In this episode Jared O'Leary unpacks Tsan, Boyer, and Lynch’s (2016) publication titled “How early does the CS gender gap emerge? A study of collaborative problem solving in 5th grade computer science,” which investigates the potential impact of gendered groups on the quality of completed Scratch projects in an in-school computer science class for 5th grade students.
In this panel discussion with Catherine Bornhorst, Jon Stapleton, and Katie Henry, we discuss what rhizomatic learning is and looks like in formalized educational spaces, affordances and constraints of rhizomatic learning, how to support individual students within a group setting, standards and rhizomatic learning, why few people know and use rhizomatic learning approaches, how to advocate for and learn more about rhizomatic learning, and much more.
In this episode Jared O'Leary unpacks Mellström’s (2009) publication titled “The intersection of gender, race and cultural boundaries, or why is computer science in Malaysia dominated by women?,” which “points to a western bias of gender and technology studies, and argues for cross-cultural work and intersectional understandings including race, class, age and sexuality” (p. 885).
In this interview with Amy Ko, we discuss the importance of mentorship in education, learning what not to do with teaching, the positive results of being vulnerable, understanding and exploring the limitations and consequences of CS, problematizing grades in education, practicing teaching through mental simulations, the importance of engaging in the CS community, and much more.
In this episode Jared O'Leary unpacks Butler’s (1988) seminal publication titled “Performative acts and gender constitution: An essay in phenomenology and feminist theory,” which unpacks the notion that gender is a performative act that is socially and historically constructed.