-pad-520x390.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Scratch developers demonstrated how kids could use many kinds of materials to build physical objects around the \"Scratch Pad,\" which could then be programmed with Scratch. \u003ccite>(Katrina Schwartz)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“We put the tool out there, but we continue to be amazed and delighted by ways teachers and kids and parents are making use of it in ways that we would never have imagined,” Resnick said. “We hope the new version will continue to lead to more creativity.”\u003c/p>\n\u003cp>\u003cstrong>TEACHER ACCOUNTS\u003c/strong>\u003c/p>\n\u003cp>Scratch started as a tool for kids, not as an ed-tech tool built for classrooms, so managing Scratch projects has been challenging for some teachers trying to use Scratch in the classroom. Now, teachers can create a \u003ca href=\"https://scratch.mit.edu/educators/#teacher-accounts\" target=\"_blank\" rel=\"noopener noreferrer\">teacher account\u003c/a>, signified by a purple bar at the top, and then can create classes. From within the class, the teacher can send a sign-up link so students can sign up for the class and create an account within the class. This process does not require separate email sign-ons for each student, a process Scratch developers heard from teachers was very challenging. The class accounts ask for less information and are more managed by teachers. Students cannot link their existing personal Scratch account to the class, but they can keep it separate for their own use.\u003c/p>\n\u003cp>Within class accounts, teachers can manually change student passwords, assign work, send updates and moderate student behavior. If a student does something against the policies of the Scratch community, moderators at MIT will send an email to the teacher. Teachers can also create studios, like assignments, and all students in the class will automatically be followers of the studio, receive updates and be able to add to it.\u003c/p>\n\u003cp>It’s important to know that if a teacher closes a class, all the accounts associated with it will close, too. And there’s not an easy internal way to transfer projects from a student’s class account to his personal one. However, he could download the project and re-upload it to his personal Scratch account in order to preserve the work after the school year is over.\u003c/p>\n\u003cp>“When we were doing our initial exploration, some teachers really wanted a walled garden,” said Kasia Chmielinski, the product lead for Scratch at the MIT Media Lab. They wanted their students to use Scratch without being part of the wider Scratch community. “Our philosophy at Scratch is that the community is a really important part of the learning,” Chmielinski said. “They come for the coding and stay for the community.” That’s why the developers decided not to offer a walled garden option. The closest thing to that functionality would be working in offline mode, which will still be available. Teachers can \u003ca href=\"Teacher-accounts@scratch.mit.edu\" target=\"_blank\" rel=\"noopener noreferrer\">email\u003c/a> the Scratch team to convert their personal accounts to teacher accounts.\u003c/p>\n\u003cp>Scratch developers at MIT are also trying to build up the supportive materials they offer to teachers who want to get started using Scratch in the classroom. They’ve built \u003ca href=\"https://scratch.mit.edu/tips\" target=\"_blank\" rel=\"noopener noreferrer\">Learning Resource Cards\u003c/a> that are downloadable and modifiable so teachers can change them to suit their needs. They’ve also invested in a coordinator to support \u003ca href=\"https://day.scratch.mit.edu/\" target=\"_blank\" rel=\"noopener noreferrer\">in-person meetups\u003c/a> of people who use and love Scratch. While the online community is robust, they see value in supporting people to meet, play and program face-to-face as well.\u003c/p>\n\u003cp>The changes to Scratch 3.0 indicate the developers value input from the educator community, and see teachers as a core user group of their product. They don’t want to lose their core philosophy around projects, passion, peers, and play in the process, but rather spread those ideals to schools and classrooms that use Scratch.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>*This post has been updated to reflect Ipzy's gender pronoun. \u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Mitch Resnick has been working on how to give students new avenues of creative expression for over a decade. His \u003ca href=\"https://llk.media.mit.edu/\" target=\"_blank\" rel=\"noopener noreferrer\">Lifelong Kindergarten\u003c/a> group at the MIT Media Lab develops \u003ca href=\"https://llk.media.mit.edu/projects/783/\" target=\"_blank\" rel=\"noopener noreferrer\">Scratch\u003c/a>, one of the most popular coding programs for kids, which is based on the seminal work of Seymour Papert, who died in 2016. When Resnick thinks about the guiding philosophy behind Scratch, he thinks of one of its users -- \u003ca href=\"https://scratch.mit.edu/users/ipzy/\" target=\"_blank\" rel=\"noopener noreferrer\">Ipzy\u003c/a>.\u003c/p>\n\u003cp>Ipzy started using Scratch at age 11. Ipzy -- who goes by the gender neutral pronoun \"they\"* -- loved to draw and heard that Scratch might help them animate their art. Ipzy's first Scratch project was a simple animation where the eyes and ears of a drawing moved subtly. “You can almost see [Ipzy] here dipping [their] toe in the water of something new,” said Resnick during a presentation at the \u003ca href=\"https://conference.iste.org/2017/\" target=\"_blank\" rel=\"noopener noreferrer\">International Society for Technology in Education\u003c/a> conference.\u003c/p>\n\u003cp>Over time Ipzy started making more complicated projects in Scratch. They created the \u003ca href=\"https://scratch.mit.edu/projects/13772905/\" target=\"_blank\" rel=\"noopener noreferrer\">Lemonade Time game\u003c/a> in which players wander through a world gathering the ingredients to make lemonade. Ipzy started to become well-known in the Scratch online community as someone who made things other people liked, and people started asking if they could use Ipzy's artwork in their projects. That led Ipzy to rebrand as Ipzy Studios, but they freely allowed others access to their artwork, with permission to modify, as long as they were credited.\u003c/p>\n\u003cp>“[Ipzy] was becoming a good citizen,” Resnick said. “In addition to sharing [their] artwork [they were] also beginning to share the things [they were] learning about programming.” Ipzy, like so many other kids passionate about a topic, began making tutorials about how they did things like \u003ca href=\"https://scratch.mit.edu/projects/168691186/\" target=\"_blank\" rel=\"noopener noreferrer\">make a scrolling background\u003c/a>. They shared their code and commented on it to point out tricky things. And, Ipzy started to get comments and feedback, which they actively responded to, sometimes even \u003ca href=\"https://scratch.mit.edu/projects/114874755/\" target=\"_blank\" rel=\"noopener noreferrer\">changing a game \u003c/a>or project by popular demand.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe allowtransparency=\"true\" width=\"640\" height=\"360\" src=\"//scratch.mit.edu/projects/embed/13772905/?autostart=false\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Resnick loves the story of Ipzy because their evolution within the Scratch community illustrates the four key ingredients his team thinks are integral to a great experience: \u003ca href=\"https://ww2.kqed.org/mindshift/2017/05/01/projects-passion-peers-and-play-seymour-paperts-vision-for-learning/\" target=\"_blank\" rel=\"noopener noreferrer\">projects, passion, peers and play\u003c/a>. Ipzy wasn’t using Scratch because someone told them coding would be an important skill for their future; they were using it to express creativity in new ways.\u003c/p>\n\u003cp>“We created Scratch to give people new ways to think about things,” Resnick said. For him the project is at the center of that goal. “A project is a way to put your idea into action. As kids work on projects, they learn core ideas in a meaningful context.”\u003c/p>\n\u003cp>The project reflects kids’ passions, but also what they are learning. One kid made a Scratch project to accompany his reading of \u003cem>Charlotte’s Web\u003c/em>. In his animation, the pig gets smaller as it moves away. That shows his learning about perspective, as well as math, because in order to make the code do that he would have had to multiply by a fraction. Resnick loves that projects allow kids to integrate their knowledge across disciplines in natural ways.\u003c/p>\n\u003cp>As coding programs for kids have proliferated, Resnick believes even more firmly in the project as the foundational unit because it \u003ca href=\"https://ww2.kqed.org/mindshift/2015/12/15/engage-kids-with-coding-by-letting-them-design-create-and-tell-stories/\" target=\"_blank\" rel=\"noopener noreferrer\">springs from kids’ creativity\u003c/a> and is not constrained by the program. He worries about coding software that emphasizes the syntax of the code rather than the creativity of the project. He acknowledges that many of these puzzle-based games are fun and kids like them, but he wishes kids had more freedom of expression within them.\u003c/p>\n\u003cp>“I really question whether kids doing this are going to be creative with the technology and learn to really express themselves,” Resnick said.\u003c/p>\n\u003cp>He believes strongly in the power of passion to drive learning and cites \u003ca href=\"https://ww2.kqed.org/mindshift/2014/10/22/how-teachers-can-motivate-students-of-any-age/\" target=\"_blank\" rel=\"noopener noreferrer\">motivation\u003c/a> research showing that when external rewards like badges are introduced they may give an initial boost of excitement, but long-term motivation diminishes.\u003c/p>\n\u003cp>That’s why collaborative, peer-to-peer learning is so important to the Scratch developers. In many ways \u003ca href=\"https://ww2.kqed.org/mindshift/2017/07/10/7-questions-principals-should-ask-when-hiring-future-ready-teachers/\" target=\"_blank\" rel=\"noopener noreferrer\">creating for and alongside other people helps provide the internal motivation\u003c/a> that an external reward cannot stimulate. Resnick likes to point out that Ipzy started coding out of a love for drawing and a desire to add animation to those creations, but stayed because of the Scratch community.\u003c/p>\n\u003cp>“We launched the programming language and the online community at the exact same time,” Resnick said. “To us they are inextricably linked. Being part of a community is part of that creative learning process.”\u003c/p>\n\u003cp>People tend to expect collaborative learning environments in the physical world, but have a harder time creating them in the digital world. Ipzy’s Lemonade Time game is a good example of how powerful an online community can be. Lemonade Time was viewed over 15,000 times by other users, so Ipzy had an audience, which was motivating. Several thousand people indicated they loved the game, and perhaps even more flattering, dozens of people made variations on Ipzy's project.\u003c/p>\n\u003cp>There were comments, suggestions, and questions about why Ipzy had made certain choices. Ipzy engaged with these comments and made changes based upon them, illustrating how something becomes better when people think about it together.\u003c/p>\n\u003cp>The Scratch team puts a lot of effort into moderating the community to maintain the type of positive, safe environment where kids like Ipzy can play -- not just to have fun, but to take risks, test boundaries and try new things. The blocks themselves are easy to set aside and pick up later, so there’s no negative consequence to trying something new. That playful spirit is cultivated and carefully nurtured.\u003c/p>\n\u003cp>\u003cstrong>SCRATCH 3.0\u003c/strong>\u003c/p>\n\u003cp>Using this history of projects built on passions, in community and with a playful spirit, the Scratch team is gearing up to release a new version of Scratch. They’re integrating feedback from educators and users by making teacher accounts, learning resources, in-person communities and several new features to the actual program.\u003c/p>\n\u003cp>The new version of Scratch is being designed to work on mobile devices, so it will be lighter and more flexible. The developers are redesigning the blocks to be more finger-friendly and to look more horizontal, akin to the Scratch Jr. blocks, which can be used for the lighter, smaller projects likely to be created on a mobile device.\u003c/p>\n\u003cp>The team is also working on a way to integrate the physical world with Scratch using what they’re currently calling a “Scratch Pad,” but whose name could change. Its design is intentionally minimal, just a small round object with a knob, a button, a slot and sensors inside.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">A little demo of what's to come with \u003ca href=\"https://twitter.com/hashtag/Scratch3?src=hash\">#Scratch3\u003c/a>.0 - mobile, and easier interaction with physical creations \u003ca href=\"https://twitter.com/hashtag/ISTE17?src=hash\">#ISTE17\u003c/a> \u003ca href=\"https://t.co/0gFF0n7xYL\">pic.twitter.com/0gFF0n7xYL\u003c/a>\u003c/p>\n\u003cp>— Katrina Schwartz (@Kschwart) \u003ca href=\"https://twitter.com/Kschwart/status/885612725916753925\">July 13, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“We want to make it easy for people to build around it,” Resnick said. The team is currently thinking the slot would allow cardboard to be the universal connector, and kids could build from there. The simplicity of the hardware means it can become part of anything, a controller for a game, an accelerometer, anything a kid might want to program.\u003c/p>\n\u003cp>“We see Scratch as a type of building,” Resnick said. “Kids are building programs with Scratch, so we really want to give them the experience of building in the physical world and in the computational world.”\u003c/p>\n\u003cp>The developers are testing these new features out on a separate \u003ca href=\"http://scratchx.org/\" target=\"_blank\" rel=\"noopener noreferrer\">ScratchX site\u003c/a>, where they’ve posted open-source code for the various extensions that could work with other types of physical devices like Lego WeDo, Arduinos or even text-to-speech. The idea is to make it easier for kids to write programs in Scratch that control or manipulate things they have built in the physical world.\u003c/p>\n\u003cp>“We also want to make it really easy for other people to add their own extensions,” Resnick said. “We don’t want to be the bottleneck.” Other developers have already posted some of those extensions to the ScratchX site. Resnick hopes to have an alpha version of Scratch 3.0 running by early 2018 so a wider community can begin playing with it on the ScratchX site. Then later in the year they’ll integrate the 3.0 version with the existing Scratch website and community. The developers hope, but aren’t promising, that everything will be ready for the start of school in 2018.\u003c/p>\n\u003cfigure id=\"attachment_48689\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-48689\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/07/scratch-pad-1020x765.jpg\" alt=\"\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/07/scratch-pad-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/scratch-pad-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/scratch-pad-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/scratch-pad-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/scratch-pad-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/scratch-pad-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/scratch-pad-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/scratch-pad-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/scratch-pad-520x390.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Scratch developers demonstrated how kids could use many kinds of materials to build physical objects around the \"Scratch Pad,\" which could then be programmed with Scratch. \u003ccite>(Katrina Schwartz)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“We put the tool out there, but we continue to be amazed and delighted by ways teachers and kids and parents are making use of it in ways that we would never have imagined,” Resnick said. “We hope the new version will continue to lead to more creativity.”\u003c/p>\n\u003cp>\u003cstrong>TEACHER ACCOUNTS\u003c/strong>\u003c/p>\n\u003cp>Scratch started as a tool for kids, not as an ed-tech tool built for classrooms, so managing Scratch projects has been challenging for some teachers trying to use Scratch in the classroom. Now, teachers can create a \u003ca href=\"https://scratch.mit.edu/educators/#teacher-accounts\" target=\"_blank\" rel=\"noopener noreferrer\">teacher account\u003c/a>, signified by a purple bar at the top, and then can create classes. From within the class, the teacher can send a sign-up link so students can sign up for the class and create an account within the class. This process does not require separate email sign-ons for each student, a process Scratch developers heard from teachers was very challenging. The class accounts ask for less information and are more managed by teachers. Students cannot link their existing personal Scratch account to the class, but they can keep it separate for their own use.