Computing Education for Youth
Youth (under age 18) have lots of questions about technology, but when learning computer science, the most important question is usually, “Can we build it?”. What if the most important question was “Should we build it?”
Technology has become an indelible part of youth’s lives, bringing not only extensive benefits, but also increasing risks of harm to their lives, communities, and futures. As a scholar of computing education research (CER) and human-computer interaction (HCI), I study and invent transformative computer science (CS) learning experiences for youth, so that they not only learn technical skills, but also the skills to engage in the moral and ethical complexities of the world with CS. In my research, I apply a mixed-methods (quantitative and qualitative) approach to investigate how youth learn to engage with technology through both technical and societal lenses.
Computing technologies are playing a growing role in the lives of today’s youth. While computing has provided society with immense benefits, it has also amplified bias and oppression with real-world consequences. However, emerging practice in primary computing is still one of techno-solutionism, emphasizing computing as a near-panacea to every problem with little to no critique. As youth continue to grow and learn in this increasingly digital world, it is crucial that they learn how to think critically and question the impact of computing in their lives and society.
Publications:
Jean Salac, Alannah Oleson, Lena Armstrong, Audrey LeMeur, Amy J. Ko. "Funds of Knowledge used by Adolescents of Color in Scaffolded Sensemaking around Algorithmic Fairness" Research Paper in the Proceedings of the 2023 ACM International Computing Education Research (ICER) Conference, 2023.
Full Paper
Jean Salac, Rotem Landesman, Stefania Druga, Amy J. Ko. "Scaffolding Children's Sensemaking around Algorithmic Fairness" Research Paper in the Proceedings of the 2023 ACM Conference on Interaction Design for Children (IDC), 2023.
Full Paper
Alannah Oleson*, Benjamin Xie*, Jean Salac, Jayne Everson, F. Megumi Kivuva, Amy J. Ko. "A Decade of Demographics in Computing Education Research: A Critical Review of Trends in Collection, Reporting, and Use." Research Paper in the Proceedings of the 2022 ACM International Computing Education Research Conference, 2022.
*co-first authors
Full Paper
Publications:
Jean Salac, Alannah Oleson, Lena Armstrong, Audrey LeMeur, Amy J. Ko. "Funds of Knowledge used by Adolescents of Color in Scaffolded Sensemaking around Algorithmic Fairness" Research Paper in the Proceedings of the 2023 ACM International Computing Education Research (ICER) Conference, 2023.
Full Paper
Jean Salac, Rotem Landesman, Stefania Druga, Amy J. Ko. "Scaffolding Children's Sensemaking around Algorithmic Fairness" Research Paper in the Proceedings of the 2023 ACM Conference on Interaction Design for Children (IDC), 2023.
Full Paper
Alannah Oleson*, Benjamin Xie*, Jean Salac, Jayne Everson, F. Megumi Kivuva, Amy J. Ko. "A Decade of Demographics in Computing Education Research: A Critical Review of Trends in Collection, Reporting, and Use." Research Paper in the Proceedings of the 2022 ACM International Computing Education Research Conference, 2022.
*co-first authors
Full Paper
With many countries worldwide integrating Computer Science (CS) and Computational Thinking (CT) instruction at the elementary/primary school level, it is crucial that we understand the factors that are critical for program comprehension in young learners. It is even more important that we consider individual factors, such as skills developed at that age, and societal factors, such as the school environment. We have found that school performance level, reading comprehension, and math proficiency are all associated with CS/CT learning outcomes. Reading was more strongly associated with an understanding of the syntax and semantics of code, while math was more strongly associated with an understanding of program and control flow.
Publications:
Jean Salac, Cathy Thomas, Chloe Butler, and Diana Franklin. "Investigating the Role of Cognitive Abilities in Computational Thinking for Young Learners." Research Paper in the Proceedings of the 2021 ACM International Computing Education Research Conference, 2021.
