Host an Hour of Code Event in Six Steps

Dr. Megan Nickels

Drs. Megan Nickels and Laurie O. Campbell are Assistant Professors of STEM Education in the College of Education and Human Performance at the University of Central Florida.

The push to expose today’s students to computer science activities has quickly become a global priority, with high visibility events, such as the Hour of Code (this year: December 3–9, 2018), reaching nearly 400 million students since its 2013 launch.

Dr. Laurie Campbell

In addition to the many responsibilities you face as a new teacher, you are now expected to facilitate a subject for which you may have had little experience. Very likely, you may wonder: How can I plan to successfully implement computer science activities in my classroom?

The easiest entry into teaching computer science is to host an Hour of Code event. The Hour of Code is an annual event held each December during Computer Science Education Week that invites students of all ages to learn the basics of computer science through highly engaging tutorials on an array of themes such as Angry Birds, Star Wars, and Disney’s Moana. During the one-hour event, your students will use computers, tablets, or other devices to complete the tutorials using Blockly, the drag-and-drop programming language (see Figure 1).

Figure 1.

Getting Started

Begin planning for your Hour of Code event by trying a tutorial yourself. Visit the Disney-sponsored Hour of Code to try a tutorial. Once you have the opportunity to try one or more tutorials, you can decide which tutorial will best motivate and engage students during your event. With your chosen tutorial in mind, follow these steps to ensure a successful Hour of Code event.

  1. Plan the learning configuration that will meet the needs of your students.

*Tip- Groups of 2–3 work well for young children in grades K–5. Older students are more successful with 1–1 technology.

  1. Decide what devices your students will use and make arrangements to have them available during your event.
  2. Schedule a specific time for your event and let students know that they are part of a global initiative to learn how to code their world.
  3. Garner excitement by introducing famous coders like supermodel, Karlie Kloss, or NBA basketball player Chris Bosh through Hour of Code videos.
  4. Finally, give the students an opportunity to discover drag-and-drop coding at your first Hour of Code event!
  5. Once the students have completed the tutorial, debrief with them about their experience and introduce them to more advanced coding tutorials at code.org or other websites such as Scratch and Code Avengers.

General Tips

  • Provide children with information or explanation about the programming blocks or procedures specific to the task. Use phrases such as You can expect … You will see …
  • Provide an advanced organizer for students who may have trouble remembering or sequencing programming blocks.
  • Provide strategy cues for the end of tutorial challenges.

Resource

Nickels, M. (2016, June 27). How do we prepare teachers to teach coding? Retrieved from http://gettingsmart.com/2016/06/prepare-teachers-teach-coding/

 

 

Workplace Bullying in Schools: Teachers Speak Out

Today’s blogger is Amy Orange, an Assistant Professor at University of Houston–Clear Lake, whose recently published article Workplace Bullying in Schools: Teachers’ Perceptions of Why They Were Mistreatedappears in the latest issue of The Educational Forum. In that article, she shares her research on teachers who have suffered mistreatment.

As educators, we are familiar with student bullying in schools and various ways to address the problem.

What isn’t publicly discussed as much is workplace bullying in schools. Yet workplace bullying in educational settings is more prevalent than in other environments (Fahie & Devine, 2014), with the exception of nursing (Berry, Gillespie, Fisher, & Gormley, 2016).

When I looked at the reasons why teachers felt bullied by their administrators, few patterns emerged that showed a single clear factor that led to teachers being targeted. Some felt it was because of their age and others felt that their own behaviors, such as being outspoken or questioning their principals, may have led to the mistreatment.

Others felt that their administrators were jealous of them, either personally or professionally. Some teachers perceived that it was simply about power and that their administrators needed to exert power over them for unknown reasons. Ultimately, most of them will never know why an administrator targeted them, but the perceptions they shared with me are their realities (see my piece in this issue of The Educational Forum).

Interestingly, when discussing my research with colleagues or at conferences, I’ve had some ask whether the teachers who felt bullied were “bad” teachers, as if that somehow excuses the administrators’ behaviors.