\u003c/p>\n\u003cp>Within class accounts, teachers can manually change student passwords, assign work, send updates and moderate student behavior. If a student does something against the policies of the Scratch community, moderators at MIT will send an email to the teacher. Teachers can also create studios, like assignments, and all students in the class will automatically be followers of the studio, receive updates and be able to add to it.\u003c/p>\n\u003cp>It’s important to know that if a teacher closes a class, all the accounts associated with it will close, too. And there’s not an easy internal way to transfer projects from a student’s class account to his personal one. However, he could download the project and re-upload it to his personal Scratch account in order to preserve the work after the school year is over.\u003c/p>\n\u003cp>“When we were doing our initial exploration, some teachers really wanted a walled garden,” said Kasia Chmielinski, the product lead for Scratch at the MIT Media Lab. They wanted their students to use Scratch without being part of the wider Scratch community. “Our philosophy at Scratch is that the community is a really important part of the learning,” Chmielinski said. “They come for the coding and stay for the community.” That’s why the developers decided not to offer a walled garden option. The closest thing to that functionality would be working in offline mode, which will still be available. Teachers can \u003ca href=\"Teacher-accounts@scratch.mit.edu\" target=\"_blank\" rel=\"noopener noreferrer\">email\u003c/a> the Scratch team to convert their personal accounts to teacher accounts.\u003c/p>\n\u003cp>Scratch developers at MIT are also trying to build up the supportive materials they offer to teachers who want to get started using Scratch in the classroom. They’ve built \u003ca href=\"https://scratch.mit.edu/tips\" target=\"_blank\" rel=\"noopener noreferrer\">Learning Resource Cards\u003c/a> that are downloadable and modifiable so teachers can change them to suit their needs. They’ve also invested in a coordinator to support \u003ca href=\"https://day.scratch.mit.edu/\" target=\"_blank\" rel=\"noopener noreferrer\">in-person meetups\u003c/a> of people who use and love Scratch. While the online community is robust, they see value in supporting people to meet, play and program face-to-face as well.\u003c/p>\n\u003cp>The changes to Scratch 3.0 indicate the developers value input from the educator community, and see teachers as a core user group of their product. They don’t want to lose their core philosophy around projects, passion, peers, and play in the process, but rather spread those ideals to schools and classrooms that use Scratch.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Earth’s molten core and the lost city of Atlantis are not traditional summer destinations for kids, but intrepid young campers can now contend with lava or rebuild the underwater metropolis as they learn, play and socialize in the digital realms of virtual camps.\u003c/p>\n\u003cp>California-based \u003ca href=\"https://connectedcamps.com/\">Connected Camps\u003c/a> is part of a \u003ca href=\"https://www.commonsensemedia.org/blog/11-online-summer-camps-to-keep-kids-busy-and-learning-while-schools-out\">growing offering\u003c/a> of online camps that fill a unique niche to complement their traditional pine-and-mortar counterparts. Accessible across the U.S. and around the world, the camp offers programs in engineering, architecture, coding, animation, game design and storytelling, all hosted on custom Minecraft servers or delivered with \u003ca href=\"https://scratch.mit.edu/\">MIT’s Scratch\u003c/a> coding software. Each weeklong program connects kids with fellow campers and expert mentors who support the participants and share their expertise.\u003c/p>\n\u003cp>“We meet kids where they are, where they’re already engaged with social and interest-driven learning,” said \u003ca href=\"https://clrn.dmlhub.net/people/mimi-ito\">Mimi Ito\u003c/a>, a co-founder of Connected Camps and a cultural anthropologist whose research focuses on how young people engage with digital media. “If you’re already messing around with \u003ca href=\"http://minecraft.gamepedia.com/Redstone\">redstone\u003c/a> in Minecraft, this is a pathway for you to learn circuitry and get interested in engineering.”\u003c/p>\n\u003cp>The camp was founded on the principles of \u003ca href=\"https://ww2.kqed.org/mindshift/tag/connected-learning/\">connected learning\u003c/a>, an evidence-based framework developed through the MacArthur Foundation’s Digital Media and Learning Initiative. The work is informed by the \u003ca href=\"https://clrn.dmlhub.net/\">Connected Learning Research Network\u003c/a>, a research, design and implementation hub whose mandate is to advance interdisciplinary work for learning in a connected world. In addition to Ito, Connected Camps was launched by game designer and educator Katie Salen and makerspace whiz Tara Brown, a self-proclaimed trio of “girl geeks” who combine a wealth of experience in learning, technology and academia.\u003c/p>\n\u003cp>“It’s a pretty simple premise,” said Ito. “When you connect to what kids are genuinely interested in and learning is embedded in a meaningful social context, then it's more engaging, resilient and transformative.\" She said kids are already engaged in gaming or online communities, but the team was trying to make the connection to learning opportunities outside school. The camp strives to guide and shape a child’s existing interest to further academic achievement, career potential and civic engagement.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“It’s positive and productive -- [my son] learned new concepts, including the election process,\" said Lily Santosa, whose 12-year-old joined the camp all the way from Sydney, Australia. \"It helped him discover his passion for building and creating cool stuff. It also helps him to do research on other challenges that he could do in Minecraft.”\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=6LTMb4KWSq4\u003c/p>\n\u003cp>Connected Camp's approach draws from a deep well of social and student-centered learning theories. It embodies the idea of \u003ca href=\"http://gsi.berkeley.edu/gsi-guide-contents/learning-theory-research/social-constructivism/\">social constructivism\u003c/a>, whose premise is that knowledge is built through social interactions, and its closely allied theory of \u003ca href=\"https://llk.media.mit.edu/courses/readings/Stahl_CSCL.pdf\">computer-supported collaborative learning\u003c/a> (CSCL) that extends the principles of social learning to networked and online environments. Connected Camps designs project-based goals, like colonizing Mars or programming turtles to swim, in safe and familiar digital worlds to encourage campers to collectively solve problems and build knowledge in fun and engaging ways. Salen underscores that the camp’s structure relies on \u003ca href=\"http://www.gallup.com/poll/168848/life-college-matters-life-college.aspx?utm_source=Life%20after%20college&utm_medium=search&utm_campaign=tiles\">research\u003c/a> that finds experiential and project-based learning can lead to long-term interest in technical fields.\u003c/p>\n\u003cp>\u003cstrong>SOCIAL INTERACTIONS IN REAL LIFE \u003c/strong>\u003c/p>\n\u003cp>But how does socializing online compare to real-world, flesh-and-blood interaction? “We think that today’s technology provides a new opportunity for kids to be able to connect and affiliate, but it’s not a model that requires technology,” said Ito. She said that kids are connecting through athletics and other non-digital arts, but connecting online helps kids find the interests and communities that might not be available to them in person.\u003c/p>\n\u003cp>\"The internet provides an opportunity for kids to really find their people, which is especially important for kids who might not be into the handful of offerings that are available in their community,\" said Ito. \"The ability to have more micro-niches to cater to a vast diversity of interests is one of the biggest advantages of online.”\u003c/p>\n\u003cp>A second benefit of online engagement is accessibility and equity. “Many in-person tech or coding summer camps are expensive, boutique programs only available in urban high-tech regions,\" said Salen, whose prolific career includes founding \u003ca href=\"https://www.instituteofplay.org/\">Institute of Play\u003c/a>, the organization behind diverse game-based learning projects like the famed \u003ca href=\"https://ww2.kqed.org/mindshift/2015/08/13/what-do-sixth-graders-say-about-learning-with-games-it-works/\">Quest to Learn\u003c/a> school in New York City and Chicago. \"This means lots of kids can’t attend them. Because our programs are virtual, kids can attend from anywhere they have an internet connection.” Weekly programs start at $69, but the year-round \u003ca href=\"https://connectedcamps.com/minecraft-kid-club\">Kid Club\u003c/a> is free and offers kids access to a Minecraft server and guidance from a counselor.\u003c/p>\n\u003cp>To help bridge \u003ca href=\"https://ww2.kqed.org/mindshift/2016/02/03/whats-lost-when-kids-are-under-connected-to-the-internet/\">the digital divide\u003c/a>, Connected Camps has developed relationships with schools, libraries and community programs to facilitate spaces and computers for kids who may otherwise have trouble accessing the web. Also, unlike other summer activities where kids pursue an interest for the length of the program without structured follow-up, online campers can persist with their passions and build momentum by staying connected to the community year-round.\u003c/p>\n\u003cp>\"Having an online camp is perfect for [my daughter] because she can be at home, her happy place, and still get to do something fun, interactive and learn about something she already loves,\" said Karen Gilbo, who lives outside Washington, D.C., and has enrolled her 12-year-old daughter in several Connected Camp programs over the last two years. Her daughter, who has Asperger’s syndrome, was able to nourish her passions for Minecraft and STEM, while socializing with greater comfort than in her face-to-face interactions.\u003c/p>\n\u003cp>\"We always struggle to get her into summer camps because she requires an aide, which makes her feel really different from the other kids,\" said Gilbo of her daughter. “This is the first time she has ever asked directly to be in a program because she really enjoys the interaction.\" Even though the personal interactions take place online, they don't necessarily stay that way, said Gilbo. \"The only thing [my daughter] has asked is if she can go meet the counselors in person and when can she start being a counselor herself.”\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=U3xs68gMA2U&feature=youtu.be\u003c/p>\n\u003cp>\u003cstrong>LEVELING UP WITH MENTORSHIP\u003c/strong>\u003c/p>\n\u003cp>A hallmark of the Connected Camp experience is the proficiency and guidance offered by the counselors, known as mentors. Mentors are high school and college students who are recruited for their expertise in Minecraft and Scratch. They design and build the custom server spaces, steward the programs and interface with the campers through online and video chats. Camper-to-mentor ratios range from 1:1 to 20:1, depending on the program.\u003c/p>\n\u003cp>“Our model is about interest-driven and affinity-based mentorship, and we believe that kids learn best from slightly older kids who are passionate about the same interest as they are,” said Ito. \u003ca href=\"https://www.theatlantic.com/education/archive/2016/12/why-some-mentors-fail/510467/\">Studies\u003c/a> have found that well-implemented mentorship programs can bestow a broad range of academic, social and emotional benefits, and help better shepherd young people along an often daunting career path.\u003c/p>\n\u003cp>“Because our online mentors love tech \u003cem>and\u003c/em> study game design, interactive design and computer science at universities around the country, they help kids see the different directions an interest in creative coding can go. They offer practical advice, encourage struggling learners and share stories from the trenches,” said Salen.\u003c/p>\n\u003cp>And, in a testament to the holistic power of intergenerational relationships, the mentors themselves also grow from the experience.\u003c/p>\n\u003cp>“\u003ca href=\"https://connectedcamps.com/meet-the-counselors/\">The counselors\u003c/a> also have this transformative experience. For the first time, they’re actually giving and contributing with something where they have more expertise than the adults around the table,” said Ito. “We’ve been very successful at recruiting a diverse range of counselors and placing them in their first jobs after Connected Camps,\" said Ito.\u003c/p>\n\u003cp>\u003cstrong>GIRL POWER\u003c/strong>\u003c/p>\n\u003cp>Connected Camps also furnishes opportunities to tap into girl power. Most programs have a “just for girls” option that is exclusively girl-run and populated. The underrepresentation and exodus of women in STEM fields \u003ca href=\"https://techcrunch.com/2016/04/14/women-in-tech-whats-the-real-problem/\">is well reported\u003c/a>, and a big part of the problem is isolation, sexism and condescension, a problem whose \u003ca href=\"https://girlswhocode.com/about-us/\">roots extend to middle school\u003c/a>. A recent \u003ca href=\"https://www.theatlantic.com/science/archive/2017/05/women-mentors-engineering/527625/\">study\u003c/a> found that female mentorship in engineering helped remedy a condition that “veer[s] towards exclusion and attrition.\u003c/p>\n\u003cp>“These clubs create a space where girls are free to try out skills without boys demonstrating taken-for-granted tech knowledge, and where girls don’t have to demonstrate technological incompetence in front of the boys,” said Jennifer Jenson, a games and gender expert at York University in Toronto. She sees girls-only technology camps and clubs as a big plus. Jenson, who has extensive experience studying and observing school tech clubs in action, notes that in mixed-gender groups, girls tend to disavow their existing knowledge, are more reluctant to raise their hand and are less likely to speak up. Once the girls have had the space and time to consolidate their self-confidence, and level-up their abilities and proficiency, Jenson is in favor of reintegrating the gender groups.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“The format not only cultivates a sense of belonging and confidence, but also allows young women to do it on their own terms,” said Salen. “The girls-only format sets aside some of the more competitive elements of some of the co-ed camps, providing ample opportunity for the girls to connect with others in a highly collaborative setting.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Earth’s molten core and the lost city of Atlantis are not traditional summer destinations for kids, but intrepid young campers can now contend with lava or rebuild the underwater metropolis as they learn, play and socialize in the digital realms of virtual camps.\u003c/p>\n\u003cp>California-based \u003ca href=\"https://connectedcamps.com/\">Connected Camps\u003c/a> is part of a \u003ca href=\"https://www.commonsensemedia.org/blog/11-online-summer-camps-to-keep-kids-busy-and-learning-while-schools-out\">growing offering\u003c/a> of online camps that fill a unique niche to complement their traditional pine-and-mortar counterparts. Accessible across the U.S. and around the world, the camp offers programs in engineering, architecture, coding, animation, game design and storytelling, all hosted on custom Minecraft servers or delivered with \u003ca href=\"https://scratch.mit.edu/\">MIT’s Scratch\u003c/a> coding software. Each weeklong program connects kids with fellow campers and expert mentors who support the participants and share their expertise.\u003c/p>\n\u003cp>“We meet kids where they are, where they’re already engaged with social and interest-driven learning,” said \u003ca href=\"https://clrn.dmlhub.net/people/mimi-ito\">Mimi Ito\u003c/a>, a co-founder of Connected Camps and a cultural anthropologist whose research focuses on how young people engage with digital media. “If you’re already messing around with \u003ca href=\"http://minecraft.gamepedia.com/Redstone\">redstone\u003c/a> in Minecraft, this is a pathway for you to learn circuitry and get interested in engineering.”