Full Paper | Slides | Video Presentation
Jean Salac, Cathy Thomas, Chloe Butler, and Diana Franklin. "Understanding the Link between Computer Science Instruction and Reading & Math Performance." Research Paper in the Proceedings of the 26th Annual Conference on Innovation and Technology in Computer Science Education, 2021.
Full Paper | Slides
Jean Salac, Cathy Thomas, Bryan Twarek, William Marsland, and Diana Franklin. "Comprehending Code: Understanding the Relationship between Reading and Math Proficiency, and 4th-Grade CS Learning Outcomes." Research Paper in the Proceedings of the 2020 ACM Technical Symposium on Computer Science Education, 2020.
Full Paper | Slides | Video Presentation
Jean Salac, Max White, Ashley Wang, and Diana Franklin. "An Analysis through an Equity Lens of the Implementation of Computer Science in K-8 Classrooms in a Large, Urban School District." Research Paper in the Proceedings of the 2019 ACM Technical Symposium on Computer Science Education, 2019.
Full Paper | Slides
Publications:
Jean Salac, Cathy Thomas, Chloe Butler, and Diana Franklin. "Investigating the Role of Cognitive Abilities in Computational Thinking for Young Learners." Research Paper in the Proceedings of the 2021 ACM International Computing Education Research Conference, 2021.
Full Paper | Slides | Video Presentation
Jean Salac, Cathy Thomas, Chloe Butler, and Diana Franklin. "Understanding the Link between Computer Science Instruction and Reading & Math Performance." Research Paper in the Proceedings of the 26th Annual Conference on Innovation and Technology in Computer Science Education, 2021.
Full Paper | Slides
Jean Salac, Cathy Thomas, Bryan Twarek, William Marsland, and Diana Franklin. "Comprehending Code: Understanding the Relationship between Reading and Math Proficiency, and 4th-Grade CS Learning Outcomes." Research Paper in the Proceedings of the 2020 ACM Technical Symposium on Computer Science Education, 2020.
Full Paper | Slides | Video Presentation
Jean Salac, Max White, Ashley Wang, and Diana Franklin. "An Analysis through an Equity Lens of the Implementation of Computer Science in K-8 Classrooms in a Large, Urban School District." Research Paper in the Proceedings of the 2019 ACM Technical Symposium on Computer Science Education, 2019.
Full Paper | Slides
Computing instruction is becoming increasingly accessible as more and more school districts add it to their curriculum. It is thus imperative that such instruction is effective for diverse learners. Inspired by special education research, we have developed two learning strategies: TIPP&SEE and Scratch Charades. TIPP&SEE resulted in dramatic performance improvements in introductory computing for students ages 9-10, while Scratch Charades illuminated many misconceptions students had in introductory computing topics.
Publications:
Jean Salac, Donna Eatinger, and Diana Franklin. "The Role of Spatial Orientation in Diagram Design for Computational Thinking Development in K-8 Teachers" Research Paper in the Proceedings of the 2023 ACM Technical Symposium on Computer Science Education, 2023.
Full Paper | Slides | Video Presentation
Jean Salac, Cathy Thomas, Chloe Butler, and Diana Franklin. "Supporting Diverse Learners in K-8 Computational Thinking with TIPP&SEE." Research Paper in the Proceedings of the 2021 ACM Technical Symposium on Computer Science Education, 2021.
Full Paper | Slides | Video Presentation
Diana Franklin, Jean Salac, Zachary Crenshaw, Saranya Turimella, Zipporah Klain, Marco Anaya, & Cathy Thomas. "Exploring Student Behavior using the TIPP&SEE Learning Strategy." Research Paper in the Proceedings of the 2020 ACM International Computing Education Research Conference, 2020. Best Paper Award
Full Paper | Slides | Video Presentation
Jean Salac, Cathy Thomas, Chloe Butler, Ashley Sanchez, and Diana Franklin. "TIPP&SEE: A Learning Strategy to Guide Students through Use-->Modify Scratch Activities." Research Paper in the Proceedings of the 2020 ACM Technical Symposium on Computer Science Education, 2020.