Others have asked how I know whether the teachers I spoke with were really bullied without talking to administrators too, as if the teachers’ perceptions of what happened to them were not valid without the administrators’ discussing their perspectives. If people feel bullied, it is real to them and they will react accordingly; it has consequences for their performance at work, their desire to stay in the profession, and their mental health.

Even if it is a misunderstanding or misperception, it should be dealt with so that both the teacher and administrator reach an agreement about how to positively work together and treat each other with professional courtesy.

Prior research found a connection between low autonomy and the likelihood of being bullied in the workplace (Baillien, De Cuyper, & De Witte, 2011; Bowling & Beere, 2006). Therefore, one potential approach to managing this crisis is to increase the amount of autonomy teachers have in the workplace; hopefully this could contribute to decreases in workplace bullying in schools. Another approach may be to change the culture of the workplace. Changing workplace cultures that condone bullying, rather than refusing to deal with the problem, is not easy; but everyone deserves to work in an environment that is not harmful.

There are no simple solutions to this problem. One of the major issues with addressing workplace bullying is that we can’t create policies to make people treat others decently—kindness can’t be legislated. But we need to hold adults in schools to the same standards we do students and create the expectation of treating people with respect.

KDP is proud to partner with Routledge to share an essay from the current issue of The Educational Forum with the education community. Access the article at Taylor and Francis Online, free through October 31, 2018.

But It’s Only a Theory! A Case for Great Science Teaching in Elementary School

Today’s blogger is Lauren Madden, an Associate Professor of Elementary and Early Childhood Education at The College of New Jersey, whose recently published article Teaching Science Is a Sacred Art” appears in the special issue of The Educational Forum on educator activism in politically polarized times. In that article, she argues for enhancing elementary science and offers tools to help teachers in this process.

So often, when the public or political sphere engages in debate about scientific ideas, “it’s only a theory!” becomes a popular refrain from those denying the existence of evolution, the pattern of climate change, or the efficacy of vaccines.

Once the term theory is mentioned, somehow an enormous body of visual, mathematical, and practical evidence gets equated to a guess as to which Kardashian sibling might be pregnant.

As a result, the public begins to question the expertise of actual scientific experts, and science becomes politicized.

Well, so what is a theory? In science, a theory “is an explanation of some aspect of the natural world that has been substantiated through repeated experiments or testing” (Ghose, 2013). Some theories that are not [yet] controversial include cell theory, or the idea that all living things are made of cells, and the theory of heliocentrism, the idea that the earth revolves around the sun. These are not simply guesses—they are critical ideas that explain the way in which our world works. Knowing what theories are, along with other aspects of the nature of science, is essential for unpacking political debates about science and necessary for building a scientifically literate citizenry. And this process must start with the youngest students at the elementary years.

Then where do we start? In a recent essay in a special issue of The Education Forum dedicated to educational activism, I outlined a broader argument for enhancing elementary science teaching and offered tools to aid teachers in this process (Madden, 2018). One such tool is Lederman’s (2014) guest editorial in Science and Children, which provides straightforward suggestions for elementary teachers to help their students better understand what science is (and isn’t).

Teachers do not need to be experts on everything, but they do need to know what makes science science and how to help students learn to be good consumers of scientific information.

For teachers looking for tools specific to science topics that have become controversial, KDP offers some excellent ideas. For example, the UNESCO guidelines for teaching about climate change can be found at KDP’s climate education resource center.

Teachers are sometimes seen as change agents, but at a simpler level than that, teachers are knowledge agents. Elementary teachers hold the key to helping future generations understand the scientific process and navigate a highly politicized world. And perhaps in the future, we can look forward to eye rolls at the misuse of terms like “theory.”

What strategies do you use to help students unpack politicized nonscientific information?

Leave your ideas in the comments, and let’s work together to build a scientifically knowledgeable populace.

KDP is proud to partner with Routledge to share an essay from the special issue of The Educational Forum with the education community. Access the article at Taylor and Francis Online, free through September 30, 2018.

