E-422: Blog 3

Girls Save the World Through Computer Science

          This was an intriguing article that combined learning computer science with helping a community—combining classroom learning with real world experience. The author of the article is a technology specialist at Columbus School for Girls in Columbus, Ohio. In the school year of 2010-2011, Murakimi had an idea that she hoped would help encourage girls to learn about computer technology by giving them a greater goal—to help others, specifically to help children who live in a poorer area. Inspired by a “buy one donate one” computer program, Murakimi put together a ground-breaking program at her school. In the program, the girls chosen for the independent study class would collect laptops for donating and would learn enough about the hardware and software of the computers so that when they donated them the students would then be able to teach the recipients. Through the school year, the high school juniors and seniors learned, “hardware, software, maintenance, troubleshooting, and networking as well as have a working knowledge of the variety of ‘activities’, including four different scripting languages, that come with the XO.”. By keeping the goal focus on the service trip in which the girls would be able to help younger, less privileged students, Murakimi was able to encourage her students to learn computer applications that they might not have otherwise had the drive or interest to learn. At the end of the school year, twelve students made the trip to St. John in the U.S. Virgin Islands where they spent ten days between three different schools—giving the computers they collected to students ranging from 3^rd to 5^th grade and teaching them all that they had learned. The Ohio teenagers felt it was the most fulfilling part of their year and many continued after that school year in the computer science field.

          I especially liked this article because I thought it was wonderful that Murakimi took a subject that attracts few females to it (computer science) and applied it with a goal that does attract girls—helping others. I enjoy that the program was able to both teach students in one country while helping and teaching students in another country. I think it goes to show that a handful of people can make some difference in the world and that the world itself is not as large as we think it is.

          I think this article highlights many indicators from the ISTE NETS for both teachers and students. On the teacher side, this article encompasses parts of ISTE NETS-T 1: Facilitate and Inspire Student Learning and Creativity, 3: Model Digital Age Work and Learning, and 5: Engage in Professional Growth and Leadership. Some of the highlights of these indicators include: promote, support, and model creative and innovative thinking and inventiveness (1); engage students in exploring real-world issues and solving authentic problems using digital tools and resources (1); collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation (3); and participate in local and global learning communities to explore creative applications of technology to improve student learning (5). There were also several indicators from the students side of the ISTE NETS represented, including: 2: Communication and Collaboration and 4: Critical Thinking, Problem Solving, and Decision Making. These included students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others (2). This article was a wonderful example to better visualize many of the ISTE NETS.

Murakami, C. (2011). Girls Save the World Through Computer Science. Learning & Leading with Technology, 38(7), 29-24. Retrieved from http://www.learningandleading-digital.com/learning_leading/201105/?pg=26&pm=2&u1=friend#pg26