Samples of Work
Exploring Scratch Programming with Girl Scouts
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Scratch is a constructionist-based programming tool that allows learners to create media projects based on programming skills. Some of the key constructionist principles that Scratch embodies includes the learner constructing their own knowledge through self-directed development of programming skills, the need to understand coding concepts to create an artifact, and the development of skills aligned to authentic practices done by computer scientists. (Papert & Harel, 1991) This paper provides a detailed history of the development and features of the Scratch programming language. It is followed by a research design using Scratch with Georgia Girl Scout troop 20158 during a four-hour weekend session. The troop is predominately African American girls, ranging in grades second through ninth. The design explores how to introduce young learners in second grade to computational concepts and programming using the Scratch online application. It also incorporates the constructionist approach of designing for others by challenging the older troop members to design a game for the younger scouts. Another element to the design is the use of tangible Scratch blocks, printed on paper and laminated, to serve as orienting objects for the younger learners. (Papert, 1993) The results from the session proved successful with the second-grade learners eager to continue and interact with Scratch longer than the scheduled session. The second graders also advanced to exploring independently in Scratch before the close of the session, with one learner starting to code independently. The older learners, however, having experienced less interaction during the session, seemed disinterested towards the end of the session.
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​Papert, S. (1993). Introduction. In Mindstorms: Children, Computers, and Powerful Ideas (2nd ed., p. 11). New York: BasicBooks.
Papert, S., & Harel, I. (1991). Situating Constructionism. In I. Harel & S. Papert (Eds.), Constructionism: research reports and essays, 1985-1990 (pp. 1–13). Norwood, NJ: Ablex Pub. Corp. Retrieved from http://heinonline.org/HOL/Page?handle=hein.journals/tlr53&id=1052&div=&collection=journals
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Unraveling Computational Thinking and Computational Craft: A Position Paper
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The purpose of this paper is to make the argument that computational craft should be considered a separate domain from computational thinking. Computational craft, a term used by Brian Silverman during the Rethinking Making segment of the Thinking About Thinking About Seymour MIT Media Lab event, describes Silverman’s perspective of Seymour Papert’s vision of computational thinking (Greene, 2017). The paper found that computational thinking in its current use in education has three audiences, computational thinking for all, computational thinking for computer science education, and Papert’s view of computational thinking. More examination and detailed inquiry into Papert’s vision of computational thinking is needed to further distinguish this vision, which I agree with Silverman in calling computational craft, from computational thinking for all. This is a link to the second revision of this paper. Manuscript in progress.
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​Greene, T. (Producer). (2017). Thinking about thinking about Seymour [Video]. Available from
https://www.media.mit.edu/videos/seymour-2017-01-26/
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Conceptual Framework Paper
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The purpose of this paper is to explore the research question of how can we create learning experiences that engage underrepresented groups in STEM using creativity, self-expression, and construction. ​ Manuscript in progress.
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Design Based Research Project
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The purpose of this project will be to implement a design-based research methodology on my research topic of STEM inclusion, computational crafting, and constructionism. The project will feature the development of an intervention based on constructionist and computational crafting design principles. After one cycle of the design, an evaluation of data will suggest further refinement of the intervention. A report will detail the findings from the overall project. Manuscript in progress.
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Robot Math Paper
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This paper reports the findings from Dr. TJ Kopcha’s Robot Math project through the Improving Teacher Quality State Grant Program. This project consisted of introducing the use of Ozobot robotics in math courses with a local elementary school. The project team led a series of teacher preparation sessions during the summer of 2017 to introduce the content to the teachers and help develop lesson plans for the upcoming school year. The team followed-up with several school visits to assist with classroom implementation. Manuscript in progress.
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Paper Circuit Project
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This is a design and development project to develop a craft technology intervention using paper circuitry and story-telling. The project is currently in the initial analysis stage. More details to come.
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