Collaborative Research: ET-ECS: Electronic Textiles for Exploring Computer Science with High School Students & Teachers to Promote Computational Thinking and Participation for

该项目推进了“面向学生和教师的创新技术体验”（ITEST）项目的努力，以更好地理解和促进提高学生在科学、技术、工程、科学和技术领域追求职业的动机和能力的实践。通过产生实证研究结果和/或研究工具，有助于了解K-12学生和教师的哪些模型和干预措施最有可能提高STEM和STEM相关的未来密集型劳动力的能力。该项目将开发、实施和测试一个使用电子纺织品的扩展单元，用于探索计算机科学（ECS）课程，该课程目前在全国各地的高中实施，为现有的机器人单元提供一种替代方案，可以吸引和招募更多的女孩，并解决长期以来缺乏女性和少数族裔的问题。在过去十年中，获得计算机学士学位的女性人数一直在稳步下降，比例从2002年的27.5%下降到2012年的18.2%，延续了美国一些州没有女高中生参加计算机科学大学先修课程考试的趋势。随着目前将计算机科学教育重新引入K-12学校的推动，非常需要精心开发的课程材料，向高中生介绍关键的计算机科学概念和实践，这些内容丰富多样，可以拓宽高中生对计算机和计算机科学职业抱负的看法，以及教师的专业发展。该项目将主要在洛杉矶联合学区（LAUSD）和费城学区（SDP）进行，这两个学区是美国最大的公立学区，服务不足的学生比例很高。该研究还发现，大量低收入的有色人种学生提供的课程被贴上了计算机科学的标签，但他们的课程除了键盘和其他基本的基本计算技能外，几乎没有其他内容。很少有学校提供严格的计算机科学课程，即使有，也都位于富裕的社区，而且很少有女孩或有色人种学生。洛杉矶联合学区（LAUSD） ECS学生的高参与率与学区人口统计数据密切相关。2013-14学年，超过2500名LAUSD学生入读ECS；73%的学生是拉丁裔，11%是非洲裔，7%是亚裔，8%是白人，46%是女性。没有其他全国性的计算机科学项目能吸引如此多样化的学生。该基金的目标将是：(1)开发强大的课程材料，供广大教师和学生使用，特别是在服务欠缺的社区；(2)提供证据，证明学生不仅可以通过电子纺织品学习关键的CS概念和实践，还可以拓宽他们对计算机和STEM职业抱负的看法。(3)为展示和传播学生的电子纺织品最终设计提供竞赛之外的另一种模式；(4)试点教师的专业发展。我们的跨学科团队，精通解决计算机科学中的公平性和多样性问题，将汇集课程设计，计算机科学和学习科学方面的专业知识。计算机科学课程将由六个单元组成：人机交互、问题解决、网页设计、编程入门（Scratch）、计算和数据分析以及机器人。课程的教学设计将采用探究式的教学实践，让所有学生都有机会去探索、设计调查、批判性思考、测试解决方案和解决实际问题。这些与计算思维的联系也将把ECS与共同核心州标准和下一代科学标准联系起来。ECS的一个关键部分将是专业发展（PD）计划，该计划将建立和支持一个持续的教师学习社区。ECS PD计划将跨越两年，包括两个夏季为期一周的研究所和季度周六研讨会。ECS PD的主要特点将包括：(1)沉浸在探究和基于股权的实践中；(2)通过教师-学习者-观察者模式关注教师的教学实践，教师在小组中轮流规划和授课，并在与其他教师的汇报会议中获得反馈；(3)发展持续的专业学习。电子纺织品课程的建议发展和教师专业发展将利用电子纺织品与初高中学生一起学习计算机科学CS概念和实践，并扩大他们对计算机的认识。该项目将结合之前的基础工作，即开发和试点介绍性和高级电子纺织品活动，根据现有的ECS课程介绍CS概念和实践，以促进计算思维。

This project advances efforts of the Innovative Technology Experiences for Students and Teachers (ITEST) program to better understand and promote practices that increase students' motivations and capacities to pursue careers in fields of science, technology, engineering, or mathematics (STEM by producing empirical findings and/or research tools that contribute to knowledge about which models and interventions with K-12 students and teachers are most likely to increase capacity in the STEM and STEM cognate intensive workforce of the future. The project will develop implement, and test an expansion unit using electronic textiles for the Exploring Computer Science (ECS) curriculum that is currently implemented in high schools across the nation by providing an alternative to the existing robotics unit that can appeal and recruit larger group of girls and address the longstanding lack of women and minorities in computing. Over the last decade, there has been a steady decline in the number of women earning bachelor's degrees in computing, with the percentage decreasing from 27.5% in 2002 to 18.2% in 2012, continuing a trend where in some US states no female high school students took the Advanced Placement in CS exam. With the current push to re-introduce CS education into the K-12 schools, there is a great need for carefully developed curriculum materials that introduce high school students to key CS concepts and practices that are also rich and diverse in content that can broaden high school students' perceptions of computing and CS career aspirations coupled together with teacher professional development. The project will mainly take place in the Los Angeles Unified School District (LAUSD) in addition to the School District of Philadelphia (SDP), two of the largest public school districts in the country with high percentages of underserved students. The study also uncovered that high numbers of low-income students of color were offering courses labeled as CS, but their coursework included little other than keyboarding and other basic rudimentary computing skills. Rarely did schools offer rigorous computer science courses, but when they did, they were located in affluent communities and included few girls or students of color. Los Angeles Unified School district (LAUSD) students in ECS reveal high participation rates that closely mirror District demographics. In 2013-14, over 2500 LAUSD students enrolled in ECS; 73% of the students were Latino, 11% African American, 7% Asian, 8% White, and 46% female. There are no other nationwide computer science programs that have attracted such diverse students. The grant's goals will be (1) to develop robust curricular materials that are accessible to a large group of teachers and students, particularly in underserved communities, (2) to provide evidence that students not only can learn key CS concepts and practices with electronic textiles but also broaden their perspectives of computing and STEM career aspirations, (3) to illustrate an alternative model to competitions for showcasing and disseminating students' final e-textile designs and (4) to pilot teacher professional development. Our interdisciplinary team, versed in addressing issues of equity and diversity in CS, will bring together expertise from curriculum design, computer science, and learning sciences. The CS curriculum will be consisted of six units covering: Human-Computer Interaction, Problem-Solving, Web Design, Introduction to Programming (Scratch), Computing and Data Analysis, and Robotics. The instructional design of the course will adopt inquiry-based teaching practices so that all students are given opportunities to explore, design investigations, think critically, test solutions, and solve real problems. These links to computational thinking will also connect ECS to the Common Core State Standards and Next Generation Science Standards. A key part of ECS will be a professional development (PD) program that builds and supports an on-going teacher learning community. The ECS PD program will spans two years with a combination of two summer week-long institutes and quarterly Saturday workshops. The key features of ECS PD will include: (1) immersion into inquiry and equity-based practices; (2) a focus on teachers' instructional practice done through a teacher-learner-observer model, where teachers take turns planning and delivering lessons in teams with feedback in debrief sessions with fellow teachers; and (3) development of an on-going professional learning. The proposed development of the ECS curriculum and teacher professional development will use electronic textiles with middle and high school students to support their learning of computer science CS concepts and practices and their broadening of perceptions of computing. The project will be leveraged with previous foundational work that developed and piloted introductory and advanced electronic textile activities to introduce CS concepts and practices in line with the existing ECS curriculum to promote computational thinking.