 

References

Ghouse, T. (2013). “Just a theory”: 7 misused science words. Scientific American. Retrieved from https://www.scientificamerican.com/article/just-a-theory-7-misused-science-words

Lederman, N. (2014). Nature of science and its fundamental importance to the vision of the Next Generation Science Standards. Science and Children, 52(1), 8–10. doi:10.2505/4/sc14_052_01_8

Madden, L. (2018) Teaching science is a sacred act. The Educational Forum, 82(3), 303–308, doi:10.1080/00131725.2018.1458360

Asking the Question: What Is the Purpose of Public Education in a Democracy?

Today’s blogger is Aaron Samuel Zimmerman, an Assistant Professor of Curriculum and Instruction in the College of Education at Texas Tech University, whose recently published article Democratic Teacher Education: Preserving Public Education as a Public Good in an Era of Neoliberalismappears in the special issue of The Educational Forum on educator activism in politically polarized times. In that article, he argues that teacher educators play an essential role in preserving public education as a public good.

In your opinion, what is the purpose of public education?

  • To prepare students with the skills they need for the workforce?
  • To provide students with credentials that will facilitate their social mobility?
  • To cultivate the virtues that students need in order to participate as active citizens within a democracy?

Americans tend to hold multiple (and sometimes conflicting) priorities when it comes to public education (Labaree, 2011). We tend to believe that public schools can prepare students for democratic participation while simultaneously preparing students with the knowledge, skills, and credentials they need to advance in a capitalist economy. When we examine the current state of public schools in our country, however, we disturbingly find that schools tend to function almost exclusively as private businesses catering to consumers rather than as public institutions committed to preserving the public good (Ravitch, 2014).

I understand this to be just one more symptom of neoliberalism, the political and economic ideology that places a premium on privatization and self-interest. At this point, the influence of neoliberalism in our country is so prevalent that we are hardly even aware that it consistently shapes our values and decision-making (Giroux, 2008). One need look no farther than Secretary of Education Betsy DeVos—and, before her, Secretary of Education Arne Duncan—to see the way in which neoliberal values have crept into public education. Parents are treated as customers, schools are positioned as businesses producing a product, and students are taught how to become diligent workers (and faithful consumers) in a capitalist economy.

Sadly, teacher education tends to perpetuate neoliberal ideology. Most teacher education programs (both university-based programs as well as alternative routes to teacher certification) focus on helping teacher candidates learn how to raise student test scores (Kumashiro, 2010). Indeed, teacher quality is often measured by standardized test scores (Harris & Sass, 2011); but, unless teacher educators actively challenge this paradigm, early-career teachers will enter the profession assuming that high scores on standardized tests represent the ultimate goal of public education.

Of course, this is not to say that we should never measure student achievement or teacher quality through standardized tests. Public education in our nation, however, is in danger of being completely overtaken by this neoliberal logic. Teachers in public schools do more than help students achieve a credential; public school teachers also play a formative role in sustaining democracy by cultivating the virtuous dispositions required for democratic participation (dispositions such as open-mindedness, honesty, imagination, and generosity; see Huber-Warring & Warring, 2006). Our country’s democracy will suffer if teachers and teacher educators do not actively defend public education’s democratic purpose. We need to remind ourselves that public education can do so much more than provide students with degrees, grades, and GPAs. Public education has the potential—and, perhaps, the responsibility—to nurture democratic citizens.

Therefore, I would like to ask teachers and teacher educators the following questions:

  • What do you believe is the purpose of public education?
  • Do you actively pose this question to the aspiring teachers whom you mentor?
  • Do you pose this question to the members in the communities whom you serve?
  • What are ways that we can collectively invite teachers, students, and, indeed, all citizens to reimagine the role that public education can play in our democracy?

I titled this blog entry “Asking the Question” because, indeed, asking the question is half the battle. If we do not actively ask ourselves questions about the purpose of public education, other people will answer the questions for us . . . and those answers are likely to be justified only by a profit margin.

KDP is proud to partner with Routledge to share an essay from the special issue of The Educational Forum with the education community. Access the article at Taylor and Francis Online, free through August 31, 2018.

