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What will Participants learn?
computational Thinking |
Snap! |
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Computational thinking is a problem solving strategy that can be used across all disciplines. During Infusing Computing, teachers will learn and utilize the PRADA framework. This model, popularized by Google for Education, requires teachers and students to understand four major concepts of computation thinking.
PRADA stands for: Pattern Recognition, Abstraction, Decomposition, and Algorithms. In addition to learning computational thinking ideas, participants will explore ways to authentically add computational thinking into their content areas. |
Snap! is a drag-and-drop programming language that was developed by UC Berkeley. During the Infusing Computing professional development, teachers will learn how to code using Snap! and identify ways to integrate Snap! into their classrooms. Each participant will be given time to work through multiple assignments and receive support from computer science experts. Equally important, teachers will have time to develop their products onsite and will be provided with feedback from the Infusing Computing research team.
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Who Should Attend? |
BENEFITS: |
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Program COST: |
Infusing Computing is free for teachers. If needed, housing and transportation is provided for participants. Additionally, educators are paid for their time during summer PD as well as implementation during the academic year.
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"I loved interacting with core subject teachers and learning how we are more alike than different. I also enjoyed learning/experimenting with a new coding platform. I had done some programming with my class before, but this training gave me more confidence with the way things were explained, the leveled sessions, the variations of content and boot camp, and MOST IMPORTANTLY THE ASSISTANCE! I learned so much this week and I had a great time. This definitely motivated me to use this in my classroom ASAP and spearhead incorporating computer science into other classes." -Z. Frazier, South Carolina Educator
Project team
Dr. Tiffany Barnes is Professor of Computer Science at NC State University. She received the B.S. and M.S. degrees in Computer Science and Mathematics, and the Ph.D. degree in Computer Science from N.C. State. A member of Phi Beta Kappa and the NC State Golden Chain Society, she has served as Chair (2008) and Program Chair (2009) of the Educational Data Mining conference, Chair of the STARS Celebration conference (2011 and 2015), Program Chair (2014) for the Foundations of Digital Games conference (2009), the ACM Special Interest Group on Computer Science Education Board (2010-2016), the Board of Directors for the International Educational Data Mining Society (2011-2016), Associate Editor for the Journal of Educational Data Mining (2008-2010), and Guest Editor for the IEEE Computer Graphics and Applications Special Issue on Serious Games (2009). Dr. Barnes received an NSF CAREER Award for her novel work in using data and educational data mining to add intelligence to STEM learning environments. Dr. Barnes is co-PI and current Executive Vice President for the STARS Computing, a consortium of universities that engage college students in outreach, research, and service to broaden participation in computing. Her research focuses on educational data mining, serious games for education, health, and energy, and broadening participation in computing education and research.
Dr. Jennifer Albert is currently the Director of The STEM Center of Excellence at The Citadel. She received her Ph.D. in Science Education from North Carolina State University and has an M.A. in Curriculum and Instruction from Austin Peay State University. She also specializes in STEM educational evaluation and research with an emphasis on K-16 computer science education, science education, educational assessment, and STEM classroom implementation. She has worked on several grants specializing in broadening participation of underrepresented minorities, particularly in rural schools. She taught high school science and both undergrad and graduate courses in Science Education (Instructional Technology, Research Methods, etc.), helping to convert the science education Master's program to be completely online.
Dr. Robin Jocius is an Assistant Professor and Program Coordinator of Literacy Education. Dr. Jocius has worked as a classroom teacher and reading interventionist and her current research interests include critical literacy, digital literacies, teacher learning, and the development of instructional contexts that support culturally and linguistically diverse learners.
Dr. Deepti Joshi is an Associate Professor of Computer Science at The Citadel, the Military College of South Carolina. Dr. Joshi teaches introductory programming courses, database courses, as well as advanced topics such as data mining and data warehousing. She has been supervising students on geo-spatial big-data analysis research projects. Recently Dr. Joshi has been awarded the National Geospatial-Intelligence Agency Academic Research Program (NARP) NURI grant. As a part of this, she is leading a team of computer and social scientists (from University of Nebraska-Lincoln), and graduate and under-graduate students to conduct research with news media sources, social media sources, and other national level statistics based datasets to develop algorithms and a system to anticipate social unrest in the Indian sub-continent region. Dr. Joshi is also the director for The Citadel’s STEM Ambassador program. As part of that program, she conducts workshops on the latest computer science topics such as big data and mobile programming for middle school and high school teachers. She also coordinates and plans all the other workshops conducted by other faculty in the STEM fields. In addition, Dr. Joshi is also working in areas of cyber-security education and computer science education with colleagues at The Citadel.
Dr. Richard Robinson is an Assistant Professor of Mathematics in the Department of Mathematics and Computer Science at the Citadel. Richard holds a PhD in Mathematics Education from the University of Tennessee, where he also earned a graduate degree in Mathematics. Richard has served as a secondary mathematics teacher in private, public, and STEM high school settings. Previous mathematics research includes work with variable tension splines and finite element method approximations of the substructure of smart materials. Current research interests include disciplinary literacy, positioning theory, and the use of discourse analytic techniques to improve student engagement in the mathematics classroom.