\u003c/p>\n\u003cp>The camp was founded on the principles of \u003ca href=\"https://ww2.kqed.org/mindshift/tag/connected-learning/\">connected learning\u003c/a>, an evidence-based framework developed through the MacArthur Foundation’s Digital Media and Learning Initiative. The work is informed by the \u003ca href=\"https://clrn.dmlhub.net/\">Connected Learning Research Network\u003c/a>, a research, design and implementation hub whose mandate is to advance interdisciplinary work for learning in a connected world. In addition to Ito, Connected Camps was launched by game designer and educator Katie Salen and makerspace whiz Tara Brown, a self-proclaimed trio of “girl geeks” who combine a wealth of experience in learning, technology and academia.\u003c/p>\n\u003cp>“It’s a pretty simple premise,” said Ito. “When you connect to what kids are genuinely interested in and learning is embedded in a meaningful social context, then it's more engaging, resilient and transformative.\" She said kids are already engaged in gaming or online communities, but the team was trying to make the connection to learning opportunities outside school. The camp strives to guide and shape a child’s existing interest to further academic achievement, career potential and civic engagement.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“It’s positive and productive -- [my son] learned new concepts, including the election process,\" said Lily Santosa, whose 12-year-old joined the camp all the way from Sydney, Australia. \"It helped him discover his passion for building and creating cool stuff. It also helps him to do research on other challenges that he could do in Minecraft.”\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/6LTMb4KWSq4'\n title='//www.youtube.com/embed/6LTMb4KWSq4'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>Connected Camp's approach draws from a deep well of social and student-centered learning theories. It embodies the idea of \u003ca href=\"http://gsi.berkeley.edu/gsi-guide-contents/learning-theory-research/social-constructivism/\">social constructivism\u003c/a>, whose premise is that knowledge is built through social interactions, and its closely allied theory of \u003ca href=\"https://llk.media.mit.edu/courses/readings/Stahl_CSCL.pdf\">computer-supported collaborative learning\u003c/a> (CSCL) that extends the principles of social learning to networked and online environments. Connected Camps designs project-based goals, like colonizing Mars or programming turtles to swim, in safe and familiar digital worlds to encourage campers to collectively solve problems and build knowledge in fun and engaging ways. Salen underscores that the camp’s structure relies on \u003ca href=\"http://www.gallup.com/poll/168848/life-college-matters-life-college.aspx?utm_source=Life%20after%20college&utm_medium=search&utm_campaign=tiles\">research\u003c/a> that finds experiential and project-based learning can lead to long-term interest in technical fields.\u003c/p>\n\u003cp>\u003cstrong>SOCIAL INTERACTIONS IN REAL LIFE \u003c/strong>\u003c/p>\n\u003cp>But how does socializing online compare to real-world, flesh-and-blood interaction? “We think that today’s technology provides a new opportunity for kids to be able to connect and affiliate, but it’s not a model that requires technology,” said Ito. She said that kids are connecting through athletics and other non-digital arts, but connecting online helps kids find the interests and communities that might not be available to them in person.\u003c/p>\n\u003cp>\"The internet provides an opportunity for kids to really find their people, which is especially important for kids who might not be into the handful of offerings that are available in their community,\" said Ito. \"The ability to have more micro-niches to cater to a vast diversity of interests is one of the biggest advantages of online.”\u003c/p>\n\u003cp>A second benefit of online engagement is accessibility and equity. “Many in-person tech or coding summer camps are expensive, boutique programs only available in urban high-tech regions,\" said Salen, whose prolific career includes founding \u003ca href=\"https://www.instituteofplay.org/\">Institute of Play\u003c/a>, the organization behind diverse game-based learning projects like the famed \u003ca href=\"https://ww2.kqed.org/mindshift/2015/08/13/what-do-sixth-graders-say-about-learning-with-games-it-works/\">Quest to Learn\u003c/a> school in New York City and Chicago. \"This means lots of kids can’t attend them. Because our programs are virtual, kids can attend from anywhere they have an internet connection.” Weekly programs start at $69, but the year-round \u003ca href=\"https://connectedcamps.com/minecraft-kid-club\">Kid Club\u003c/a> is free and offers kids access to a Minecraft server and guidance from a counselor.\u003c/p>\n\u003cp>To help bridge \u003ca href=\"https://ww2.kqed.org/mindshift/2016/02/03/whats-lost-when-kids-are-under-connected-to-the-internet/\">the digital divide\u003c/a>, Connected Camps has developed relationships with schools, libraries and community programs to facilitate spaces and computers for kids who may otherwise have trouble accessing the web. Also, unlike other summer activities where kids pursue an interest for the length of the program without structured follow-up, online campers can persist with their passions and build momentum by staying connected to the community year-round.\u003c/p>\n\u003cp>\"Having an online camp is perfect for [my daughter] because she can be at home, her happy place, and still get to do something fun, interactive and learn about something she already loves,\" said Karen Gilbo, who lives outside Washington, D.C., and has enrolled her 12-year-old daughter in several Connected Camp programs over the last two years. Her daughter, who has Asperger’s syndrome, was able to nourish her passions for Minecraft and STEM, while socializing with greater comfort than in her face-to-face interactions.\u003c/p>\n\u003cp>\"We always struggle to get her into summer camps because she requires an aide, which makes her feel really different from the other kids,\" said Gilbo of her daughter. “This is the first time she has ever asked directly to be in a program because she really enjoys the interaction.\" Even though the personal interactions take place online, they don't necessarily stay that way, said Gilbo. \"The only thing [my daughter] has asked is if she can go meet the counselors in person and when can she start being a counselor herself.”\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/U3xs68gMA2U'\n title='//www.youtube.com/embed/U3xs68gMA2U'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cstrong>LEVELING UP WITH MENTORSHIP\u003c/strong>\u003c/p>\n\u003cp>A hallmark of the Connected Camp experience is the proficiency and guidance offered by the counselors, known as mentors. Mentors are high school and college students who are recruited for their expertise in Minecraft and Scratch. They design and build the custom server spaces, steward the programs and interface with the campers through online and video chats. Camper-to-mentor ratios range from 1:1 to 20:1, depending on the program.\u003c/p>\n\u003cp>“Our model is about interest-driven and affinity-based mentorship, and we believe that kids learn best from slightly older kids who are passionate about the same interest as they are,” said Ito. \u003ca href=\"https://www.theatlantic.com/education/archive/2016/12/why-some-mentors-fail/510467/\">Studies\u003c/a> have found that well-implemented mentorship programs can bestow a broad range of academic, social and emotional benefits, and help better shepherd young people along an often daunting career path.\u003c/p>\n\u003cp>“Because our online mentors love tech \u003cem>and\u003c/em> study game design, interactive design and computer science at universities around the country, they help kids see the different directions an interest in creative coding can go. They offer practical advice, encourage struggling learners and share stories from the trenches,” said Salen.\u003c/p>\n\u003cp>And, in a testament to the holistic power of intergenerational relationships, the mentors themselves also grow from the experience.\u003c/p>\n\u003cp>“\u003ca href=\"https://connectedcamps.com/meet-the-counselors/\">The counselors\u003c/a> also have this transformative experience. For the first time, they’re actually giving and contributing with something where they have more expertise than the adults around the table,” said Ito. “We’ve been very successful at recruiting a diverse range of counselors and placing them in their first jobs after Connected Camps,\" said Ito.\u003c/p>\n\u003cp>\u003cstrong>GIRL POWER\u003c/strong>\u003c/p>\n\u003cp>Connected Camps also furnishes opportunities to tap into girl power. Most programs have a “just for girls” option that is exclusively girl-run and populated. The underrepresentation and exodus of women in STEM fields \u003ca href=\"https://techcrunch.com/2016/04/14/women-in-tech-whats-the-real-problem/\">is well reported\u003c/a>, and a big part of the problem is isolation, sexism and condescension, a problem whose \u003ca href=\"https://girlswhocode.com/about-us/\">roots extend to middle school\u003c/a>. A recent \u003ca href=\"https://www.theatlantic.com/science/archive/2017/05/women-mentors-engineering/527625/\">study\u003c/a> found that female mentorship in engineering helped remedy a condition that “veer[s] towards exclusion and attrition.\u003c/p>\n\u003cp>“These clubs create a space where girls are free to try out skills without boys demonstrating taken-for-granted tech knowledge, and where girls don’t have to demonstrate technological incompetence in front of the boys,” said Jennifer Jenson, a games and gender expert at York University in Toronto. She sees girls-only technology camps and clubs as a big plus. Jenson, who has extensive experience studying and observing school tech clubs in action, notes that in mixed-gender groups, girls tend to disavow their existing knowledge, are more reluctant to raise their hand and are less likely to speak up. Once the girls have had the space and time to consolidate their self-confidence, and level-up their abilities and proficiency, Jenson is in favor of reintegrating the gender groups.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“The format not only cultivates a sense of belonging and confidence, but also allows young women to do it on their own terms,” said Salen. “The girls-only format sets aside some of the more competitive elements of some of the co-ed camps, providing ample opportunity for the girls to connect with others in a highly collaborative setting.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>In recent years there's been a lot of emphasis on teaching kids computer science \u003ca href=\"https://ww2.kqed.org/mindshift/2016/09/28/how-to-start-and-build-an-inclusive-computer-science-program/\">both in high school\u003c/a> and at \u003ca href=\"https://ww2.kqed.org/mindshift/2016/10/06/from-dabbling-to-doing-6-tools-that-excite-kids-about-coding/\" target=\"_blank\">much younger ages\u003c/a>. Computers are an integral part of schools and workplaces; many educators and parents believe learning to code is now a skill akin to\u003ca href=\"https://ww2.kqed.org/mindshift/2015/12/15/engage-kids-with-coding-by-letting-them-design-create-and-tell-stories/\"> learning to write\u003c/a>. And as employers recognize that American students \u003ca href=\"https://ww2.kqed.org/mindshift/2014/06/23/employers-challenge-to-educators-make-school-relevant-to-students-lives/\" target=\"_blank\">aren't graduating with the skills they need\u003c/a> at their companies, there has been a push for more science, technology, engineering and math courses. Computer science has sparked a lot of excitement as a field where \u003ca href=\"https://ww2.kqed.org/mindshift/2014/12/22/coding-bootcamps-emerge-as-fast-tracks-to-6-figure-salaries/\" target=\"_blank\">well-paid jobs will exist\u003c/a> in the future.\u003c/p>\n\u003cp>But beyond writing the code itself, many argue that the thinking processes inherent to a computer related problem are important for all people to learn. Advocates say what's known as \"computational thinking\" is useful for anyone trying to break a large problem down into more manageable parts. In her \u003ca href=\"https://www.nytimes.com/2017/04/04/education/edlife/teaching-students-computer-code.html?_r=0\">New York Times article \u003c/a>Laura Pappano writes that \u003ca href=\"https://ww2.kqed.org/mindshift/2015/11/24/what-a-school-district-designed-for-computational-thinking-looks-like/\" target=\"_blank\">computational thinking is another problem solving strategy\u003c/a> that could be applied to the humanities as well as technology. She interviewed Microsoft's Jeannette M. Wing, who is a former professor at Carnegie Mellon and author of an influential paper on computational thinking:\u003c/p>\n\u003cblockquote>\u003cp>\"Computing practices like reformulating tough problems into ones we know how to solve, seeing trade-offs between time and space, and pipelining (allowing the next action in line to begin before the first completes the sequence) have many applications, she said.\u003c/p>\n\u003cp>Consider the buffet line. 'When you go to a lunch buffet, you see the forks and knives are the first station,” she said. “I find that very annoying. They should be last. You shouldn’t have to balance your plate while you have your fork and knife.' Dr. Wing, who equates a child filling her backpack to caching (how computers retrieve and store information needed later), sees the buffet's inefficiency as a failure to apply logical thinking and sequencing.\u003c/p>\n\u003cp>Computational thinking, she said, can aid a basic task like planning a trip — breaking it into booking flights, hotels, car rental — or be used 'for something as complicated as health care or policy decision-making.' Identifying subproblems and describing their relationship to the larger problem allows for targeted work. 'Once you have well-defined interfaces,' she said, 'you can ignore the complexity of the rest of the problem.'\"\u003c/p>\u003c/blockquote>\n\u003cp>Of course not everyone agrees that computational thinking is a crucial skill. Even some within the field acknowledge that the hype around coding has gotten out of hand. Others say that the ability to think critically, break down problems and apply logic are present in many disciplines. Still, the specific step-by-step processes of computer scientists may be an asset for those who tend towards the big picture. A strong strategy to slow down and look at individual pieces of a complex system is never a bad thing.\u003c/p>\n\u003cp>https://www.nytimes.com/2017/04/04/education/edlife/teaching-students-computer-code.html\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>In recent years there's been a lot of emphasis on teaching kids computer science \u003ca href=\"https://ww2.kqed.org/mindshift/2016/09/28/how-to-start-and-build-an-inclusive-computer-science-program/\">both in high school\u003c/a> and at \u003ca href=\"https://ww2.kqed.org/mindshift/2016/10/06/from-dabbling-to-doing-6-tools-that-excite-kids-about-coding/\" target=\"_blank\">much younger ages\u003c/a>. Computers are an integral part of schools and workplaces; many educators and parents believe learning to code is now a skill akin to\u003ca href=\"https://ww2.kqed.org/mindshift/2015/12/15/engage-kids-with-coding-by-letting-them-design-create-and-tell-stories/\"> learning to write\u003c/a>. And as employers recognize that American students \u003ca href=\"https://ww2.kqed.org/mindshift/2014/06/23/employers-challenge-to-educators-make-school-relevant-to-students-lives/\" target=\"_blank\">aren't graduating with the skills they need\u003c/a> at their companies, there has been a push for more science, technology, engineering and math courses. Computer science has sparked a lot of excitement as a field where \u003ca href=\"https://ww2.kqed.org/mindshift/2014/12/22/coding-bootcamps-emerge-as-fast-tracks-to-6-figure-salaries/\" target=\"_blank\">well-paid jobs will exist\u003c/a> in the future.\u003c/p>\n\u003cp>But beyond writing the code itself, many argue that the thinking processes inherent to a computer related problem are important for all people to learn. Advocates say what's known as \"computational thinking\" is useful for anyone trying to break a large problem down into more manageable parts. In her \u003ca href=\"https://www.nytimes.com/2017/04/04/education/edlife/teaching-students-computer-code.html?_r=0\">New York Times article \u003c/a>Laura Pappano writes that \u003ca href=\"https://ww2.kqed.org/mindshift/2015/11/24/what-a-school-district-designed-for-computational-thinking-looks-like/\" target=\"_blank\">computational thinking is another problem solving strategy\u003c/a> that could be applied to the humanities as well as technology. She interviewed Microsoft's Jeannette M. Wing, who is a former professor at Carnegie Mellon and author of an influential paper on computational thinking:\u003c/p>\n\u003cblockquote>\u003cp>\"Computing practices like reformulating tough problems into ones we know how to solve, seeing trade-offs between time and space, and pipelining (allowing the next action in line to begin before the first completes the sequence) have many applications, she said.