The purpose of this course is to help Elementary and Early Childhood Educators learn to think computationally and prepare to incorporate coding into their curricula.  Coding is becoming an increasingly important aspect of a fundamental education, throughout Utah, the US, and the world.  In this course, you will learn about elementary coding and computational thinking and how you might use these to improve your own classroom teaching.

Course Outcomes

By the end of this course, you should be able to:

1. explain fundamental coding concepts (e.g., sequences, conditionals, variables);
2. code short programs at the early elementary level (up to 2nd grade);
3. code short programs at the upper elementary level (3rd through 6th grade);
4. create an elementary-level circuit-based activity.

Course Information

Section	Instructor	Office Hours	Email	Location	Class Time
001	Peter Rich	Tuesday: 2-3pm	peter_rich@byu.edu	166 MCKB	Tuesday 3-4pm
002	Meagan Nielsen	Tuesday: 5-7pm	nielsenmkc@gmail.com	166 MCKB	Tuesday 4-5pm
010	Peter Rich	Tuesday 2-3pm	peter_rich@byu.edu	180 MCKB	Wednesday 3-4pm
003	Connor Reynolds	M/W/F 4-6pm	bubbajoeconnor@gmail.com	166 MCKB	Wednesday 4-5pm
004	Peter Rich	Thursday: 2-3pm	peter_rich@byu.edu	166 MCKB	Thursday 3-4pm
005	Kenzie Dinsmoor	Thursday 5-7pm	kenz.snowboarding789@gmail.com	166 MCKB	Thursday 4-5pm

*All class sessions will be held in-person, except for weeks 3-6 and week 13.

 

Textbook & Materials

• Kimmons, R., & Ottenbreit-Leftwich, A.  (2016). The K-12 educational technology handbook.  (it's online and free to you)
• a single piece of 1'x1' foam core (you can get this at the dollar store). You will need it for the digital storyboard assignment.

TA Office Hours

Office hours will be available Monday 4-6pm and Tuesday-Thursday 5-7pm. They will be held in MCKB 180. Check the "Helpful Links" section for a schedule. 

 

Course Assignments

There are 3 main types of assignments in this course: reading, coding, and "making."  One of the main goals of this course is to build to your capacity to code and teach coding at an elementary level.  The majority of your assignments will therefore be skill-building, practical assignments and course readings will be kept to a minimum.  Each week begins with a few short readings or videos to introduce the topic or extend what you may have learned that week.  Please do not skip these readings or videos, as they will help you to understand foundational concepts for building the subsequent skills. Students who skip the readings or videos often spend a lot more time completing their assignments.

 

Grading

This class uses a mastery learning approach.  Most modern approaches to mastery learning grew out of the work by Dr. Benjamin Bloom and colleagues (1971, 1976, 1984).  Dr. Bloom observed that even struggling students could succeed when paired with a tutor, the necessary time to learn, and supportive learning conditions.  He then spent the last ten years of his career attempting to create a classroom environment with the same benefits as 1-on-1 tutoring.  The method that most approximated the effects of tutoring was mastery learning.  One core tenet of mastery learning is that students must demonstrate basic mastery of specific content before moving onto new content.

Mastery Learning in This Course

Each assignment in the course uses a rubric for grading. You must demonstrate at least a basic level of understanding (80%) in order to receive points for that assignment.  If you score 79.9% or 30% on the assignment, you will need to revise and resubmit your work in order to demonstrate basic mastery and to receive points for that assignment.  In other words, if you receive less than 80%, you will earn 0 points.  

 

Levels of achievement are based upon the following descriptors and accompanying percentage points:

Unsatisfactory	Developing	Basic	Proficient	Distinguished
0-49.9%	50-79.9%	80-89.9%	90-99.9%	100%
Performance is unacceptable, reveals little effort, or does not meet basic criteria.	Performance is approaching basic mastery, but may be lacking maturity or completeness  in one or more areas.	Performance meets basic criteria, reveals expected effort, and is deemed adequate.	Performance exceeds basic criteria and reveals additional significant effort on the part of the student.	Performance far exceeds basic criteria and reveals extraordinary effort on the part of the student.

Based on this system, mastery-level performance is achieved at the basic level. If a student meets all assignment criteria, that student will earn the equivalent of an 80% (B-) for the assignment. To earn higher than the basic mastery level, students must go above and beyond the minimum assignment requirements. In drawing attention to additional efforts on a particular assignment, students may find it necessary at times to provide a brief explanation to the instructor in written form of how the assignment exceeds expectations.

Each assignment uses a separate rubric. You should always read the rubric before beginning an assignment to make sure that you approach the assignment in a way that will demonstrate the most mastery (and earn you a good grade).

 

Grading Scale

The following table shows the number of points you will need to reach to earn that letter grade.

Grade	Percent
A	100-94%
A-	93-90%
B+	89-87%
B	86-83%
B-	82-80%
C+	79-77%
C	76-73%
C-	72-70%
D+	69-67%
D	66-63%
D-	62-60%
E	59 and below

Late Policy

Most assignments are due by the next class. If you have difficulty completing work on time or have extenuating circumstances, please let the instructor know ahead of time. Instructors in this course are flexible and willing to work with you, and the score deductions listed below are available to be used at the instructor's discretion but may be avoided if students contact the instructor directly.  This penalty will be applied AFTER considering your level of mastery.  For example, if you earned 80% of the possible points on an assignment but you turned it in 1 week late, you would be awarded 72% of the possible points (you earn more than 0 points because you demonstrated basic mastery by scoring at least 80%).  Late assignments will not be accepted after the last regular day of classes (we need to time to grade, after all ;).

