Presented by Leslie Daniels

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Presented by Leslie Daniels Dr. Bobby Jeanpierre
Integrating Scratch Programming as a Tool for
Assessment in K-12 Curriculum
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Analysis

• Needs Analysis
• Declining interest in the field of computer
  science
• Drop of 60 in enrollment between 2000-2004
• Compounded by attrition rates 35 50

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Analysis

• Needs Analysis
• Growth of computing and technology fields
• In spite of outsourcing, offshoring
• Educational focus
• prepare students for work in a global economy
• Creativity and innovation key skills for global
  economy

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Analysis

• Representation of women in field at a historic
  low
• Equity issues
• Lack of role models

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Analysis

• Opportunities to test ideas in K-12 curriculum
  are limited.
• Constructivism can foster higher order thinking
• Creativity and innovation
• Torrance measure of creativity declining
• Effect of focus on assessment

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Analysis

• Creativity Crisis
• Kyung Hee Kim- College of William Mary
• Analyzed 300,000 Torrance scores of children and
  adults
• Creativity scores rising until 1990
• Since 1990, creativity scores have consistently
  inched downward
• Most serious for children K-6

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Analysis

• Creativity Crisis
• Good news- Creativity can be taught!
• Teachers may use Scratch to facilitate students
  imagining, creating, playing, sharing and
  reflecting

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Analysis

• Target Audience
• Math and science teachers
• Primarily middle school, some high school
• Central Florida school districts
• Mix of novice and seasoned teachers 50 each
• 2 MS science teachers
• Remaining math teacher 2 HS
• Half teaching out of field

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Analysis

• Target Audience Characteristics
• 3 white males, 8 white females, 1 black female
• 3 students over the age of 40
• Most 25 35

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Analysis

• Learning Environment
• Conference room
• Met once week 15 weeks
• 3 hour sessions
• Computer Limits
• Screen resolution 1024 x 768 (16 bit)
• Windows 2000 or higher
• 6 laptop computers

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Analysis

• Goals and Objectives
• Teaching with technology opposed to from
• Fostering creativity and innovation
• Using technology to engage students
• Raising awareness of challenges of teaching in an
  urban context
• Expanding perceptions of computing

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Design
Creative Thinking Spiral Scratch Programming
Inquiry Model
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Design

• Rationale for the use of Scratch
• Constructivist learning
• Drag and drop design
• Collaborative
• Support

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Design

• Instructional Strategy
• Forms of Assessment
• Digital storytelling
• Animation
• Gaming
• Simulation
• Lab Practicals
• Hands on practice
• Instructional video

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Design

• Course design
• Seminar format
• Focus on urban science and math teaching
• Action research based
• Extensive review of literature
• Learning, teaching, or assessment
• New component infusion of technology
• Scratch pilot

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Development
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Development

• Jing constructed videos
• Shared on screencast.com
• Available anytime, anywhere, at any pace
• Handout
• SIGSCE
• Hands on activity

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Development

• Course development
• Textbook examples
• Research literature
• Action research template
• Pre, mid, post survey
• assessing comfort level
• progress
• Course assessment
• choice and flexiblity

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Implementation
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Implementation

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

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Implementation

• Reviewed Jing videos in class
• Learnscratch.org
• Scratch website
• Scratch project library
• Sharing with peers
• Hands on 8 block activity
• Demonstration of Scratchboard

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Implementation

• Midterm presentations of use of Scratch
• Reflection of personal learning experience and
  utility with students
• Final presentations of action research
• Choice of Scratch or other technology application
• Scratch as an assessment tool was infused
  throughout the course

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Evaluation
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Evaluation

• Preassessment
• Limited to no experience with programming
• Creativity mostly defined in relation to choice
  of processes and products.
• Unclear about role teachers play in illuminating
  opportunities in CS field
• STEM initiative fails to consider CS

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Evaluation

• Midterm survey
• Teachers did not appear to be using the videos
• Teachers expressed a desire for more hands on
  guidance
• Variance in seeing at this point the value of
  using Scratch in their curriculum

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Evaluation

• Post assessment
• All see benefits of infusing technology into the
  curriculum
• Identified Scratch to be engaging for students
• Time, schedule and lack of confidence in teaching
  Scratch seen a limiters. (Control issues)

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Evaluation

• Post assessment continued
• Scratch valued as an assessment tool.
• Scratch an excellent tool for fostering
  creativity
• Role in expanding students perceptions of the
  field of computer science still unrecognized.

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Evaluation

• Post assessment continued
• Teacher professional development
• Suggestion for additional hands on with guidance

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Evaluation

• Trends resulting from the use of Scratch
• Teacher transformation
• Ability of some students to learn
• Learning was evidenced in all levels
• gifted, regular and special needs.

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Evaluation

• Future Applications
• Development of Instruction module
• Introduction to Scratch Programming
• ScratchEd
• Future research
• Examine how secondary math and science teachers
  integrate Scratch into the curriculum

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• References
• Aspray, W. Mayadas, F.. And Vardi. M.(2006).
  Globalization and Offshoring of Software A
  Report of the ACM Job Migration Task Force. ACM
• www.acm.org/globalizationreport.
• Bronson, Po, Merryman, Ashley. The creativity
  crisis. Newsweek, July 10, 2010.
• http//www.newsweek.com/2010/07/10/the-creativity-
  crisis.html
• Denning, P. McGettrick, A. (2005) Re-center
  computer science. Communications of the ACM,
  48(11), 15-19.
• Fountain, J. (2000) Constructing the information
  society women, information technology and
  design. Technology in Society, 22, 45-62.

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• Email contact
• Leslie Daniels leslie_daniels_at_scps.k12.fl.us
• Dr. Bobby Jeanpierre bjeanpie_at_mail.ucf.edu
• Albert Einstein said, Imagination is more
  important than Knowledge. We agree!
• http//dropio/MITPresentations

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