\u003c/p>\n\u003cp>Consider the buffet line. 'When you go to a lunch buffet, you see the forks and knives are the first station,” she said. “I find that very annoying. They should be last. You shouldn’t have to balance your plate while you have your fork and knife.' Dr. Wing, who equates a child filling her backpack to caching (how computers retrieve and store information needed later), sees the buffet's inefficiency as a failure to apply logical thinking and sequencing.\u003c/p>\n\u003cp>Computational thinking, she said, can aid a basic task like planning a trip — breaking it into booking flights, hotels, car rental — or be used 'for something as complicated as health care or policy decision-making.' Identifying subproblems and describing their relationship to the larger problem allows for targeted work. 'Once you have well-defined interfaces,' she said, 'you can ignore the complexity of the rest of the problem.'\"\u003c/p>\u003c/blockquote>\n\u003cp>Of course not everyone agrees that computational thinking is a crucial skill. Even some within the field acknowledge that the hype around coding has gotten out of hand. Others say that the ability to think critically, break down problems and apply logic are present in many disciplines. Still, the specific step-by-step processes of computer scientists may be an asset for those who tend towards the big picture. A strong strategy to slow down and look at individual pieces of a complex system is never a bad thing.\u003c/p>\n\u003cp>https://www.nytimes.com/2017/04/04/education/edlife/teaching-students-computer-code.html\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cstrong>By Tanner Higgin, \u003ca href=\"https://www.commonsensemedia.org/educators\">Common Sense Education\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>It’s clear coding and computer science have become key priorities in K-12 education. From \u003ca href=\"http://www.geekwire.com/2016/code-org-lands-23m-as-u-s-business-leaders-call-on-congress-to-fund-computer-science-education/\">Code.org’s massive round of funding\u003c/a> and \u003ca href=\"http://www.csecoalition.org/wp-content/uploads/2016/04/OpenLetter-PressRelease-FINAL.pdf\">the formulation of the Computer Science Coalition\u003c/a> to \u003ca href=\"https://www.whitehouse.gov/blog/2016/01/30/computer-science-all\">President Obama’s Computer Science For All initiative\u003c/a> to big school districts, like the San Francisco Unified School District, building \u003ca href=\"http://www.sfusd.edu/en/news/current-news/2015-news-archive/06/board-approves-plans-to-expand-computer-science-curriculum-to-all-grades.html\">K-12 computer science curriculum\u003c/a> – there’s indications that this is more than a passing fad.\u003c/p>\n\u003cp>Many educators are excited about the opportunities coding and computer science offer students, but with these new curricular priorities come the major practical, pedagogical challenges of building a scope and sequence and then transforming it into units and lessons (not to mention, you know, teaching). Given the problems computer science has had \u003ca href=\"http://www.pbs.org/newshour/updates/teaching-coding-kids-key-closing-fields-diversity-gap/\">meeting the needs of all students\u003c/a> -- especially early on -- there’s some tough challenges ahead for school leaders and educators to make sure computer science for all doesn’t fall flat.\u003c/p>\n\u003cp>If we just focus on the coding part of the equation (computer science is its own set of challenges), there’s some good news. Learning designers have been hard at work cracking three of the biggest make or break challenges facing learn to code initiatives: hooking kids (especially girls) early, crossing the chasm between drag-and-drop and written code, and providing interest-driven projects that fuel learning outside school.\u003c/p>\n\u003cp>Below I’ve highlighted some great coding apps and websites already out there that tackle these three big challenges in inventive ways, providing opportunities for learners of all ages and backgrounds opportunities to dabble then dive-in to coding.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Hooking kids early\u003c/strong>\u003c/p>\n\u003cp>Tools that spark interest in coding through creativity and puzzle solving while teaching the basic premises of logic and sequencing.\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/scratch\">Scratch\u003cbr>\n\u003c/a>Scratch, as far as learning tools go, is a classic, and for good reason. It distills down the basic core competencies of programming into an easy to use and manipulate visual block system that’s been adopted by numerous other tools. What distinguishes Scratch though is its boundless creative possibilities and healthy community which encourage learners to express themselves and share their work. It’s the perfect option for creative kids.\u003c/p>\n\u003cp>https://vimeo.com/65583694\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/app/cork-the-volcano-puzzlets-0\">Cork The Volcano -- Puzzlets\u003cbr>\n\u003c/a>For many early learners, it can be useful to supplement digital coding and interaction with physical, hands-on activity. Cork the Volcano, an app for the Puzzlets platform, uses a similar, but stripped-down, visual block system like Scratch, and focuses on puzzle solving rather than creation. Kids sequence physical blocks on a game board in front of them that causes things to move and behave in the puzzle game. It can be an effective way to jumpstart interest in programmatic thinking for those kids that love problem solving.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=Z_tp1MPRmT0\u003c/p>\n\u003cp>\u003cstrong>Crossing the chasm \u003c/strong>\u003c/p>\n\u003cp>Tools that move kids elegantly toward writing actual code and learning languages and syntax while still providing engaging contexts.\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/game/gamemaker-studio\">GameMaker: Studio\u003cbr>\n\u003c/a>For Scratch users, GameMaker provides a nice next step. It still has the drag-and-drop elements of Scratch as well as the all-in-one experience of design, art asset creation, and coding, but introduces much more fine-tuned control and incredible depth. GameMaker will level-up along with kids’ sensibilities, allowing them to more fully realize the types of games they envision.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=7XDcSXVUGsE\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/codemonkey\">CodeMonkey\u003cbr>\n\u003c/a>If GameMaker is a bit too much, CodeMonkey is a nice option for easing into more complex platforms. Like Puzzlets, CodeMonkey uses problem solving to motivate curious kids. Unlike Puzzlets, however, CodeMonkey is entirely digital. CodeMonkey also leaps across the chasm, introducing kids to written scripting using CoffeScript, a great introductory language that’ll help kids learn syntax.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=o3geZ_0r_3Q\u003c/p>\n\u003cp>\u003cstrong>Harnessing interests\u003c/strong>\u003c/p>\n\u003cp>Tools that expand the horizons to what code can do, showing kids how code can be useful no matter their interests and background.\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/google-cs-first\">Google CS First\u003cbr>\n\u003c/a>More curriculum than tool, Google CS First provides instructional support for kids in grades 4-8 to learn actual coding. The key with CS First, though, is that it allows kids to choose from a set of varied interests (everything from fashion to sports to music), and then uses those topics to drive coding projects. There are also grab-and-go resources for educators to start up clubs in their schools or communities.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=3U5OYQ6ehm0\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/vidcode\">Vidcode\u003cbr>\n\u003c/a>From Instagram to Snapchat to Facebook, just about every teen uses some kind of social media. Vidcode uses the established grammar of social media -- filters, memes, and animation -- as an irresistible context for creative JavaScript coding projects that are genuinely fun and relevant to teens. Paid upgrades also add advanced tutorials as well as curriculum and lesson plans educators can use to get whole classes up and running.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=QuxMsQJIyPQ\u003c/p>\n\u003cp>Of course, there’s much more out there. We’ve got Top Picks lists featuring many more tools over on Common Sense Education for \u003ca href=\"https://www.commonsense.org/education/top-picks/best-coding-tools-for-elementary\">elementary\u003c/a>, \u003ca href=\"https://www.commonsense.org/education/top-picks/best-coding-tools-for-middle-school\">middle school\u003c/a>, and \u003ca href=\"https://www.commonsense.org/education/top-picks/best-coding-tools-for-high-school\">high school\u003c/a> you can check out. And don’t get me wrong; I’m not arguing that these tools solve the problem of computer science for all (after all, I’ve only focused on coding), or that these are the only three challenges facing such an ambitious shift in K-12 education. However, if the promise of computer science for all has hope of being achieved, we need to beyond traditional curricular approaches. We need to supplement or reinvent curriculum with informal resources – the kinds of passion-driven, authentic experiences much better equipped to ignite meaningful interest.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cspan class=\"il\">Tanner\u003c/span> Higgin is senior manager, education content at \u003ca href=\"https://www.commonsensemedia.org/educators\" target=\"_blank\">Common Sense\u003c/a>\u003ca href=\"https://www.commonsensemedia.org/educators\" target=\"_blank\"> \u003c/a>\u003ca href=\"https://www.commonsensemedia.org/educators\" target=\"_blank\">Education\u003c/a>, \u003cem>which helps educators find the best ed-tech tools, learn best practices for teaching with tech, and equip students with the skills they need to use technology safely and responsibly. Go to \u003ca href=\"https://www.commonsensemedia.org/educators\" target=\"_blank\">Common Sense Education\u003c/a> for free resources, including full reviews of digital tools.\u003c/em>\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>By Tanner Higgin, \u003ca href=\"https://www.commonsensemedia.org/educators\">Common Sense Education\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>It’s clear coding and computer science have become key priorities in K-12 education. From \u003ca href=\"http://www.geekwire.com/2016/code-org-lands-23m-as-u-s-business-leaders-call-on-congress-to-fund-computer-science-education/\">Code.org’s massive round of funding\u003c/a> and \u003ca href=\"http://www.csecoalition.org/wp-content/uploads/2016/04/OpenLetter-PressRelease-FINAL.pdf\">the formulation of the Computer Science Coalition\u003c/a> to \u003ca href=\"https://www.whitehouse.gov/blog/2016/01/30/computer-science-all\">President Obama’s Computer Science For All initiative\u003c/a> to big school districts, like the San Francisco Unified School District, building \u003ca href=\"http://www.sfusd.edu/en/news/current-news/2015-news-archive/06/board-approves-plans-to-expand-computer-science-curriculum-to-all-grades.html\">K-12 computer science curriculum\u003c/a> – there’s indications that this is more than a passing fad.\u003c/p>\n\u003cp>Many educators are excited about the opportunities coding and computer science offer students, but with these new curricular priorities come the major practical, pedagogical challenges of building a scope and sequence and then transforming it into units and lessons (not to mention, you know, teaching). Given the problems computer science has had \u003ca href=\"http://www.pbs.org/newshour/updates/teaching-coding-kids-key-closing-fields-diversity-gap/\">meeting the needs of all students\u003c/a> -- especially early on -- there’s some tough challenges ahead for school leaders and educators to make sure computer science for all doesn’t fall flat.\u003c/p>\n\u003cp>If we just focus on the coding part of the equation (computer science is its own set of challenges), there’s some good news. Learning designers have been hard at work cracking three of the biggest make or break challenges facing learn to code initiatives: hooking kids (especially girls) early, crossing the chasm between drag-and-drop and written code, and providing interest-driven projects that fuel learning outside school.\u003c/p>\n\u003cp>Below I’ve highlighted some great coding apps and websites already out there that tackle these three big challenges in inventive ways, providing opportunities for learners of all ages and backgrounds opportunities to dabble then dive-in to coding.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://www.commonsense.org/education/app/cork-the-volcano-puzzlets-0\">Cork The Volcano -- Puzzlets\u003cbr>\n\u003c/a>For many early learners, it can be useful to supplement digital coding and interaction with physical, hands-on activity. Cork the Volcano, an app for the Puzzlets platform, uses a similar, but stripped-down, visual block system like Scratch, and focuses on puzzle solving rather than creation. Kids sequence physical blocks on a game board in front of them that causes things to move and behave in the puzzle game. It can be an effective way to jumpstart interest in programmatic thinking for those kids that love problem solving.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/Z_tp1MPRmT0'\n title='//www.youtube.com/embed/Z_tp1MPRmT0'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cstrong>Crossing the chasm \u003c/strong>\u003c/p>\n\u003cp>Tools that move kids elegantly toward writing actual code and learning languages and syntax while still providing engaging contexts.\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/game/gamemaker-studio\">GameMaker: Studio\u003cbr>\n\u003c/a>For Scratch users, GameMaker provides a nice next step. It still has the drag-and-drop elements of Scratch as well as the all-in-one experience of design, art asset creation, and coding, but introduces much more fine-tuned control and incredible depth. GameMaker will level-up along with kids’ sensibilities, allowing them to more fully realize the types of games they envision.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/7XDcSXVUGsE'\n title='//www.youtube.com/embed/7XDcSXVUGsE'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/codemonkey\">CodeMonkey\u003cbr>\n\u003c/a>If GameMaker is a bit too much, CodeMonkey is a nice option for easing into more complex platforms. Like Puzzlets, CodeMonkey uses problem solving to motivate curious kids. Unlike Puzzlets, however, CodeMonkey is entirely digital. CodeMonkey also leaps across the chasm, introducing kids to written scripting using CoffeScript, a great introductory language that’ll help kids learn syntax.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/o3geZ_0r_3Q'\n title='//www.youtube.com/embed/o3geZ_0r_3Q'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cstrong>Harnessing interests\u003c/strong>\u003c/p>\n\u003cp>Tools that expand the horizons to what code can do, showing kids how code can be useful no matter their interests and background.\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/google-cs-first\">Google CS First\u003cbr>\n\u003c/a>More curriculum than tool, Google CS First provides instructional support for kids in grades 4-8 to learn actual coding. The key with CS First, though, is that it allows kids to choose from a set of varied interests (everything from fashion to sports to music), and then uses those topics to drive coding projects. There are also grab-and-go resources for educators to start up clubs in their schools or communities.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/3U5OYQ6ehm0'\n title='//www.youtube.com/embed/3U5OYQ6ehm0'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/vidcode\">Vidcode\u003cbr>\n\u003c/a>From Instagram to Snapchat to Facebook, just about every teen uses some kind of social media. Vidcode uses the established grammar of social media -- filters, memes, and animation -- as an irresistible context for creative JavaScript coding projects that are genuinely fun and relevant to teens. Paid upgrades also add advanced tutorials as well as curriculum and lesson plans educators can use to get whole classes up and running.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/QuxMsQJIyPQ'\n title='//www.youtube.com/embed/QuxMsQJIyPQ'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>Of course, there’s much more out there. We’ve got Top Picks lists featuring many more tools over on Common Sense Education for \u003ca href=\"https://www.commonsense.org/education/top-picks/best-coding-tools-for-elementary\">elementary\u003c/a>, \u003ca href=\"https://www.commonsense.org/education/top-picks/best-coding-tools-for-middle-school\">middle school\u003c/a>, and \u003ca href=\"https://www.commonsense.org/education/top-picks/best-coding-tools-for-high-school\">high school\u003c/a> you can check out. And don’t get me wrong; I’m not arguing that these tools solve the problem of computer science for all (after all, I’ve only focused on coding), or that these are the only three challenges facing such an ambitious shift in K-12 education. However, if the promise of computer science for all has hope of being achieved, we need to beyond traditional curricular approaches. We need to supplement or reinvent curriculum with informal resources – the kinds of passion-driven, authentic experiences much better equipped to ignite meaningful interest.