Maya Israel

Research Director, Creative Technology Research Lab, UIUC, United States

Maya is speaking at

3:00 pm - 5:00 pm
Exhibit Hall

Speaker

  • Todd Lash (Speakers) University Of Illinois
  • Maya Israel (Speakers) Research Director, Creative Technology Research Lab, UIUC, United States

Description

Todd Lash (Creative Technologies Resource Lab, UIUC, United States)

Maya Israel (Creative Technology Resource Lab, UIUC, United States)

ABSTRACT. Now more than ever, students with disabilities are participating in computer science (CS) education. As CS increasingly becomes a part of the general curriculum in grades K-8, ensuring that these learning experiences are equitable and accessible to a wide range of learners may help broaden the diversity of individuals who choose to engage in computing experiences throughout their schooling and into their professional lives (Qualls & Sherrell, 2010). Therefore, it is essential to identify pedagogical approaches that lower barriers for students with disabilities and give teachers new tools to help those students succeed. The initial findings, focused on practitioners, from a National Science Foundation STEM+C project, and derived from a series of qualitative case studies about challenges faced by K-8 students with disabilities in CS education will be elucidated. These briefs, written in the form of vignettes, and grounded in our own research findings, as well as special education best practice, are being disseminated to practitioners and used for professional development and intervention work

4:10 pm - 4:35 pm
302

Speaker

  • Todd Lash (Speakers) University Of Illinois
  • Maya Israel (Speakers) Research Director, Creative Technology Research Lab, UIUC, United States

Description

Maya Israel (University of Illinois Urbana-Champaign, United States)

Todd Lash (University of Illinois Urbana-Champaign, United States)

ABSTRACT. This presentation provides an overview of a National Science Foundation STEM+C project aimed at studying integration of computational thinking (CT) and computer science (CS) into elementary mathematics. This project is a collaborative effort between researchers and practitioners at the University of Illinois-Urbana Champaign and the UChicago STEM Education at the University of Chicago. We will provide insights into integrated lesson development, prototype learning progressions, and preliminary research findings related to teachers' experiences with implementing the integrated lessons. Lastly, we will share implications for teacher development and professional development. Everyday Computing will be participating at Infosys Foundation USA’s free teacher training initiative, Pathfinders Summer Institute, at IU Bloomington July 15-20, 2018.

9:10 am - 9:35 am
320

Speaker

  • Meg Ray (Speakers) Teacher in Residence, Cornell Tech
  • Chungeun Lee (Speakers) University of Illinois at Urbana-Champaign, United States
  • Virginie Do (Speakers) Ecole Polytechnique, France
  • Maya Israel (Speakers) Research Director, Creative Technology Research Lab, UIUC, United States

Description

Meg Ray (Cornell Tech, United States)

Maya Israel (University of Illinois at Urbana-Champaign, United States)

Chungeun Lee (University of Illinois at Urbana-Champaign, United States)

Virginie Do (Ecole Polytechnique, France)

ABSTRACT. Despite the proliferation of K-12 computer science (CS) programs and implementation of "CS for All" initiatives in U.S. schools, little research has been conducted on effective pedagogical approaches in K-12 CS. Even less research has focused on meeting the needs of students with disabilities. This paper presents findings from a qualitative case study examining the experiences of teachers who taught CS classes that included students with disabilities. The goal of this study was to identify pedagogical approaches that the teachers used to meet the needs of all students. Results indicated that teachers implemented three primary instructional strategies to address the needs of students with disabilities including facilitating student collaboration, using the Universal Design for Learning (UDL) framework, and using explicit instruction to teach CS concepts.

10:00 am - 12:00 pm
Exhibit Hall

Speaker

  • Meg Ray (Speakers) Teacher in Residence, Cornell Tech
  • Diane Levitt (Speakers) Sr. Director of K12 Education, Cornell Tech
  • Maya Israel (Speakers) Research Director, Creative Technology Research Lab, UIUC, United States

Description

Meg Ray (Cornell Tech, United States)

Diane Levitt (Cornell Tech, United States)

Maya Israel (University of Illinois at Urbana-Champaign, United States)

ABSTRACT. As CS for All initiatives expand in K-12 districts across the country, there is a need to create ongoing teacher support and training. Cornell Tech’s Teacher in Residence program builds computational agency. Agency is often defined as the power to freely act and make choices. The Teacher in Residence program seeks to build the agency of school administrators, teachers, and students to make choices about CS education and to act on them based on a foundation of content knowledge rather than programs bound to specific tools or individuals. The Teacher in Residence program is grounded in evidence-based practices, but has made unique adaptations in order to support teachers who are new to CS content. The writers will share practices, learnings, and preliminary outcomes from the first year and a half of the program. His data includes qualitative measures of teacher confidence, agency, and accuracy as well as initial data on student engagement and generalization.

The Teacher in Residence program includes K-8 teachers who are incorporating CS instruction into their classrooms. In this program, a master teacher is embedded in a school community for a limited amount of time to coach teachers, offer professional development, and consult with the administration about implementation. It focuses on three elements: content proficiency, appropriate pedagogy, and giving equitable access to all students.

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