Tag Archives: computer science

Mod#4-Post 2: ancestral knowledge meets computer science education

Link to the e-book: Ancestral Knowledge Meets Computer Science Education | SpringerLink

I found about this book from our colleague Laura Ulrich. Thank you, Laura, for this outstanding resource. Sandoval (2019) presents a three-year research journey in which she worked closely with “Mr. Adams”, a teacher of European-descent, to explore intersections between computer science (CS) and ancestral knowledge across the school and non-school contexts. The introductory chapter introduces a new conception, “Ancestral Computing,” that investigates how to solve complex problems using socio-cultural and historical ecosystem approaches; thus, the connection was grounded in a robust and non-trivial community orientation. Sandoval (2019) argues thoroughly that computer science is one of the most segregated fields in education towards the experiences of Indigenous Peoples. She urges that Indigenous struggles must be at the center of knowledge production in computer science in order to create a sustainable and just world of producers and consumers. It key to note that Sandoval (2019) doesn’t reject technology in its totality; instead, she nurtures the interweaving of the two seemingly disparate worlds through Ancestral Computing. The formula is presented as follows:

“Ancestral Praxis + Critical Computer Science Education = Social Transformation” (Sandoval, 2019, p.61)

I was highly drawn to the learning journey of a high school student of Mesoamerican descent, Itzel, as she travels through the two worlds within the schooling spatial context of El Seren.  Chapter five details throughout Itzel’s participation how a student-led initiative can bring ancestral praxis with computing for social change (see the artifact that Izel and her partner Audrey did throughout the learning process). The journey continues as Itzel enrolled at the University of California and declares Communications as her major and Computer Science as her minor area of focus. When Itzel returned home, she decided to give back to her community and support Mr. Adams and his students to understand programming more (i.e., using the pre-existing cultural capital that exists within her local communities) (Sandoval, 2019).

A Screen capture of  the “Scratch final project, Itzel and her partner Audrey, ancestral foodways, DietSens, 2011” (Sandoval, 2019, p.144).

I will definitely employ this “healing” journey so -called in my final project as a space for resistance and hope; it successfully resists colonialism and bridges the persistent divide between ancestral knowledge systems and Eurocentric epistemologies towards dignity and imagining an equitable educational world in and for Indigenous communities (Sandoval, 2019).

Reference:

  • Sandoval, C. D. M., SpringerLink (Online service), & Springer Education eBooks 2019 English/International. (2019). Ancestral knowledge meets computer science education: Environmental change in community (1st 2019. ed.). Palgrave Macmillan US.

Mod#3 -Post#1: Teaching Computer Science through storytelling

Manuscript: The Pathway to Achieving Classroom Equity: Computational and Critical Thinking through Storytelling and 3D Models

An example of a culturally relevant teaching (CRT) approach to introducing Indigenous youth to computer science education is the “Storytelling project” that is currently a work in progress by researchers at Montana University. The project aims to support equity in the classroom via a teaching approach that combines Indigenous narrative “Storytelling” with computer science (CS) components and the goal is to help increase the American Indian’s participation in CS majors (do Amaral & Windchief, 2019). The target audience is middle school students in Montana tribes. The tool is Alice, an object-oriented drag-and-drop programming environment that has already proven to be successful in engaging and retaining diverse and under-served groups in computer science (do Amaral & Windchief, 2019).

The authors state that the oral tradition has historically been the means by which tribal communities teach one another about the world around them, and it continues to play a significant role today (do Amaral & Windchief, 2019). There is considerable work with indigenous science (traditional ecological knowledge, for example) being done at tribal colleges and with indigenous scientists, but they haven’t found anything specific to computer science. Animation aligns well with storytelling, so with the young learners. Thus, it may promote the youth’s interest in CS while using the coding platform to construct their stories (do Amaral & Windchief, 2019). The researchers reported that they consider the messages and symbols of the American Indian stories and enact the seven essential requirements of the Indian Education for All Act (IEFA) in their analysis of the culturally charged material to avoid any unintentional bias in their lessons and activities (do Amaral & Windchief, 2019). Currently, they are developing several lesson plans and online modules to share with educators. Once they are finalized, the materials will be available on the website: http://www.montana.edu/storytelling/. Below is the project presentation:

Teaching Computer Science through Storytelling (Videohall.com, 2018, April 24)

References:

  • do Amaral, B., & Windchief, S. (2019). The pathway to achieving classroom equity: Computational and critical thinking through storytelling and 3D models. Educational Research: Theory and Practice, 30(1), 62.
  • VideoHall.com (2018, April 24). Teaching Computer Science through Storytelling

    . retrieved from https://vimeo.com/266368518

Mod#2 post#1: “Giving back” motivates Native Students in Computer Science

While I was looking for resources for my final project, “computing and Indigenous Youth,” I found a recent article inside the AISES (The American Indian Society of Science and Engineering) 2021 Spring Edition entitled “What motivates Native computer science students”. The publication discusses ongoing research held by researchers from TERC to understand what promotes and what hinders Native women and two-spirit individuals’ persistence in computer science (CS) majors (Terc, 2020, June, 29).

When interviewing the Native students, all participants talked about the importance of giving back, even though they were never directly asked about this topic. Through their CS education, the students think they can build their nations and strengthen their communities (Aises, 2021, May 4). For example, by bringing their culture into new productions using their Native identity and scientific knowledge, reciprocating what they learned for cultural preservation, and teaching their Native community members about cyberbullying and ways to protect their identities (Aises, 2021, May 4). Also, several students discussed that they use their culture as a source of resilience and strength to stay in their CS majors and wanted to challenge stereotypes of Native individuals not being capable of being persistent in CS education (Terc, 2020, June 29). They suggested that early exposures and experiences are helpful; reaching out to Native students as early as middle school for on-and-off campus CS activities can promote Indigenous youth interest in computing (Aises, 2021, May 4). Though the study involved undergraduates’ students, I believe the idea of “giving back” might apply to motivating youth as well.

References