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cspan class=\"il\">Tanner\u003c/span> Higgin is senior manager, education content at \u003ca href=\"https://www.commonsensemedia.org/educators\" target=\"_blank\">Common Sense\u003c/a>\u003ca href=\"https://www.commonsensemedia.org/educators\" target=\"_blank\"> \u003c/a>\u003ca href=\"https://www.commonsensemedia.org/educators\" target=\"_blank\">Education\u003c/a>, \u003cem>which helps educators find the best ed-tech tools, learn best practices for teaching with tech, and equip students with the skills they need to use technology safely and responsibly. Go to \u003ca href=\"https://www.commonsensemedia.org/educators\" target=\"_blank\">Common Sense Education\u003c/a> for free resources, including full reviews of digital tools.\u003c/em>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Art Lopez’s journey as a computer science teacher began five years ago when one of his high school students asked him a question: \u003c/span>“Why do Torrey Pines and La Jolla – schools in more affluent parts of San Diego – have computer science classes and we don’t?” Lopez recalled.\u003c/p>\n\u003cp>\u003ca href=\"http://suh.sweetwaterschools.org/staff/teacher-of-the-year/\">\u003cspan style=\"font-weight: 400\">Lopez\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> teaches in San Diego at Sweetwater High School, where 85% of students qualify for free or reduced-price lunch programs. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I said, ‘That’s a really great question.’ And the more I thought about it, I realized that this was an equity access issue that ran even deeper than the digital divide. Something was wrong.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the time, Lopez taught computer applications, but had no experience with computer science. \"I tried to take one computer science class in college, but I felt completely disengaged,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Through a colleague, Lopez heard about a new computer science principles course at the University of California San Diego taught by professor \u003c/span>\u003ca href=\"http://jacobsschool.ucsd.edu/faculty/faculty_bios/index.sfe?fmp_recid=244\">\u003cspan style=\"font-weight: 400\">Beth Simon\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The course was funded in part by the National Science Foundation in an effort to create a more engaging and inclusive curriculum.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lopez used Simon’s curriculum to start Sweetwater High School’s first computer science course in the fall of 2012. Weeks into the year, he learned that the College Board was piloting a new Advanced Placement class called \u003c/span>\u003ca href=\"https://advancesinap.collegeboard.org/stem/computer-science-principles\">\u003cspan style=\"font-weight: 400\">AP Computer Science Principles\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, designed in part to help close the gender and ethnicity gap in AP computer science classrooms. \u003c/span>\u003cspan style=\"font-weight: 400\">Of the \u003c/span>\u003cspan style=\"font-weight: 400\">46,000 students who took the Advanced Placement exam for computer science in 2014, \u003ca href=\"http://blogs.edweek.org/edweek/curriculum/2015/11/no_african-american_students_2015_AP_computer_science_exam_nine_states.html?r=1511637929&preview=1\">22 percent\u003c/a> were female. In 2013, \u003ca href=\"http://home.cc.gatech.edu/ice-gt/556\">eight\u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"http://home.cc.gatech.edu/ice-gt/556\"> percent\u003c/a> of the test-takers were Hispanic and three percent were African American. \u003c/span>\u003c/p>\n\u003cp>Sweetwater High School applied to be a pilot site for the new AP test, which launched nationwide this fall. Lopez credits Janice Cuny, NSF program director for computing education, for partnering with the College Board and providing vision for this course. \"Janice is transforming high school CS education,\" he said. \"She knew we needed to provide an introductory CS course in our high schools and broaden representation -- particularly among women and underrepresented minorities.”\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The first year Sweetwater offered computer science, Lopez had 21 students enroll. Five years later, 80 students are taking computer science at his high school –- and the initiative has spread across the district. “We went from teaching zero CS courses five years ago to 42 CS courses throughout our district this year.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_46495\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-46495 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/09/012-AP-CSP-ArtLopez-Karla-Adrian-1-e1475038505368.jpg\" alt=\"012-AP-CSP-ArtLopez-Karla-Adrian\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Sweetwater High School computer science teacher Art Lopez and recent graduates Karla Gonzalez and Adrian Avalos present at a Computer Science For All event at The White House. Photo courtesy of Art Lopez.\u003c/figcaption>\u003c/figure>\n\u003cp>On September 14, Lopez and two of his recent graduates had the opportunity to speak at the White House Summit on Computer Science For All. “One of these students is a Latina. None of her family has graduated from college. But because of this class, she is motivated to be a computer scientist.”\u003c/p>\n\u003cp>Lopez offers these insights for schools that want to add a computer science program or increase diversity within an existing program.\u003c/p>\n\u003cp>\u003cb>Identify Potential Teachers\u003c/b>\u003cspan style=\"font-weight: 400\">: Lopez says that schools don’t necessarily need to bring in new faculty. “You just have to have at least one teacher who wants to offer the course and a supportive principal,” he says. “Then get that teacher trained.” \u003c/span>\u003c/p>\n\u003cp>\u003cb>Forge Partnerships:\u003c/b>\u003cspan style=\"font-weight: 400\"> “We didn’t go from zero CS classes to 42 in five years all by ourselves,” says Lopez. His district worked with UC San Diego and NSF to train 55 current middle and high school teachers. Additional teachers attended AP Summer Institutes. Sweetwater is now working with partner districts to create a regional professional network so teachers can help one another out.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Actively Recruit Students:\u003c/b>\u003cspan style=\"font-weight: 400\"> Lopez says that one advantage to using existing personnel is that these teachers already know the community and can work to recruit students who may not view themselves as computer scientists. “When my students look at me, they see themselves represented,” says Lopez. He and other high school teachers went into the middle schools to generate interest. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I wanted the kids to understand that there are no barriers in this course. Anyone can come. If a kid is interested, let them in the course. AP Computer Science Principles has become a gateway for kids who have never thought about taking an AP course. We take in ninth graders and kids with learning differences. Everyone is welcome.”\u003c/span>\u003c/p>\n\u003cp>https://twitter.com/ArtLopez_CS/status/776040873641570305\u003c/p>\n\u003cp>Lopez says he has seen tremendous changes in students as they study this field. “Computer science teaches kids how to think. They become really interested in computing and computational thinking. Some will want to pursue degrees in field, but it will also help them understand how important computers are in their life and future careers. It opens doors.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Art Lopez’s journey as a computer science teacher began five years ago when one of his high school students asked him a question: \u003c/span>“Why do Torrey Pines and La Jolla – schools in more affluent parts of San Diego – have computer science classes and we don’t?” Lopez recalled.\u003c/p>\n\u003cp>\u003ca href=\"http://suh.sweetwaterschools.org/staff/teacher-of-the-year/\">\u003cspan style=\"font-weight: 400\">Lopez\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> teaches in San Diego at Sweetwater High School, where 85% of students qualify for free or reduced-price lunch programs. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I said, ‘That’s a really great question.’ And the more I thought about it, I realized that this was an equity access issue that ran even deeper than the digital divide. Something was wrong.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the time, Lopez taught computer applications, but had no experience with computer science. \"I tried to take one computer science class in college, but I felt completely disengaged,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Through a colleague, Lopez heard about a new computer science principles course at the University of California San Diego taught by professor \u003c/span>\u003ca href=\"http://jacobsschool.ucsd.edu/faculty/faculty_bios/index.sfe?fmp_recid=244\">\u003cspan style=\"font-weight: 400\">Beth Simon\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The course was funded in part by the National Science Foundation in an effort to create a more engaging and inclusive curriculum.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lopez used Simon’s curriculum to start Sweetwater High School’s first computer science course in the fall of 2012. Weeks into the year, he learned that the College Board was piloting a new Advanced Placement class called \u003c/span>\u003ca href=\"https://advancesinap.collegeboard.org/stem/computer-science-principles\">\u003cspan style=\"font-weight: 400\">AP Computer Science Principles\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, designed in part to help close the gender and ethnicity gap in AP computer science classrooms. \u003c/span>\u003cspan style=\"font-weight: 400\">Of the \u003c/span>\u003cspan style=\"font-weight: 400\">46,000 students who took the Advanced Placement exam for computer science in 2014, \u003ca href=\"http://blogs.edweek.org/edweek/curriculum/2015/11/no_african-american_students_2015_AP_computer_science_exam_nine_states.html?r=1511637929&preview=1\">22 percent\u003c/a> were female. In 2013, \u003ca href=\"http://home.cc.gatech.edu/ice-gt/556\">eight\u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"http://home.cc.gatech.edu/ice-gt/556\"> percent\u003c/a> of the test-takers were Hispanic and three percent were African American. \u003c/span>\u003c/p>\n\u003cp>Sweetwater High School applied to be a pilot site for the new AP test, which launched nationwide this fall. Lopez credits Janice Cuny, NSF program director for computing education, for partnering with the College Board and providing vision for this course. \"Janice is transforming high school CS education,\" he said. \"She knew we needed to provide an introductory CS course in our high schools and broaden representation -- particularly among women and underrepresented minorities.”\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The first year Sweetwater offered computer science, Lopez had 21 students enroll. Five years later, 80 students are taking computer science at his high school –- and the initiative has spread across the district. “We went from teaching zero CS courses five years ago to 42 CS courses throughout our district this year.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_46495\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-46495 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/09/012-AP-CSP-ArtLopez-Karla-Adrian-1-e1475038505368.jpg\" alt=\"012-AP-CSP-ArtLopez-Karla-Adrian\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Sweetwater High School computer science teacher Art Lopez and recent graduates Karla Gonzalez and Adrian Avalos present at a Computer Science For All event at The White House. Photo courtesy of Art Lopez.\u003c/figcaption>\u003c/figure>\n\u003cp>On September 14, Lopez and two of his recent graduates had the opportunity to speak at the White House Summit on Computer Science For All. “One of these students is a Latina. None of her family has graduated from college. But because of this class, she is motivated to be a computer scientist.”\u003c/p>\n\u003cp>Lopez offers these insights for schools that want to add a computer science program or increase diversity within an existing program.\u003c/p>\n\u003cp>\u003cb>Identify Potential Teachers\u003c/b>\u003cspan style=\"font-weight: 400\">: Lopez says that schools don’t necessarily need to bring in new faculty. “You just have to have at least one teacher who wants to offer the course and a supportive principal,” he says. “Then get that teacher trained.” \u003c/span>\u003c/p>\n\u003cp>\u003cb>Forge Partnerships:\u003c/b>\u003cspan style=\"font-weight: 400\"> “We didn’t go from zero CS classes to 42 in five years all by ourselves,” says Lopez. His district worked with UC San Diego and NSF to train 55 current middle and high school teachers. Additional teachers attended AP Summer Institutes. Sweetwater is now working with partner districts to create a regional professional network so teachers can help one another out.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Actively Recruit Students:\u003c/b>\u003cspan style=\"font-weight: 400\"> Lopez says that one advantage to using existing personnel is that these teachers already know the community and can work to recruit students who may not view themselves as computer scientists. “When my students look at me, they see themselves represented,” says Lopez. He and other high school teachers went into the middle schools to generate interest. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I wanted the kids to understand that there are no barriers in this course. Anyone can come. If a kid is interested, let them in the course. AP Computer Science Principles has become a gateway for kids who have never thought about taking an AP course. We take in ninth graders and kids with learning differences. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>Lopez says he has seen tremendous changes in students as they study this field. “Computer science teaches kids how to think. They become really interested in computing and computational thinking. Some will want to pursue degrees in field, but it will also help them understand how important computers are in their life and future careers. It opens doors.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Girls often excel in school, sitting quietly and following teacher directions more carefully than their male peers. There's \u003ca href=\"https://psychology.stanford.edu/sites/all/files/cdweckmathgift_0.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">evidence to suggest that girls are also being socialized\u003c/a> to be \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/24/giving-good-praise-to-girls-what-messages-stick/\" target=\"_blank\" rel=\"noopener noreferrer\">perfect\u003c/a>, which makes them less likely to tackle challenges in areas where they don't already excel. In her TED Talk, \u003ca href=\"https://www.ted.com/talks/reshma_saujani_teach_girls_bravery_not_perfection#t-610430\" target=\"_blank\" rel=\"noopener noreferrer\">Reshma Saujani\u003c/a> recognizes that tendency in herself, highlighting her first really courageous career move at age 33. She argues it's time society stops socializing girls to be perfect, because it's doing them harm in the long run.\u003c/p>\n\u003cp>Saujani founded \u003ca href=\"http://girlswhocode.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Girls Who Code\u003c/a>, an organization working to teach girls how to code. Saujani says coding teaches bravery because it requires trial and error, perseverance, and not being perfect. In the first week of a coding course, students will commonly call the instructor over and say \"I don't know what code to write.\" The screen will be blank and the instructor could easily think the girl has been staring at a blank screen for 20 minutes. But when the instructor presses \"undo\" a few times, she sees the girl tried, wrote code that got pretty close, but didn't get it perfectly, so erased her work.\u003c/p>\n\u003cp>\"Instead of showing the progress she made she'd rather show nothing,\" Saujani said. That's the mentality she believes educators and parents must fight against. Because if we can teach young girls to be brave, not perfect, they will add their intellect, compassion and empathy to solving the world's big problems.