Date: Wednesday, May 1st

Time: 1pm - 3pm EST

Location: In-Person: TSRB - IC Café (formerly GVU Café), Virtual: Zoom Link (Meeting Code: 970 7481 2501)

Michael J. Johnson

Ph.D. Computer Science Candidate

School of Interactive Computing

Georgia Institute of Technology

Committee:

Dr. Betsy DiSalvo (Advisor) - School of Interactive Computing, Georgia Institute of Technology

Dr. Jessica Roberts- School of Interactive Computing, Georgia Institute of Technology

Dr. Judith Uchidiuno - School of Interactive Computing, Georgia Institute of Technology

Dr. Kayla DesPortes - Steinhardt School of Culture, Education, and Human Development, New York University

Dr. Mark Guzdial - Electrical Engineering and Computer Science Department, University of Michigan

Abstract:

Designing innovative methods for introducing computer science to young populations remains a prominent area of CS education research. Educators must harmoniously shape the curriculum, materials, classroom environment, and more to provide an engaging and meaningful learning experience. One important consideration is the choice of computing tools students will interact with. Computing tools are materials designed to support learners in exploring computer science and developing CS expertise. These tools range from online code-learning platforms to maker programs to tangible devices, and can even include non-computing materials. When an educator selects computing tools for students to work with, such as a video, a game, crafting materials, a computer, or even a pencil and paper, they influence the outcomes of how students learn, retain, and are evaluated on computational principles. How those influences occur depends upon a tool's modality—how the user interacts with the tool—and materiality—the material properties of the tool.

Computing tools have the potential for many diverse interactions brought by their modalities and materialities, yet CS education research has given little consideration to these differences when assessing if a tool is useful in developing learners' CS expertise. The work presented in this defense explores using computing tools in two informal learning environments for high school students: BridgeUP STEM and CWP 2.0. I theorize that isolating and comparing these properties will yield key information on how each tool mediates relationships between learners, their objectives, and other actors in the learning environment. A deeper understanding of these relationships will contribute to more effective uses of computing tools in CS education.