Justice-Focused Secondary CS Teacher Education

以正义为中心的中学计算机教师教育

• 批准号: 2031265
• 负责人: Amy Ko
• 金额: $ 99.97万
• 依托单位: University of Washington
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-10-01 至 2024-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2031265&HistoricalAwards=false
• 关键词: Justice; Focused; Secondary; CS; Teacher

The University of Washington will lead a researcher-practitioner partnership that leverages the team’s joint expertise in computer science (CS) education research, justice-focused secondary teacher education, high school CS teaching, RPP leadership, academic program administration, and community organizing to design, launch, and sustain a new justice-focused secondary CS teacher education program to serve the Puget Sound region’s high schools. All youth need to understand both the amazing power of computing, but also its potential for harm in their lives. They also deserve the education to harness this power, to amplify their voices and bend computing toward justice. To achieve this vision, this project will design, launch, and evaluate a sustainable, pre-service, justice-focused secondary CS endorsement program.University of Washington proposes to design, launch, and sustain a new justice-focused secondary CS teacher education program to serve the region’s high schools. The RPP has the shared goal of preparing secondary CS teachers who can empower all youth to bend computing toward justice. This goal is achieved through deeper engagement in two forms. First, teachers must have the content knowledge (CK) that while computing can amplify social change, it can also amplify injustice. Teachers must see that computing can rely on biased data; that algorithms can make unjust assumptions about identity; that people in power are increasingly delegating to algorithms decisions such as who is policed and how long someone goes to prison. Second, teachers must have the pedagogical content knowledge (PCK) that how one teaches CS determines which students learn and what students choose to do with their CS knowledge. By reconceptualizing CS CK and PCK in terms of justice, CS education has the power to broaden participation in CS, but also broaden civic discourse on the role of computing in society. The project team will collaboratively write with teachers a new justice-focused CS teacher education book that is free, online, and accessible, reframing CS content knowledge in the CSTA standards in justice terms. With this book, they will co-design with teachers four new CS teacher education courses on CS teaching methods, CS assessment, CS justice and equity, and a CS teaching field experience. Finally, they plan to pilot and launch the program, attracting both pre-service and in-service teachers, and sustaining their roles as CS teachers through a vibrant community of justice-focused CS educators.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

华盛顿大学将领导一个研究员-实践者合作伙伴关系，利用该团队在计算机科学(CS)教育研究、以司法为重点的中学教师教育、高中CS教学、RPP领导力、学术项目管理和社区组织方面的联合专业知识来设计、启动和维持一个新的以司法为重点的中学CS教师教育计划，以服务于普吉特湾地区的高中。所有的年轻人都需要了解计算的惊人力量，也需要了解它在生活中的潜在危害。他们也应该得到教育，利用这种力量，扩大他们的声音，让计算朝着正义的方向发展。为了实现这一愿景，该项目将设计、启动和评估一个可持续的、职前的、以司法为重点的中学CS认可计划。华盛顿大学提议设计、启动并维持一个新的以司法为重点的中学CS教师教育计划，以服务于该地区的高中。RPP有一个共同的目标，那就是准备好中学CS教师，他们可以赋予所有年轻人权力，让计算走向正义。这一目标是通过两种形式的更深入的接触来实现的。首先，教师必须具备教学知识(CK)，即虽然计算可以放大社会变革，但它也可以放大不公正。教师们必须认识到，计算可以依赖于有偏见的数据；算法可以对身份做出不公正的假设；当权者越来越多地将决策委托给算法，比如谁受到监管，一个人被判入狱多久。第二，教师必须具备教学内容知识(PCK)，如何教授CS决定了哪些学生学到了什么，学生选择用他们的CS知识做什么。通过从正义的角度重新定义CS CK和PCK，CS教育有能力扩大CS的参与，但也扩大了关于计算在社会中的作用的公民话语。项目团队将与教师合作编写一本新的以司法为重点的CS教师教育书籍，这本书是免费的、在线的和可访问的，用正义的术语重新构建Csta标准中的CS内容知识。在这本书中，他们将与教师共同设计四门新的CS教师教育课程，内容包括CS教学方法、CS评估、CS公正和公平，以及CS教学现场经验。最后，他们计划试行和启动该计划，吸引职前和在职教师，并通过充满活力的以司法为重点的CS教育人员社区维持他们作为CS教师的角色。这一奖项反映了NSF的法定使命，并通过使用基金会的智力优势和更广泛的影响审查标准进行评估，被认为值得支持。

项目成果

The House of Computing: Integrating Counternarratives into Computer Systems Education

• DOI: 10.1145/3478431.3499394
• 发表时间: 2022-02
• 期刊: Proceedings of the 53rd ACM Technical Symposium on Computer Science Education - Volume 1
• 作者: Mara Kirdani-Ryan;Amy J. Ko

Teaching Inclusive Design Skills with the CIDER Assumption Elicitation Technique

使用 CIDER 假设启发技术教授包容性设计技能

• DOI: 10.1145/3549074
• 发表时间: 2022
• 期刊: ACM Transactions on Computer-Human Interaction
• 影响因子: 3.7
• 作者: Oleson, Alannah;Solomon, Meron;Perdriau, Christopher;Ko, Amy J.
• 通讯作者: Ko, Amy J.

Proposing, Planning, and Teaching an Equity- and Justice-Centered Secondary Pre-Service CS Teacher Education Program

提出、规划和教授以公平和正义为中心的中学职前计算机科学教师教育计划

• DOI: 10.1145/3545945.3569735
• 发表时间: 2023
• 期刊: ACM Technical Symposium on Computer Science Education (SIGCSE
• 作者: Ko, Amy J.;Beitlers, Anne;Everson, Jayne;Wortzman, Brett;Gallagher, Dan
• 通讯作者: Gallagher, Dan

Investigating Item Bias in a CS1 Exam with Differential Item Functioning

使用差异项目功能研究 CS1 考试中的项目偏差

• DOI: 10.1145/3408877.3432397
• 发表时间: 2021
• 期刊: ACM Technical Symposium on Computer Science Education (SIGCSE
• 作者: Davidson, Matt J.;Wortzman, Brett;Ko, Amy J.;Li, Min
• 通讯作者: Li, Min

“I would be afraid to be a bad CS teacher”: Factors Influencing Participation in Pre-Service Secondary CS Teacher Education

“我害怕成为一名糟糕的计算机科学教师”：影响参与职前中等计算机科学教师教育的因素

• DOI: 10.1145/3501385.3543966
• 发表时间: 2022
• 期刊: ICER '22: Proceedings of the 2022 ACM Conference on International Computing Education Research
• 作者: Everson, Jayne;Ko, Amy J.
• 通讯作者: Ko, Amy J.