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=fC9da6eqaqg\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Girls often excel in school, sitting quietly and following teacher directions more carefully than their male peers. There's \u003ca href=\"https://psychology.stanford.edu/sites/all/files/cdweckmathgift_0.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">evidence to suggest that girls are also being socialized\u003c/a> to be \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/24/giving-good-praise-to-girls-what-messages-stick/\" target=\"_blank\" rel=\"noopener noreferrer\">perfect\u003c/a>, which makes them less likely to tackle challenges in areas where they don't already excel. In her TED Talk, \u003ca href=\"https://www.ted.com/talks/reshma_saujani_teach_girls_bravery_not_perfection#t-610430\" target=\"_blank\" rel=\"noopener noreferrer\">Reshma Saujani\u003c/a> recognizes that tendency in herself, highlighting her first really courageous career move at age 33. She argues it's time society stops socializing girls to be perfect, because it's doing them harm in the long run.\u003c/p>\n\u003cp>Saujani founded \u003ca href=\"http://girlswhocode.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Girls Who Code\u003c/a>, an organization working to teach girls how to code. Saujani says coding teaches bravery because it requires trial and error, perseverance, and not being perfect. In the first week of a coding course, students will commonly call the instructor over and say \"I don't know what code to write.\" The screen will be blank and the instructor could easily think the girl has been staring at a blank screen for 20 minutes. But when the instructor presses \"undo\" a few times, she sees the girl tried, wrote code that got pretty close, but didn't get it perfectly, so erased her work.\u003c/p>\n\u003cp>\"Instead of showing the progress she made she'd rather show nothing,\" Saujani said. That's the mentality she believes educators and parents must fight against. Because if we can teach young girls to be brave, not perfect, they will add their intellect, compassion and empathy to solving the world's big problems.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/fC9da6eqaqg'\n title='//www.youtube.com/embed/fC9da6eqaqg'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>For Computer Science Education Week (Dec. 7-13), the nonprofit Code.org has helped organize nearly 200,000 \"Hour of Code\" events around the world. It's advocating for computer coding as a basic literacy and an essential ingredient for jobs of the future, and there's a lot of momentum behind the idea.\u003c/p>\n\u003cp>The biggest school systems in the country, New York City and Los Angeles Unified, each announced this fall that computer science will be a required course for all grades within 10 years. Coding is also part of national curricula in the U.K. and soon will be in Australia.\u003c/p>\n\u003cp>Mitchel Resnick has been at the forefront of computer science and early education for decades. He heads up something called the Lifelong Kindergarten Group, which develops new technologies for creativity at MIT's Media Lab.\u003c/p>\n\u003cp>In the early 2000s, his team developed Scratch, a \"visual\" programming language. Visual means it depicts commands as blocks that can be snapped together, like Legos, into more complex sets of instructions. A version called ScratchJr, intended for those as young as 5, has been downloaded over 1.5 million times from the Apple App Store.\u003c/p>\n\u003cp>Starting out with ScratchJr often means telling cartoon characters to dance, sing and act out lines of dialogue. It feels more like play than learning, and that's by design, says Resnick.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"Coding is not just a set of technical skills,\" he tells NPR Ed. \"It's a new way of expressing yourself. It's similar to learning to write — a way for kids to organize, express and share ideas. But instead of putting words into sentences, now they can create animated stories.\"\u003c/p>\n\u003cp>Many popular apps for teaching programming are \u003ca href=\"http://www.npr.org/sections/ed/2015/09/18/441122285/learning-to-code-in-preschool\">structured more like games\u003c/a>, with a simple set of instructions to reach a predefined outcome. But that's unnecessarily dull, Resnick argues.\u003c/p>\n\u003cp>\"If you have kids put blocks together to solve the puzzle, that can be useful for learning basic computing concepts. But we think it's missing an important part of what's exciting about coding. If you present just logic puzzles, it's like teaching them writing by only teaching grammar and punctuation.\"\u003c/p>\n\u003cp>ScratchJr takes more of a \"sandbox\" approach: Students can make greeting cards, or build games themselves, but the project is up to them.\u003c/p>\n\u003cp>This week, in concert with Hour of Code, a new version of ScratchJr is launching that features characters from PBS Kids cartoon shows, like \u003cem>Wild Kratts\u003c/em> and \u003cem>Odd Squad.\u003c/em> PBS, with the backing of the federal Department of Education and Verizon, will over the coming year be working on related outreach to high-poverty schools, including in-person after-school programs and summer camps.\u003c/p>\n\u003cp>Sara DeWitt, vice president of PBS Kids Digital, said PBS has been looking for an opportunity to get involved in coding and programming for a while, but in a way that matched how children already engage with their characters.\u003c/p>\n\u003cp>\"All of this came together with ScratchJr,\" she said, \"because MIT and Tufts' approach to coding is really about creative self-expression and storytelling, and looking at code as a literacy — a way to tell a story.\"\u003c/p>\n\u003cp>It's significant that PBS, the leading brand in educational media, is now lending its characters to the cause of teaching computer science to children as young as kindergarteners. Yet this shift comes at a time of rising anxiety about the ubiquity of screens in childhood.\u003c/p>\n\u003cp>For Resnick, a good litmus test is to ask, \"Does this support creativity and expression?\" The answer, he says, can determine whether a technology is truly educational and developmentally appropriate.\u003c/p>\n\u003cp>\"As children spend more and more time interacting with digital devices, they don't have very many opportunities to create and experiment,\" he explains.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"Oftentimes it's playing, clicking, consuming, as opposed to designing and expressing. I would tell parents to look for either the apps or the toys where the child is in control. If it feels that the toy or tablet is in control, then I'd be much more cautious about it.\" \u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2015 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=A+Kids%27+Coding+Expert+Says+We%27re+Making+Computer+Class+Way+Too+Boring&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>For Computer Science Education Week (Dec. 7-13), the nonprofit Code.org has helped organize nearly 200,000 \"Hour of Code\" events around the world. It's advocating for computer coding as a basic literacy and an essential ingredient for jobs of the future, and there's a lot of momentum behind the idea.\u003c/p>\n\u003cp>The biggest school systems in the country, New York City and Los Angeles Unified, each announced this fall that computer science will be a required course for all grades within 10 years. Coding is also part of national curricula in the U.K. and soon will be in Australia.\u003c/p>\n\u003cp>Mitchel Resnick has been at the forefront of computer science and early education for decades. He heads up something called the Lifelong Kindergarten Group, which develops new technologies for creativity at MIT's Media Lab.\u003c/p>\n\u003cp>In the early 2000s, his team developed Scratch, a \"visual\" programming language. Visual means it depicts commands as blocks that can be snapped together, like Legos, into more complex sets of instructions. A version called ScratchJr, intended for those as young as 5, has been downloaded over 1.5 million times from the Apple App Store.\u003c/p>\n\u003cp>Starting out with ScratchJr often means telling cartoon characters to dance, sing and act out lines of dialogue. It feels more like play than learning, and that's by design, says Resnick.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"Coding is not just a set of technical skills,\" he tells NPR Ed. \"It's a new way of expressing yourself. It's similar to learning to write — a way for kids to organize, express and share ideas. But instead of putting words into sentences, now they can create animated stories.\"\u003c/p>\n\u003cp>Many popular apps for teaching programming are \u003ca href=\"http://www.npr.org/sections/ed/2015/09/18/441122285/learning-to-code-in-preschool\">structured more like games\u003c/a>, with a simple set of instructions to reach a predefined outcome. But that's unnecessarily dull, Resnick argues.\u003c/p>\n\u003cp>\"If you have kids put blocks together to solve the puzzle, that can be useful for learning basic computing concepts. But we think it's missing an important part of what's exciting about coding. If you present just logic puzzles, it's like teaching them writing by only teaching grammar and punctuation.\"\u003c/p>\n\u003cp>ScratchJr takes more of a \"sandbox\" approach: Students can make greeting cards, or build games themselves, but the project is up to them.\u003c/p>\n\u003cp>This week, in concert with Hour of Code, a new version of ScratchJr is launching that features characters from PBS Kids cartoon shows, like \u003cem>Wild Kratts\u003c/em> and \u003cem>Odd Squad.\u003c/em> PBS, with the backing of the federal Department of Education and Verizon, will over the coming year be working on related outreach to high-poverty schools, including in-person after-school programs and summer camps.\u003c/p>\n\u003cp>Sara DeWitt, vice president of PBS Kids Digital, said PBS has been looking for an opportunity to get involved in coding and programming for a while, but in a way that matched how children already engage with their characters.\u003c/p>\n\u003cp>\"All of this came together with ScratchJr,\" she said, \"because MIT and Tufts' approach to coding is really about creative self-expression and storytelling, and looking at code as a literacy — a way to tell a story.\"\u003c/p>\n\u003cp>It's significant that PBS, the leading brand in educational media, is now lending its characters to the cause of teaching computer science to children as young as kindergarteners. Yet this shift comes at a time of rising anxiety about the ubiquity of screens in childhood.\u003c/p>\n\u003cp>For Resnick, a good litmus test is to ask, \"Does this support creativity and expression?\" The answer, he says, can determine whether a technology is truly educational and developmentally appropriate.\u003c/p>\n\u003cp>\"As children spend more and more time interacting with digital devices, they don't have very many opportunities to create and experiment,\" he explains.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"Oftentimes it's playing, clicking, consuming, as opposed to designing and expressing. I would tell parents to look for either the apps or the toys where the child is in control. If it feels that the toy or tablet is in control, then I'd be much more cautious about it.\" \u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2015 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=A+Kids%27+Coding+Expert+Says+We%27re+Making+Computer+Class+Way+Too+Boring&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Marcus Robinson comes off as an earnest, competent guy in his explainer videos. He looks like he has a good sense of humor -- he might even be a bit of a joker with his friends -- but he can also clearly get immersed in a project when he’s passionate about it. Robinson is one of several CodeNow student alumni involved in making \u003ca href=\"https://www.youtube.com/channel/UCxwhlGyOIOZnu_TVe5f2MJQ/feed\" target=\"_blank\">introductory coding videos\u003c/a> to help encourage underrepresented groups, like students of color and girls, to give coding a try.\u003c/p>\n\u003cp>“Coding is problem-solving,” Robinson explained. “To work on finding where the errors are and how to fix them is what I love. Even if I’m frustrated with it, I’ll always get back on my feet and make sure that at the end of the day I find the solution.”\u003c/p>\n\u003cp>This approach to coding has become something of a personal mantra for Robinson in all areas of his life, but he doesn’t think he would have had the confidence to make coding videos or see the world the way he does if he hadn’t been exposed to coding in high school through a \u003ca href=\"http://codenow.org/\" target=\"_blank\">CodeNow\u003c/a> workshop.\u003c/p>\n\u003caside class=\"pullquote alignright\">'My confidence had been really low, and this was a whole new world for me.'\u003ccite>Marcus Robinson\u003c/cite>\u003c/aside>\n\u003cp>“Finding my talent allowed me to delve deeper into what goes on in this world, like how computers are built, or how my gaming console is built, or that people are trying to embed chips into people,” Robinson said.\u003c/p>\n\u003cp>Learning to code gave him a lens to explore other things in the world and it has made him more curious. Before participating in CodeNow, Robinson said he didn’t really like learning new things and didn’t have a lot of confidence in himself or his ability to learn. Now he’s at Syracuse University studying software engineering.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/v3ZnlDnodcg?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>“My confidence had been really low, and this was a whole new world for me,” Robinson said.\u003c/p>\n\u003cp>He was intimidated when he first attended the workshop in New York, but soon found he liked coding and was even willing to do more research on his own to hone his skills. Now he wants other kids who look like him and who’ve had a tough time finding motivation in school to learn coding, too. That’s why he agreed to help make the CodeHow videos, even though being on camera made him shy at first.\u003c/p>\n\u003cp>“Every time I go to a training session, or when I’m on camera, I want to make sure that you understand that this is something that is seen as hard. But everything is hard until you learn it and get to practice it,” said Elizabeth Boahen, another student-trainer and current high school senior from New York City.\u003c/p>\n\u003cp>Like Robinson, she found being on camera intimidating at first, but she says it’s important for her peers to see \u003ca href=\"http://ww2.kqed.org/mindshift/2013/09/20/how-to-grab-and-keep-girls-interest-in-computer-coding/\" target=\"_blank\">someone like her\u003c/a>, an African-American woman, teaching coding. It’s not a common sight, but she’s clear that when she’s on camera demonstrating a coding concept, making little mistakes, fixing them, moving on, she’s modeling what learning should look like.\u003c/p>\n\u003cp>\u003cstrong>The Videos\u003c/strong>\u003c/p>\n\u003cp>CodeNow, a nonprofit coding education organization founded in 2011, recently launched a YouTube channel of explainer videos starring students like Robinson and Boahen. CodeNow hosts coding workshops in partnership with trainers from tech companies, but so far they have reached youth only in and around big cities like New York and San Francisco. The \"\u003ca href=\"http://codenow.org/blog/2015/08/codehow-learn-to-code-videos-for-students-created-by-codenow-alumni/\" target=\"_blank\">CodeHow\u003c/a>\" videos are meant to extend the reach of the organization’s coding curriculum beyond big cities on the coasts.\u003c/p>\n\u003cp>“We can’t be everywhere, but we want to provide as much value to the learn-to-code community as possible,” said CodeNow founder Ryan Seashore.\u003c/p>\n\u003cp>The videos are short, usually under four minutes, and introduce basic concepts like GitHub and how to access it, variables, conditionals and looping. Seashore said the idea for the videos came from the alumni network because students weren’t finding tutorials online with which they connected. He hopes the format makes the topic feel approachable to curious kids looking to get started, but who don’t necessarily have computer science classes in school or afterschool opportunities to learn.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/XK0xkgqrkuk?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>The videos themselves are a little stiff; the students were given scripts written by CodeNow staff and told to interject their personalities where it made sense. The students make comparisons to their favorite video games, concerts and common young-adult situations.\u003c/p>\n\u003cp>“We workshopped how you would explain [the concepts], what are different analogies and have them put their stamp on it,” Seashore said of the videomaking process.