References
Giroux, H. A. (2008). Against the terror of neoliberalism: Politics beyond the age of greed. New York, NY: Paradigm.
Harris, D. N., & Sass, T. R. (2011). Teacher training, teacher quality and student achievement. Journal of Public Economics, 95(7–8), 798–812.
Huber-Warring, T., & Warring, D. F. (2006). Are you teaching for democracy? Developing dispositions, promoting democratic practice, and embracing social justice and diversity. Action in Teacher Education, 28(2), 38–52.
Kumashiro, K. K. (2010). Seeing the bigger picture: Troubling movements to end teacher education. Journal of Teacher Education, 61(1–2), 56–65.
Labaree, D. F. (2011). Consuming the public school. Educational Theory, 61(4), 381–394.
Ravitch, D. (2014). Reign of error: The hoax of the privatization movement and the danger to America’s public schools. New York, NY: Vintage Books.

 

5 Perfect Summer Side Gigs for Teachers

Today’s blogger is Joyce Wilson, who has worked as a teacher for decades. She believes knowledge is the key to a more successful and fruitful life. 

When school lets out for the summer, teachers collectively exhale. For many, this two-month break means travel, getting back into hobbies, or catching up on favorite books, movies, or shows. But for others, that’s 10 weeks without a paycheck, which can be a bit nerve-wracking. As an educator, you have many skills and talents that you can put toward a side job to help supplement your income during those summer months.

Not sure where to start? If you want to earn extra income during the summer, this list might offer some perfect opportunities to work side gigs or even start your own business.

Sell Your Materials

As a teacher, you have amassed an enormous amount of materials, activities, and ideas that you can sell online to other educators. You could spend the summer getting your own business off the ground—building a website, recording a few videos, setting up e-commerce, and uploading your materials—so that this income can roll in year-round. A little time and effort now can generate passive income even when you resume teaching.

Give People a Lyft

An ideal summer job for teachers is one with flexible hours that they can wrap around any schedule they want. That’s what makes ridesharing services like Uber or Lyft great gigs; they let you set your own hours, use your own vehicle, and meet new people. If you want to work, you do; and if you feel like spending a few days enjoying your break, you don’t have to work. Many people can earn as much as $20 an hour driving for a rideshare, which requires minimal processing and training.

Work Online

From freelance writing to online tutoring, working online can be a great summer gig for educators, and there are lots of opportunities out there. ACT hires educators to be item writers who ensure that test questions reflect what is actually being taught in classrooms. The eNotes Educator program frequently hires educators as answer writers for their online homework help section. Some teachers report making nearly $40 per answer writing for eNotes. English teachers who enjoy the world of online learning can hop over to VIPKid and earn up to $20 an hour teaching English to second language learners. Similar to working for a ridesharing company, you can often set your own hours and workload by freelancing online.

Teach Other Teachers

Your experience and knowledge is worth sharing—and being paid for. Teach other educators how to use your innovative ideas by setting up courses on a platform like Udemy. Let’s say you have a curriculum that incorporates social media, or have a communication style that works with even the most distant of parents. You can create an online course and promote it on Udemy for other educators to learn from.

Caring for Others

Summer is a great time to earn extra cash as a babysitter, dog walker, or part-time caregiver. With kids out of school for the summer, many parents scramble to find accommodations, and who wouldn’t love an in-home summer nanny who is a certified teacher? On websites like Sittercity.com, you can apply for jobs that involve—you guessed it—caring for others, which is something teachers tend to excel at.

Be Wise About Managing Your Finances

Whichever gig you choose, be sure to start by creating a financial plan. When starting your own business, you need to spend your money wisely; one way to do that is to choose the right credit card. Many business credit cards offer cash back rewards, which could help you purchase more materials for your classroom, while others help you build credit, which would be very helpful for a new business. Having a business credit card can also help you establish and stick with a budget for keeping your venture up and running. Many websites for these cards have built-in budgeting tools, and seeing a breakdown of your expenses each month—although you should check them at least weekly—will help you see where your money is going and whether you’re investing it in the right areas.