Weeks Late	Maximum Score
1 or less	90%
2	75%
3+	50%

Early Completion

Assignments may be submitted early. The course follows a schedule that spans the entire semester(s), but students are free to work ahead. We recognize that many of you will participate in your practicum experience this semester. In light of that, you may want to complete the assignments for practicum ahead of time. We will try our best to grade assignments within 1 week of delivery, but will prioritize by those due first, and then those turned in first. 

University Policies

BYU Honor Code

In keeping with the principles of the BYU Honor Code, students are expected to be honest in all of their academic work. Academic honesty means, most fundamentally, that any work you present as your own must in fact be your own work and not that of another. Violations of this principle may result in a failing grade in the course and additional disciplinary action by the university. Students are also expected to adhere to the Dress and Grooming Standards. Adherence demonstrates respect for yourself and others and ensures an effective learning and working environment. It is the university's expectation, and my own expectation in class, that each student will abide by all Honor Code standards. Please call the Honor Code Office at 422-2847 if you have questions about those standards.

Copyright Notice

The materials used in connection with this online course are only for the use of students enrolled in this course for purposes associated with this course and may not be retained or further disseminated. Any copying or further dissemination of these materials may be subject to applicable U.S. Copyright Laws. For questions or more information, please visit the BYU Copyright Licensing Office website.

“Members of the BYU community who willfully disregard this Copyright Policy or the BYU Copyright Guidelines place themselves individually at risk of legal action and may incur personal liability for their conduct. The unauthorized use or distribution of copyrighted material, including unauthorized peer-to-peer file sharing, may subject individuals to civil and criminal liabilities, including actual and statutory damages, costs and fees of litigation, fines, and imprisonment…

Violations of the Copyright Policy may result in university disciplinary action including termination of university enrollment or employment.” (Emphasis added. Excerpt taken from the BYU Copyright Policy)

 

University Policy - Title IX Statement

Preventing & Responding to Sexual Misconduct

In accordance with Title IX of the Education Amendments of 1972, Brigham Young University prohibits unlawful sex discrimination against any participant in its education programs or activities. The university also prohibits sexual harassment—including sexual violence—committed by or against students, university employees, and visitors to campus. As outlined in university policy, sexual harassment, dating violence, domestic violence, sexual assault, and stalking are considered forms of "Sexual Misconduct" prohibited by the university.

University policy requires all university employees in a teaching, managerial, or supervisory role to report all incidents of Sexual Misconduct that come to their attention in any way, including but not limited to face-to-face conversations, a written class assignment or paper, class discussion, email, text, or social media post. Incidents of Sexual Misconduct should be reported to the Title IX Coordinator at t9coordinator@byu.edu or (801) 422-8692. Reports may also be submitted through EthicsPoint at https://titleix.byu.edu/report or 1-888-238-1062 (24-hours a day).

BYU offers confidential resources for those affected by Sexual Misconduct, including the university’s Victim Advocate, as well as a number of non-confidential resources and services that may be helpful. Additional information about Title IX, the university’s Sexual Misconduct Policy, reporting requirements, and resources can be found at http://titleix.byu.edu or by contacting the university’s Title IX Coordinator.

 

Accessibility Notice

BYU is committed to providing a working and learning atmosphere which reasonably accommodates persons with disabilities who are otherwise qualified to participate in BYU's programs and activities. In this spirit, BYU Independent Study aspires to improve web accessibility for users. While not required by law, the Web Content Accessibility Guidelines (WCAG) 2.0 Levels A and AA provide a wide range of helpful recommendations to make Web content more accessible. BYU Independent Study strives to apply WCAG 2.0 recommendations where feasible, but may deviate from any recommendations that would result in an undue hardship to BYU Independent Study or alterations to program and course content and objectives. If you have questions about accessibility, or if you need to report problems with any accessibility features please see our Accessibilities and Accommodations Web Page.

 

Academic Honesty Policy

The first injunction of the BYU Honor Code is the call to be honest. Students come to the university not only to improve their minds, gain knowledge, and develop skills that will assist them in their life's work, but also to build character. President David O. McKay taught that 'character is the highest aim of education' (The Aims of a BYU Education, p. 6). It is the purpose of the BYU Academic Honesty Policy to assist in fulfilling that aim. BYU students should seek to be totally honest in their dealings with others. They should complete their own work and be evaluated based upon that work. They should avoid academic dishonesty and misconduct in all its forms, including but not limited to plagiarism, fabrication or falsification, cheating, and other academic misconduct.

Plagiarism Policy

Writing submitted for credit at BYU must consist of the student's own ideas presented in sentences and paragraphs of his or her own construction. The work of other writers or speakers may be included when appropriate (as in a research paper or book review), but such material must support the student's own work (not substitute for it) and must be clearly identified by appropriate introduction and punctuation and by footnoting or other standard referencing.