\u003c/p>\n\u003cp>Boahen said it made her feel more relaxed to know she was encouraged to put herself into the videos and helped her see that she can make a positive impact on her peers.\u003c/p>\n\u003cp>\u003cstrong>CodeNow Workshops\u003c/strong>\u003c/p>\n\u003cp>The workshops that Robinson and Boahen attended are much more intense than these explainer videos. Students apply and are accepted based on demonstrated curiosity and interest in coding. They don’t have to be top-shelf students, but Seashore said, “There’s a certain level of investment that students need to have.”\u003c/p>\n\u003cp>The program is focused on communities that aren't well represented in programming, like African-Americans, Latinos and women. They actually attract almost as many girls as they do boys.\u003c/p>\n\u003cp>\"It’s just as important for the boys to be comfortable working with girls as it is for girls to be comfortable working with boys,\" Seashore said.\u003c/p>\n\u003cp>Eighty percent of the students who participate qualify for free and reduced-price lunch at their schools.\u003c/p>\n\u003cp>\u003ca href=\"http://codenow.org/get-involved/\" target=\"_blank\">Volunteers from companies\u003c/a> like Adobe and Bloomberg are the trainers, using a curriculum that CodeNow developed. Many big companies have corporate responsibility programs that encourage volunteering, and this program makes good use of employee skills.\u003c/p>\n\u003cp>It’s important for companies to be part of the solution to the lack of diversity in tech fields, Seashore said. Major tech companies, such as Twitter, Facebook and Google, count African-Americans as roughly \u003ca href=\"http://www.theguardian.com/technology/2015/jul/01/twitter-staff-african-american-diversity\">two percent of the workforce\u003c/a>, despite constituting more than 13 percent of the U.S. population.\u003c/p>\n\u003cp>Students attend for a full weekend, acquainting themselves with the programming language Ruby and progressing to build a high-low game and then on to more advanced topics. The curriculum doesn’t use any block languages, and CodeNow prides itself on the fact that from day one students are programming in real languages.\u003c/p>\n\u003cp>There’s a two-week break when students get homework and practice their skills on \u003ca href=\"https://www.codecademy.com\" target=\"_blank\">Codecademy\u003c/a> before returning for another intensive weekend. By the end, they’ve learned some encryption skills, met real professionals working in the field and have the building blocks to continue learning on their own.\u003c/p>\n\u003cp>“When I finished it, I could see it as something I could actually see myself doing,” Boahen said.\u003c/p>\n\u003cp>She attended the workshop as a freshman in high school and then started a coding club at her school. More than that, she’s learned not to freak out if she doesn’t understand something. “Even outside of the programming world, all the time I think about problems,” Boahen said.\u003c/p>\n\u003cp>In a class about the proliferation of nuclear weapons, she was having trouble understanding why some people object to nuclear power. So she broke the problem down into different parts and thought about how she’d solve a power shortage and what obstacles might get in her way.\u003c/p>\n\u003cp>“I basically broke down history into code,” Boahen said.\u003c/p>\n\u003cp>Because many of the CodeNow participants are minors, the organization doesn’t allow the corporate volunteers to stay in touch with participants, but it does encourage an active alumni network. The organization just piloted summer internships in computer science for several of its alumni and hopes to expand that program.\u003c/p>\n\u003cp>More than that, Seashore says 40 percent of the program’s alumni have gone on to study in a computer science-related field.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“These kids are absolutely brilliant,\" Seashore said. \"They just didn’t have the opportunity.\"\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Marcus Robinson comes off as an earnest, competent guy in his explainer videos. He looks like he has a good sense of humor -- he might even be a bit of a joker with his friends -- but he can also clearly get immersed in a project when he’s passionate about it. Robinson is one of several CodeNow student alumni involved in making \u003ca href=\"https://www.youtube.com/channel/UCxwhlGyOIOZnu_TVe5f2MJQ/feed\" target=\"_blank\">introductory coding videos\u003c/a> to help encourage underrepresented groups, like students of color and girls, to give coding a try.\u003c/p>\n\u003cp>“Coding is problem-solving,” Robinson explained. “To work on finding where the errors are and how to fix them is what I love. Even if I’m frustrated with it, I’ll always get back on my feet and make sure that at the end of the day I find the solution.”\u003c/p>\n\u003cp>This approach to coding has become something of a personal mantra for Robinson in all areas of his life, but he doesn’t think he would have had the confidence to make coding videos or see the world the way he does if he hadn’t been exposed to coding in high school through a \u003ca href=\"http://codenow.org/\" target=\"_blank\">CodeNow\u003c/a> workshop.\u003c/p>\n\u003caside class=\"pullquote alignright\">'My confidence had been really low, and this was a whole new world for me.'\u003ccite>Marcus Robinson\u003c/cite>\u003c/aside>\n\u003cp>“Finding my talent allowed me to delve deeper into what goes on in this world, like how computers are built, or how my gaming console is built, or that people are trying to embed chips into people,” Robinson said.\u003c/p>\n\u003cp>Learning to code gave him a lens to explore other things in the world and it has made him more curious. Before participating in CodeNow, Robinson said he didn’t really like learning new things and didn’t have a lot of confidence in himself or his ability to learn. Now he’s at Syracuse University studying software engineering.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/v3ZnlDnodcg?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>“My confidence had been really low, and this was a whole new world for me,” Robinson said.\u003c/p>\n\u003cp>He was intimidated when he first attended the workshop in New York, but soon found he liked coding and was even willing to do more research on his own to hone his skills. Now he wants other kids who look like him and who’ve had a tough time finding motivation in school to learn coding, too. That’s why he agreed to help make the CodeHow videos, even though being on camera made him shy at first.\u003c/p>\n\u003cp>“Every time I go to a training session, or when I’m on camera, I want to make sure that you understand that this is something that is seen as hard. But everything is hard until you learn it and get to practice it,” said Elizabeth Boahen, another student-trainer and current high school senior from New York City.\u003c/p>\n\u003cp>Like Robinson, she found being on camera intimidating at first, but she says it’s important for her peers to see \u003ca href=\"http://ww2.kqed.org/mindshift/2013/09/20/how-to-grab-and-keep-girls-interest-in-computer-coding/\" target=\"_blank\">someone like her\u003c/a>, an African-American woman, teaching coding. It’s not a common sight, but she’s clear that when she’s on camera demonstrating a coding concept, making little mistakes, fixing them, moving on, she’s modeling what learning should look like.\u003c/p>\n\u003cp>\u003cstrong>The Videos\u003c/strong>\u003c/p>\n\u003cp>CodeNow, a nonprofit coding education organization founded in 2011, recently launched a YouTube channel of explainer videos starring students like Robinson and Boahen. CodeNow hosts coding workshops in partnership with trainers from tech companies, but so far they have reached youth only in and around big cities like New York and San Francisco. The \"\u003ca href=\"http://codenow.org/blog/2015/08/codehow-learn-to-code-videos-for-students-created-by-codenow-alumni/\" target=\"_blank\">CodeHow\u003c/a>\" videos are meant to extend the reach of the organization’s coding curriculum beyond big cities on the coasts.\u003c/p>\n\u003cp>“We can’t be everywhere, but we want to provide as much value to the learn-to-code community as possible,” said CodeNow founder Ryan Seashore.\u003c/p>\n\u003cp>The videos are short, usually under four minutes, and introduce basic concepts like GitHub and how to access it, variables, conditionals and looping. Seashore said the idea for the videos came from the alumni network because students weren’t finding tutorials online with which they connected. He hopes the format makes the topic feel approachable to curious kids looking to get started, but who don’t necessarily have computer science classes in school or afterschool opportunities to learn.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/XK0xkgqrkuk?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>The videos themselves are a little stiff; the students were given scripts written by CodeNow staff and told to interject their personalities where it made sense. The students make comparisons to their favorite video games, concerts and common young-adult situations.\u003c/p>\n\u003cp>“We workshopped how you would explain [the concepts], what are different analogies and have them put their stamp on it,” Seashore said of the videomaking process.\u003c/p>\n\u003cp>Boahen said it made her feel more relaxed to know she was encouraged to put herself into the videos and helped her see that she can make a positive impact on her peers.\u003c/p>\n\u003cp>\u003cstrong>CodeNow Workshops\u003c/strong>\u003c/p>\n\u003cp>The workshops that Robinson and Boahen attended are much more intense than these explainer videos. Students apply and are accepted based on demonstrated curiosity and interest in coding. They don’t have to be top-shelf students, but Seashore said, “There’s a certain level of investment that students need to have.”\u003c/p>\n\u003cp>The program is focused on communities that aren't well represented in programming, like African-Americans, Latinos and women. They actually attract almost as many girls as they do boys.\u003c/p>\n\u003cp>\"It’s just as important for the boys to be comfortable working with girls as it is for girls to be comfortable working with boys,\" Seashore said.\u003c/p>\n\u003cp>Eighty percent of the students who participate qualify for free and reduced-price lunch at their schools.\u003c/p>\n\u003cp>\u003ca href=\"http://codenow.org/get-involved/\" target=\"_blank\">Volunteers from companies\u003c/a> like Adobe and Bloomberg are the trainers, using a curriculum that CodeNow developed. Many big companies have corporate responsibility programs that encourage volunteering, and this program makes good use of employee skills.\u003c/p>\n\u003cp>It’s important for companies to be part of the solution to the lack of diversity in tech fields, Seashore said. Major tech companies, such as Twitter, Facebook and Google, count African-Americans as roughly \u003ca href=\"http://www.theguardian.com/technology/2015/jul/01/twitter-staff-african-american-diversity\">two percent of the workforce\u003c/a>, despite constituting more than 13 percent of the U.S. population.\u003c/p>\n\u003cp>Students attend for a full weekend, acquainting themselves with the programming language Ruby and progressing to build a high-low game and then on to more advanced topics. 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"content": "\u003cp>Math proficiency is a subject of a lot of anxiety for school leaders, parents and even national leaders. Employers and educators alike know that math skills are crucial to many of the science, technology and engineering jobs expected to be ever more important in the future, but students' math comprehension continues to stagnate.\u003c/p>\n\u003cp>In his \u003ca href=\"http://www.ted.com/talks/conrad_wolfram_teaching_kids_real_math_with_computers?language=en#t-231531\" target=\"_blank\">TED Talk\u003c/a>, mathematician Conrad Wolfram argues much of this angst is about how well students can compute by hand, not how well they understand math. He breaks math down into four steps:\u003c/p>\n\u003cp>1. Pose the right question about an issue\u003cbr>\n2. Change that real world scenario into a math formulation\u003cbr>\n3. Compute\u003cbr>\n4. Take the math formulation and turn it back into a real world scenario to verify it\u003c/p>\n\u003cp>Math as we teach it now, he argues, is mostly about step 3 - computation, the one part of the whole process that can be automated. However, Wolfram would like to see more attention paid to the other three crucial steps, which he says play a much larger role in enhancing both \u003ca href=\"http://ww2.kqed.org/mindshift/2015/04/02/relevant-math-for-student-lives-creating-context-with-social-justice-issues/\" target=\"_blank\">practical\u003c/a> and conceptual understandings of math. He'd like to see students demonstrate understanding of the process and procedures of math through computer coding instead of computation. In this talk, he takes on some of the most common arguments for the \u003ca href=\"http://ww2.kqed.org/mindshift/2014/07/24/why-is-it-so-hard-to-change-how-we-teach-math/\" target=\"_blank\">current way of teaching math\u003c/a>, including the fear that computers will \"dumb down\" students' understanding of mathematics.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://embed-ssl.ted.com/talks/conrad_wolfram_teaching_kids_real_math_with_computers.html\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"no\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Math proficiency is a subject of a lot of anxiety for school leaders, parents and even national leaders. Employers and educators alike know that math skills are crucial to many of the science, technology and engineering jobs expected to be ever more important in the future, but students' math comprehension continues to stagnate.\u003c/p>\n\u003cp>In his \u003ca href=\"http://www.ted.com/talks/conrad_wolfram_teaching_kids_real_math_with_computers?language=en#t-231531\" target=\"_blank\">TED Talk\u003c/a>, mathematician Conrad Wolfram argues much of this angst is about how well students can compute by hand, not how well they understand math. He breaks math down into four steps:\u003c/p>\n\u003cp>1. Pose the right question about an issue\u003cbr>\n2. Change that real world scenario into a math formulation\u003cbr>\n3. Compute\u003cbr>\n4. Take the math formulation and turn it back into a real world scenario to verify it\u003c/p>\n\u003cp>Math as we teach it now, he argues, is mostly about step 3 - computation, the one part of the whole process that can be automated. However, Wolfram would like to see more attention paid to the other three crucial steps, which he says play a much larger role in enhancing both \u003ca href=\"http://ww2.kqed.org/mindshift/2015/04/02/relevant-math-for-student-lives-creating-context-with-social-justice-issues/\" target=\"_blank\">practical\u003c/a> and conceptual understandings of math. He'd like to see students demonstrate understanding of the process and procedures of math through computer coding instead of computation. In this talk, he takes on some of the most common arguments for the \u003ca href=\"http://ww2.kqed.org/mindshift/2014/07/24/why-is-it-so-hard-to-change-how-we-teach-math/\" target=\"_blank\">current way of teaching math\u003c/a>, including the fear that computers will \"dumb down\" students' understanding of mathematics.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://embed-ssl.ted.com/talks/conrad_wolfram_teaching_kids_real_math_with_computers.html\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"no\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Silicon Valley is great at disrupting business norms — except when it comes to its own \u003ca href=\"http://www.washingtonpost.com/business/economy/silicon-valley-struggles-to-hack-its-diversity-problem/2015/07/16/0b0144be-2053-11e5-84d5-eb37ee8eaa61_story.html\">racial and gender diversity problem\u003c/a>. In \u003ca href=\"http://www.rainbowpush.org/index.php/news_links/single/open_letter_to_the_tech_industry_time_to_release_your_2015_diversity_and_in\">an open letter\u003c/a> last week, the Rev. Jesse Jackson \u003ca href=\"http://www.usatoday.com/story/tech/2015/08/10/jesse-jackson-silicon-valley-diversity-letter-technology-companies-apple-facebook-google-dropbox-airbnb-uber/31421955/\">sounded the alarm\u003c/a> yet again. He urged tech giants and startups to speed up the hiring of more African-Americans and Latinos — \"to change the face of technology so that its leadership, workforce and business partnerships mirror the world in which we live.\"\u003c/p>\n\u003cp>One nonprofit group, \u003ca href=\"http://www.blackgirlscode.com/\">Black Girls CODE\u003c/a>, isn't waiting around for more diversity reports. The group is taking action with regular weekend coding seminars for girls of color. And this summer, it's held boot camps where young girls learn the basics of tech design and development.