Whether you need the extra income or just want to stay busy, summer is a great time for teachers to flex their entrepreneurial muscles. You can teach kids English online or walk dogs in your neighborhood. You can help make sure college prep test questions are up to snuff, or hop in your car and drive people around town. Your expertise as an educator can be your strength in a side gig.

Fighting back from the Global South: Education reform, teacher’s rights, and social media resistance in Mexico

Today’s blogger is David Ramírez Plascencia, a professor and researcher at the University of Guadalajara–SUV, whose recently published article “Education Reform, Teacher Resistance, and Social Media Activism in Mexico, 2013–2016” appears in the special issue of The Educational Forum on educator activism in politically polarized times. In that article, he relates how Mexican teachers use information technologies to engage in the fight against new regulations that affect their labor rights.

In recent decades, education systems in developed and poor countries have been impacted by neoliberalism tendencies that emphasis cost-benefit factors to the detriment of social access and equity. Public education in Mexico has not been an exception. In 2012, Mexican President Enrique Peña Nieto ordered the establishment of an educational reform. Teachers unions claimed the reform’s lack of legitimacy because they were never consulted; and since 2013, there have been several offline and online protests.

In general terms, most of the dissatisfaction concerning this reform centers on the fact that it tends to blame teachers for Mexico’s low-quality levels of education and standing among countries internationally. In addition, the amendment fails to offer appropriate instruments to improve education quality and applies a standard evaluation system that puts teachers under the microscope without consideration of important economic, administrative, infrastructural, and cultural differences among local education systems.

In this work, I focus not only on describing social media activism in education, both pro- and anti-reform, but I also consider how these virtual spaces have strengthened as an alternative media for teachers to fight back against governmental policies.

Meme example. An indigenous lady with a kerchief and the phrase in Spanish “We all are Oaxaca.” This slogan supports teachers’ actions in that state. This visual element is used frequently online to protest Mexico’s education reform.

My article stands mainly on two concepts. The first is “digital discourse,” which encompasses all sequences of interconnected ideas that span across digital media—audio, video, or even “meme” (see illustration). All these media consolidate to create dissidence with which to combat government actions. In other words, they are “weapons of the weak,” which is the second concept, referring to a particular form of resistance in which the oppressed use alternative and hidden strategies, aside from military hostility, to confront authority (J. C. Scott, 1987). What is remarkable in this context is how Mexican teachers use a dissident strategy of diverse multimedia elements as weapons against the educational reform.

In the end, the purpose of my contribution to this issue of The Educational Forum is to emphasize how cases like the teachers unions’ use of social media to support protests in Mexico provide substantial examples that might be replicated. This kind of media encourages movements and communities to have a voice to advocate for their demands, in spite of the government-controlled traditional media like the press or television. However, what is important to recall is that in order to improve education in Mexico, it is important to promote social assets like equality and justice, not only inside the government, and to modernize teachers’ unions as well, to open elections to a clear and democratic process, and to set strong transparent policies regarding usage of members’ dues. We must remember that providing quality education is a challenging task that can be addressed only with the collaborative efforts of all.

I hope you enjoy reading about this issue!

KDP is proud to partner with Routledge to share an essay from the special issue of The Educational Forum with the education community. Access the article at Taylor and Francis Online, free through July 31, 2018.

Kappa Delta Pi and CourseNetworking Team Up to Support New Teachers

(INDIANAPOLIS)—Kappa Delta Pi (KDP), International Honor Society in Education, is partnering with CourseNetworking (CN), an innovative Indianapolis-based technology company in education, to draw on the Society’s rich legacy of high standards and excellence to support the professional growth and retention of new teachers.

Beginning teachers have high turnover rates that cost schools billions of dollars each year. One effective way to combat the revolving door of teachers and its negative effects on schools and students is to offer new teachers professional development. Dr. Richard Ingersoll, a prominent researcher and member of KDP’s esteemed Laureate Chapter, shared, “Somewhere between 40 and 50 percent of those that go into teaching are gone within 5 years.” KDP is perfectly positioned to address the needs of beginning teachers, as the organization has a presence on the campuses of more than 650 institutions nationwide, helping to graduate nearly 10,000 education students into the profession each year.