Full Paper | Slides | Video Presentation
Diana Franklin, Jean Salac, Cathy Thomas, Zené Sekou and Sue Krause. "Eliciting Student Scratch Script Understandings via Scratch Charades." Experience Report in Proceedings of the 2020 ACM Technical Symposium on Computer Science Education, 2020.
Full Paper
Publications:
Jean Salac, Donna Eatinger, and Diana Franklin. "The Role of Spatial Orientation in Diagram Design for Computational Thinking Development in K-8 Teachers" Research Paper in the Proceedings of the 2023 ACM Technical Symposium on Computer Science Education, 2023.
Full Paper | Slides | Video Presentation
Jean Salac, Cathy Thomas, Chloe Butler, and Diana Franklin. "Supporting Diverse Learners in K-8 Computational Thinking with TIPP&SEE." Research Paper in the Proceedings of the 2021 ACM Technical Symposium on Computer Science Education, 2021.
Full Paper | Slides | Video Presentation
Diana Franklin, Jean Salac, Zachary Crenshaw, Saranya Turimella, Zipporah Klain, Marco Anaya, & Cathy Thomas. "Exploring Student Behavior using the TIPP&SEE Learning Strategy." Research Paper in the Proceedings of the 2020 ACM International Computing Education Research Conference, 2020. Best Paper Award
Full Paper | Slides | Video Presentation
Jean Salac, Cathy Thomas, Chloe Butler, Ashley Sanchez, and Diana Franklin. "TIPP&SEE: A Learning Strategy to Guide Students through Use-->Modify Scratch Activities." Research Paper in the Proceedings of the 2020 ACM Technical Symposium on Computer Science Education, 2020.
Full Paper | Slides | Video Presentation
Diana Franklin, Jean Salac, Cathy Thomas, Zené Sekou and Sue Krause. "Eliciting Student Scratch Script Understandings via Scratch Charades." Experience Report in Proceedings of the 2020 ACM Technical Symposium on Computer Science Education, 2020.
Full Paper
Artifact creation, such as programs and scripts, are a fundamental tenet of CS instruction. Tinkering with someone else's code, perhaps from the instructor or from open source code, is a common step to developing such artifacts. However, little is known about how much and what type of comprehension is achieved through tinkering, especially at the K-8 level. Our studies have revealed mismatches between attributes of code artifacts and related computing concepts, and between the understandings demonstrated when asked about their own code and generic code.
Publications:
Jean Salac and Diana Franklin. If They Build It, Will They Understand It?: Exploring the Relationship between Student Code and Performance." Research Paper in the 25th Annual Conference on Innovation and Technology in Computer Science Education, 2020.
Full Paper | Slides | Video Presentation
Jean Salac, Qi Jin, Zipporah Klain, Saranya Turimella, Max White, and Diana Franklin. "Patterns in Elementary-Age Student Responses to Personalized & Generic Code Comprehension Questions." Research Paper in the Proceedings of the 2020 ACM Technical Symposium on Computer Science Education, 2020.
Full Paper | Slides | Video Presentation
Publications:
Jean Salac and Diana Franklin. If They Build It, Will They Understand It?: Exploring the Relationship between Student Code and Performance." Research Paper in the 25th Annual Conference on Innovation and Technology in Computer Science Education, 2020.
Full Paper | Slides | Video Presentation
Jean Salac, Qi Jin, Zipporah Klain, Saranya Turimella, Max White, and Diana Franklin. "Patterns in Elementary-Age Student Responses to Personalized & Generic Code Comprehension Questions." Research Paper in the Proceedings of the 2020 ACM Technical Symposium on Computer Science Education, 2020.
Full Paper | Slides | Video Presentation