\u003c/p>\n\u003cp>[contextly_sidebar id=\"aqma8SbZ9yC0rqfQDDgG5V3Edb1B4aU6\"]\u003c/p>\n\u003cp>\"I wanna make games, stuff like that,\" says Natalia Cox, one of the girls at Black Girls CODE's camp. \"Tech is gonna take over the world. I wanna be a part of that!\" The 13-year-old from San Jose, Calif., says she hopes to work in the tech field one day.\u003c/p>\n\u003cp>\"Organizations like this help bring more people into the pipeline just as much as a diversity board at a large corporation,\" says Keisha Michelle Richardson, who volunteered to mentor young girls at a camp session in San Francisco. Richardson is entrepreneur and senior software engineer at Westfield Labs.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"The biggest takeaway that I'd love them to get is just a love for building something with technology,\" says Richardson. \"A love for tinkering. A love for someday maybe thinking about pursuing a career with this burgeoning industry.\"\u003c/p>\n\u003cfigure id=\"attachment_41663\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-41663\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/08/quad_toned_custom-60d1bf93709efd495fe364f18401e71f1272847f-e1439935012470.jpg\" alt=\"Clockwise from top left: Sophia Neciosup, 13, Natalia Cox, 13, Alexis Brooks, 13, and Tehya Ford, 16, all participated in a Black Girls CODE summer camp session in San Francisco.\" width=\"1920\" height=\"1928\">\u003cfigcaption class=\"wp-caption-text\">Clockwise from top left: Sophia Neciosup, 13, Natalia Cox, 13, Alexis Brooks, 13, and Tehya Ford, 16, all participated in a Black Girls CODE summer camp session in San Francisco. \u003ccite>(LA Johnson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In addition to brainstorming and prototyping app ideas, the campers take field trips to leading tech companies.\u003c/p>\n\u003cp>\"I like to point out to the girls, 'Look around, do you see people who look like you here?' \" says Lake Raymond, the summer camp and after-school coordinator for Black Girls CODE.\u003c/p>\n\u003cp>On a recent tour of Google, she says, many of the girls were taken aback. \"They seemed a little shocked to actually be in a place where you don't really see anyone who looks like you.\"\u003c/p>\n\u003cp>What data companies have released show that the tech giants driving the American economy \u003ca href=\"http://venturebeat.com/2014/08/12/apples-diversity-compared-to-google-facebook-other-competitors-in-one-chart/\">remain white and male-dominated\u003c/a>. Outside of management, software developers and hardware engineers are often among the highest-paid jobs in the industry. Estimates are that fewer than 13 percent of computer engineers in the Valley are female. Far fewer are African-American women, it's estimated, but few companies have released hard data breaking down the numbers by race and gender.\u003c/p>\n\u003cp>Twitter has. \u003ca href=\"http://www.theguardian.com/technology/2015/jul/01/twitter-staff-african-american-diversity\">Reports show\u003c/a> black or African-American women make up just 0.5 perfect of the microblogging site's workforce. CEOs in the Valley say they're working hard to boost diversity. But \u003ca href=\"http://thenextweb.com/apple/2015/08/13/just-one-percent/\">Apple recently reported\u003c/a> only modest progress in improving the diversity of its overall workforce.\u003c/p>\n\u003cfigure id=\"attachment_41664\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-41664\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/08/wide-shot_bgc_slide-911d0f64901e532fdd354a35977f7674c6882bff-e1439940995524.jpg\" alt=\"Keisha Michelle Richardson, a software engineer and entrepreneur, leads a summer camp lesson at Black Girls Code in San Francisco.\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Keisha Michelle Richardson, a software engineer and entrepreneur, leads a summer camp lesson at Black Girls Code in San Francisco. \u003ccite>(LA Johnson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Other organizations working on the issue include the \u003ca href=\"http://www.npr.org/sections/alltechconsidered/2014/07/21/333022546/next-to-silicon-valley-nonprofits-draw-youth-of-color-into-tech\">nonprofit group Hack The Hood\u003c/a>, which is trying to widen the gateway to new tech jobs for minority and disadvantaged youth. There's also the nonprofit \u003ca href=\"Code2040,%20an%20internship%20program%20designed%20to%20bring%20Latino%20and%20black%20engineering%20undergrads%20to%20Silicon%20Valley.\">Code2040\u003c/a>, an internship program that aims to bring black and Latino engineering students into Silicon Valley. And in California's Salinas Valley farm region, \u003ca href=\"http://www.npr.org/sections/alltechconsidered/2013/09/08/217722966/out-of-the-fields-and-into-computer-science-classes\">a program is targeting Latinos\u003c/a> — a traditionally underrepresented group in tech — for computer science degrees.\u003c/p>\n\u003cp>Black Girls CODE's Summer of Code included project-based camps in the Bay Area as well as Washington, New York City and Raleigh-Durham, N.C. The group says camps offer a place where \"girls of color can learn computer science and coding principles in the company of other girls like themselves and with mentorship from women they can see themselves becoming.\" About half of the girls participating received a scholarship to attend.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>For some girls of color the path to a tech career remains riddled with obstacles. In schools, \u003ca href=\"http://www.npr.org/sections/codeswitch/2015/02/13/384005652/study-black-girls-are-being-pushed-out-of-school\">as we've reported\u003c/a>, girls of color in America are six times more likely to be suspended than white girls and are often are subject to harsher and more frequent discipline than their white peers.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2015 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=%27Disrupting%27+Tech%27s+Diversity+Problem+With+A+Code+Camp+For+Girls+Of+Color&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\u003cdiv class=\"fullattribution\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Silicon Valley is great at disrupting business norms — except when it comes to its own \u003ca href=\"http://www.washingtonpost.com/business/economy/silicon-valley-struggles-to-hack-its-diversity-problem/2015/07/16/0b0144be-2053-11e5-84d5-eb37ee8eaa61_story.html\">racial and gender diversity problem\u003c/a>. In \u003ca href=\"http://www.rainbowpush.org/index.php/news_links/single/open_letter_to_the_tech_industry_time_to_release_your_2015_diversity_and_in\">an open letter\u003c/a> last week, the Rev. Jesse Jackson \u003ca href=\"http://www.usatoday.com/story/tech/2015/08/10/jesse-jackson-silicon-valley-diversity-letter-technology-companies-apple-facebook-google-dropbox-airbnb-uber/31421955/\">sounded the alarm\u003c/a> yet again. He urged tech giants and startups to speed up the hiring of more African-Americans and Latinos — \"to change the face of technology so that its leadership, workforce and business partnerships mirror the world in which we live.\"\u003c/p>\n\u003cp>One nonprofit group, \u003ca href=\"http://www.blackgirlscode.com/\">Black Girls CODE\u003c/a>, isn't waiting around for more diversity reports. The group is taking action with regular weekend coding seminars for girls of color. And this summer, it's held boot camps where young girls learn the basics of tech design and development.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\"I wanna make games, stuff like that,\" says Natalia Cox, one of the girls at Black Girls CODE's camp. \"Tech is gonna take over the world. I wanna be a part of that!\" The 13-year-old from San Jose, Calif., says she hopes to work in the tech field one day.\u003c/p>\n\u003cp>\"Organizations like this help bring more people into the pipeline just as much as a diversity board at a large corporation,\" says Keisha Michelle Richardson, who volunteered to mentor young girls at a camp session in San Francisco. Richardson is entrepreneur and senior software engineer at Westfield Labs.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"The biggest takeaway that I'd love them to get is just a love for building something with technology,\" says Richardson. \"A love for tinkering. A love for someday maybe thinking about pursuing a career with this burgeoning industry.\"\u003c/p>\n\u003cfigure id=\"attachment_41663\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-41663\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/08/quad_toned_custom-60d1bf93709efd495fe364f18401e71f1272847f-e1439935012470.jpg\" alt=\"Clockwise from top left: Sophia Neciosup, 13, Natalia Cox, 13, Alexis Brooks, 13, and Tehya Ford, 16, all participated in a Black Girls CODE summer camp session in San Francisco.\" width=\"1920\" height=\"1928\">\u003cfigcaption class=\"wp-caption-text\">Clockwise from top left: Sophia Neciosup, 13, Natalia Cox, 13, Alexis Brooks, 13, and Tehya Ford, 16, all participated in a Black Girls CODE summer camp session in San Francisco. \u003ccite>(LA Johnson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In addition to brainstorming and prototyping app ideas, the campers take field trips to leading tech companies.\u003c/p>\n\u003cp>\"I like to point out to the girls, 'Look around, do you see people who look like you here?' \" says Lake Raymond, the summer camp and after-school coordinator for Black Girls CODE.\u003c/p>\n\u003cp>On a recent tour of Google, she says, many of the girls were taken aback. \"They seemed a little shocked to actually be in a place where you don't really see anyone who looks like you.\"\u003c/p>\n\u003cp>What data companies have released show that the tech giants driving the American economy \u003ca href=\"http://venturebeat.com/2014/08/12/apples-diversity-compared-to-google-facebook-other-competitors-in-one-chart/\">remain white and male-dominated\u003c/a>. Outside of management, software developers and hardware engineers are often among the highest-paid jobs in the industry. Estimates are that fewer than 13 percent of computer engineers in the Valley are female. Far fewer are African-American women, it's estimated, but few companies have released hard data breaking down the numbers by race and gender.\u003c/p>\n\u003cp>Twitter has. \u003ca href=\"http://www.theguardian.com/technology/2015/jul/01/twitter-staff-african-american-diversity\">Reports show\u003c/a> black or African-American women make up just 0.5 perfect of the microblogging site's workforce. CEOs in the Valley say they're working hard to boost diversity. But \u003ca href=\"http://thenextweb.com/apple/2015/08/13/just-one-percent/\">Apple recently reported\u003c/a> only modest progress in improving the diversity of its overall workforce.\u003c/p>\n\u003cfigure id=\"attachment_41664\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-41664\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/08/wide-shot_bgc_slide-911d0f64901e532fdd354a35977f7674c6882bff-e1439940995524.jpg\" alt=\"Keisha Michelle Richardson, a software engineer and entrepreneur, leads a summer camp lesson at Black Girls Code in San Francisco.\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Keisha Michelle Richardson, a software engineer and entrepreneur, leads a summer camp lesson at Black Girls Code in San Francisco. \u003ccite>(LA Johnson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Other organizations working on the issue include the \u003ca href=\"http://www.npr.org/sections/alltechconsidered/2014/07/21/333022546/next-to-silicon-valley-nonprofits-draw-youth-of-color-into-tech\">nonprofit group Hack The Hood\u003c/a>, which is trying to widen the gateway to new tech jobs for minority and disadvantaged youth. There's also the nonprofit \u003ca href=\"Code2040,%20an%20internship%20program%20designed%20to%20bring%20Latino%20and%20black%20engineering%20undergrads%20to%20Silicon%20Valley.\">Code2040\u003c/a>, an internship program that aims to bring black and Latino engineering students into Silicon Valley. And in California's Salinas Valley farm region, \u003ca href=\"http://www.npr.org/sections/alltechconsidered/2013/09/08/217722966/out-of-the-fields-and-into-computer-science-classes\">a program is targeting Latinos\u003c/a> — a traditionally underrepresented group in tech — for computer science degrees.\u003c/p>\n\u003cp>Black Girls CODE's Summer of Code included project-based camps in the Bay Area as well as Washington, New York City and Raleigh-Durham, N.C. The group says camps offer a place where \"girls of color can learn computer science and coding principles in the company of other girls like themselves and with mentorship from women they can see themselves becoming.\" About half of the girls participating received a scholarship to attend.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>For some girls of color the path to a tech career remains riddled with obstacles. In schools, \u003ca href=\"http://www.npr.org/sections/codeswitch/2015/02/13/384005652/study-black-girls-are-being-pushed-out-of-school\">as we've reported\u003c/a>, girls of color in America are six times more likely to be suspended than white girls and are often are subject to harsher and more frequent discipline than their white peers.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2015 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=%27Disrupting%27+Tech%27s+Diversity+Problem+With+A+Code+Camp+For+Girls+Of+Color&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\u003cdiv class=\"fullattribution\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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},
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"title": "The California Report Magazine",
"tagline": "Your state, your stories",
"info": "Every week, The California Report Magazine takes you on a road trip for the ears: to visit the places and meet the people who make California unique. The in-depth storytelling podcast from the California Report.",
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"officialWebsiteLink": "/californiareportmagazine",
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"order": 10
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},
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"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/cityartsandlecture-300x300.jpg",
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"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
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"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
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"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
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"order": 1
},
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"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"source": "Commonwealth Club of California"
},
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"source": "kqed",
"order": 9
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
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"source": "WNYC"
},
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
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},
"fresh-air": {
"id": "fresh-air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"hidden-brain": {
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"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
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"link": "/radio/program/hidden-brain",
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"how-i-built-this": {
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"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
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"airtime": "SUN 7:30pm-8pm",
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},
"link": "/radio/program/how-i-built-this",
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"npr": "https://rpb3r.app.goo.gl/3zxy",
"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"officialWebsiteLink": "/podcasts/hyphenacion",
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"order": 15
},
"link": "/podcasts/hyphenacion",
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"order": 18
},
"link": "/podcasts/jerrybrown",
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},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
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},
"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
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},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
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"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/id1567098962",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
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"source": "wnyc"
},
"link": "/radio/program/on-the-media",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2",
"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
}
},
"pbs-newshour": {
"id": "pbs-newshour",
"title": "PBS NewsHour",
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