Beginning in fall 2018, KDP will offer new opportunities for educators to expand their knowledge and skills through online learning as well as to establish a permanent eportfolio. A selection of courses, which will be both affordable and convenient, will help teachers develop competencies that can be applied immediately in their classrooms. After successfully proving their competencies in each course, teachers will earn micro-credentials in the form of official badges, and have an opportunity to earn certificates they can use as proof of their skills, as continuing education, and as evidence of these accomplishments on their eportfolio. Among the initial topics for P–12 teachers will be areas that KDP research has identified to be the most challenging for new teachers. The majority of the course offerings will be asynchronous, with learner engagement both independently and within an online community.

“CN is very excited to work with KDP in implementing the most advanced new-age learning environment, the CN Learning Suite,” shared Dr. Ali Jafari, CN Chairman and CEO. “The CN LMS provides easy access to new KDP certification and badge-based courses while the CN Social Network connects KDP members globally to network and collaborate. The CN ePortfolio offers a lifelong professional cyber image for all KDP members. With this collaboration, we can change the way scholarly societies network and conduct continued professional development.”

KDP President-Elect Dr. Victoria Tusken, who has worked in education for 30 years—including 4 as a Secondary Curriculum Coordinator in Illinois—believes that KDP has an opportunity to be at the forefront of ongoing professional growth for teachers. “To think about micro-credentialing in terms of steps toward mastering specific skills is just good professional development,” said Tusken. “The typical professional development never sticks. Practitioners need ownership of their professional development, and the ‘one-size-fits-all’ format often pushed down from districts proves to be viewed by practitioners as a waste of their time. But, to provide short courses around specific topics and competencies has a deep impact and a lasting value for practitioners.”

Though the initial offerings will be geared toward practicing P–12 educators, KDP plans to leverage its innovative model to address all three major focus areas of the Society’s current strategic vision, which are to (1) Recruit qualified candidates into the profession, (2) Support and enhance quality preparation of teachers, and (3) Retain effective teachers—particularly in high needs areas.

The projected timeline will make the courses and eportfolio available to KDP members and other educators prior to the Society’s 52nd Convocation, to be held in Indianapolis, IN from Wednesday, October 31 through Saturday, November 3, 2018. This year’s Convocation, themed ”Designing the Future,” will feature a cutting-edge experience where all attendees of all generations and experience levels not only gain knowledge and strategies, but also collaborate to design a future that is sustainable, equitable, and promising for ALL learners.

For more information about the eportfolio, please visit http://www.thecn.com/eportfolio, and for more information about KDP, please visit http://www.kdp.org. You can view the official press release here.

About Kappa Delta Pi
Kappa Delta Pi (KDP), International Honor Society in Education, was founded in 1911 at the University of Illinois to foster excellence in education and promote fellowship among those dedicated to teaching. As a professional membership association and international honor society in education, KDP provides programs, services, and resources to its member educators to support and enhance their professional growth—all in an effort to advance quality education for all and to inspire teachers to prepare all learners for future challenges. With more than 650 active chapters and nearly 40,000 active members, the organization has seen great accomplishments and milestones in its 107-year history and is looking forward to a future where all children receive a quality education.

About CourseNetworking, LLC
CourseNetworking (CN) has a unique, next-generation technology solution for the education Industry supported by many years of thinking and research invested prior to the commercialization of the product. Built on a global education platform, the CN Suite offers a comprehensive Learning Management System (LMS), Social Portfolio, Global Academic Social Network, and Badging, as well as other social collaboration functionalities to transform teaching and learning. The CN was built to ensure that teaching and learning opportunities are available for everyone, anywhere in the world, at any time, through the web or the mobile app. The CN also provides a full turnkey solution for system implementation in institutions. The CN is the fourth major research and entrepreneurial project of the IUPUI CyberLab. The CourseNetworking LLC was created by a capital investment from Indiana University and Ali Jafari in 2011.