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#CSK8 Podcast

csk8 - 134 reconceptualizing music

Reconceptualizing Music Making

In this episode Jared O'Leary unpacks Benedict and O’Leary’s (2019) publication titled “Reconceptualizing “music making:” Music technology and freedom in the age of Neoliberalism,” which explores the use of computer science practices to counter neoliberal influence on education.

csk8 - maya israel

Accessibility and Inclusion in CS Education with Maya Israel

In this interview with Maya Israel, we discuss Maya’s shift from special education into CS education, the importance of universal design for learning (UDL) in CS classes, understanding the spectrum of accessibility for students with a diverse set of needs, the current status of accessibility and inclusion within the field of CS education, problematize deficit framings of students with disabilities, and so much more.

csk8 - breaking the code

Breaking the Code: Confronting Racism in Computer Science Through Community Criticality, and Citizenship

In this episode Jared O'Leary unpacks Yadav and Heath’s (2022) publication titled “Breaking the code: Confronting racism in computer science through community criticality, and citizenship,” which articulates some biases in CS curricular design and pedagogy, then provides three suggestions for teaching CS as an agenda for social reconstruction.

csk8 - ruthe farmer

Tech Inclusion Entrepreneurship with Ruthe Farmer

In this interview with Ruthe Farmer, we discuss Ruthe’s perspectives on feminism in education, Ruthe’s journey through tech inclusion entrepreneurship, finding ways outside of the classroom to have an impact on education, Ruthe’s work with the Last Mile Education Fund, and so much more.

csk8 - 130 - Teaching Subsequent Programming Languages

Teaching Subsequent Programming Languages

In this episode Jared O'Leary unpacks Tshukudu et al.’s (2021) publication titled “Teachers’ views and experiences on teaching second and subsequent programming languages,” which “understand computing teachers’ views and practices on the use of transfer strategies in teaching second and subsequent programming languages” (p. 297).

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