Promoting Computational Thinking Through Middle School Music Technology

该奖项全部或部分由《2021年美国救援计划法案》（公法117-2）资助。随着计算思维（CT）和计算机科学（CS）在技术工作和整个劳动力中变得越来越重要，解决这些问题的K-12课程的部署仍然滞后。此外，不同的学生群体在学习这些课程方面仍然面临障碍。为了应对这一趋势，佐治亚理工学院将与格威内特县公立学校合作，开发课程和专业发展，以提高中学计算机科学教育的能力。这个项目将利用音乐技术课程作为媒介，通过它来促进和发展计算思维。作为许多学生身份、文化和自我表达的重要组成部分，音乐提供了一个独特的机会，让学生在这个身份和兴趣形成的关键时期参与计算机，包括历史上在该领域代表性不足的学生。当格鲁吉亚的倡议和立法为在中学扩展计算机教育设定了雄心勃勃的目标时，这种方法也将使格鲁吉亚（或全国）的学校或地区能够通过现有的音乐教师来扩大计算机教育的能力。项目团队将设计一个中学课程，同时解决计算机和音乐技术的学习标准，并为没有计算机或音乐技术经验的中学音乐教师设计专业发展。本项目将集中研究以下问题：1)如何将计算机教育有效地整合到音乐技术课程中，以增加不同中学生群体的接触和兴趣；2)在中学音乐技术课中引入计算思维如何影响不同学生群体对计算内容知识的获取、对计算兴趣的形成、对计算的态度和坚持计算的意图？该项目将增加有关以下方面的基础知识：(a)开发中学课程的有效方法，以满足计算机和音乐技术的学习目标；（二）为音乐教师提供专业发展的最佳方法，使他们获得开办这些课程所需的内容和教学内容知识；(c)对于不同背景和人口统计的学生，这样的课程在多大程度上提高了学生对计算机的兴趣、态度和坚持的意愿。研究人员-从业人员伙伴关系（RPP）将向该领域提供有关参与这项工作的成功和挑战的信息，以及通过严格的功效研究以证据为基础的计划。该项目由CS for All: Research and RPPs计划支持。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

This award is funded in whole or in part under the American Rescue Plan Act of 2021 (Public Law 117-2). As computational thinking (CT) and computer science (CS) are becoming increasingly critical in technology jobs and across the entire workforce, the deployment of K-12 courses that address these issues continues to lag. Additionally, diverse student populations continue to face barriers in accessing such courses. To counter this trend, the Georgia Institute of Technology, in collaboration with Gwinnett County Public Schools, will develop curricula and professional development to increase the capacity for computer science education in middle schools. This project will leverage music technology classes as vectors through which to promote and develop computational thinking. As an essential part of many students’ identities, culture, and self-expression, music presents a unique opportunity to engage students in computing during this critical time of identity and interest formation, to include students historically underrepresented in the field. At a time when initiatives and legislation in Georgia have set ambitious goals for the expansion of computing education in middle schools, this approach will also enable schools or districts in Georgia (or nationally) to scale computing education capacity via existing music teachers. The project team will design a middle school curriculum that simultaneously addresses learning standards in both computing and music technology and professional development designed for middle school music teachers with no prior experience in computing or music technology. The project will focus on the following research questions: 1) How can computing education be effectively integrated into music technology courses to increase access and interest across diverse middle school student populations?; and 2) How does the introduction of computational thinking within a middle school music technology class impact the acquisition of computing content knowledge, the formation of interest in computing, attitudes towards computing, and the intent to persist in computing across different student populations? The project will add fundamental knowledge regarding (a) effective approaches for developing middle-school courses that address both computing and music technology learning objectives; (b) best practices for professional development for music teachers to gain the content and pedagogical content knowledge they need to deliver such courses; and (c) the degree to which such a course increases student interest, attitudes, and intention to persist in computing for students with different backgrounds and demographics. The researcher-practitioner partnership (RPP) will provide information to the field on the successes and challenges of engaging in this work and a program that is evidence-based through rigorous efficacy research. This project is supported by the CS for All: Research and RPPs program.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.