Darren Alcala: Collectively Working Together to Broaden Participation in Computer Science

Darren is heading into his eighth year in his role, and his focus is on the integration of technology into teaching and learning. He provides professional development for teachers, instructional aides and administration and is an advocate for computer science throughout his K-8 school district. He has presented multiple times at the National CUE conference and fall CUE conference, collaborated multiple times with us here at SBCSS on a number of projects, and also currently serves as a board president for the Inland Area CUE affiliate. He is here to share information with us about his expertise in computer science, and how he has been able to support the growth and development of teachers and students in the Cucamonga School District.

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Transcript

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Darren Alcala

SUMMARY KEYWORDS

computer science, students, teachers, darren, classroom, district, people, computer, coding, building, happen, part, sonal, instructional coach, talk, language arts, share, cucamonga, equity, work

SPEAKERS

Sharisa, Darren, Sonal

Sonal  00:03

Welcome to the SBCSS digital learning Bits and Bytes Podcast inspired by our dedication for equitable and inclusive educational technology and computer science. Today's digital learning team hosts are Sonal Patel and Dr. Sharisa Chan.

Darren  00:20

Hello, everyone. I'm Sharisa Chan 

Sonal  00:22

And Hi everyone. I'm Sonal Patel.

Darren  00:24

We'd like to begin by introducing our special guests Darren Alcala, district technology instructional coach at Cucamonga School District in Rancho Cucamonga, California. Darren is heading into his eighth year in his role, and his focus is on the integration of technology into teaching and learning. He provides professional development for teachers, instructional aides and administration and is an advocate for computer science throughout his K-8 school district. He has presented multiple times at the National CUE conference and fall CUE conference collaborated multiple times with us here at SBCSS on a number of projects, and also currently serves as a board president for the inland area CUE affiliate. He is here to share information with us about his expertise in computer science, and how he has been able to support the growth and development of teachers and students in Cucamonga welcome Darren 

Darren

Hi ladies, thank you for having me.

Sonal  01:17

We love having you here today, Darren. And I remember way back when we were doing our IAQ board member role, and we were trying to come up with a solution to rolling out computer science standards. And I love the fact that you've still got that, that work in operation. I'm so excited to have you here today. But we are going to start off with a bit of fun. So, you ready for this? 

Darren  01:40

Okay. 

Sonal  01:41

All right. So please share one bit or byte that people may be intrigued to learn about you.

Darren  01:48

Well, if anybody knows me, I definitely have this like serious, like, let's get stuff done kind of side. But I also have this like silly just kind of like go with the flow kind of side too. And it's inherently I'm kind of like this shy person. So as a kid, I was extremely shy, and it's taken some things to happen to kind of get me out of my shell a little bit, I'll say, and my mom kind of like pushed me when I was young. So I did do things like I take tap dance, and I know how to do that little kickball change, like all that. Yeah, and then I did for like a week take a little like clowning class as well, too. So I can know when we tap into those skills, So that's my thing. And so, you know, as I got older, and I really kind of had to kind of tap in I know, some of it has to deal with when I was younger, like insecurities and things like that, but, and there's still moments to when I'm having to give like a big speech. I gotta like, talk to myself, talk myself up into it and tap into that. That kind of created like, Fine. Let's just make this thing happen, you know, kind of side of myself. And it's Yeah, so yeah, basically. Yeah, exactly. Yeah. Oh, my goodness. I love that. It's funny that you say all of this. I was just telling samo the other day that when I first met you, and I may have shared this with you before, too. But when I first met you, I would have never guessed I met you on a zoom breakout room. You were like, Let's get this done. You were the first one to speak. And I was like, Oh, my goodness. And I was in another breakout room with you. And after that, I was just like, Oh, he's a star. Like I was starstruck. I told someone I was like, when I finally like, I get to work with Darren now. Like, it's different. So a lot of fun. I just I would have never, ever guessed. But I can really I understand, you know, having to just kind of find a way to come out of your shell. And one other funny thing is when we were walking down the hallway at CUE, we heard your voice booming down the hallway. I was like Sonal who is that? She's like, that's Darren and I was like, no, no. So we picked her heads in the room. And there you are. And so it's amazing. Whatever you did.

Sonal  04:36

That really leads me to my next question. How did you begin your computer science journey and why is it important to you?

Darren  04:42

Yeah, so my computer science journey actually started when I was like, really young. I remember my dad bringing home Commodore 64 computer and I'm dating myself here. But you know, he used to do stuff with it. You hooked it up to your TV, the kind of I was monitor. And you know, there was moments where, you know, if you didn't load in like a game, it would just be the loading screen, it would run basic. And then you do things in basic and, and so I kind of experimented with a little bit that and kind of got me going. And then as I moved into like middle school, I started kind of learning more and more about computers. And that were to the point where it's like building my own kind of components, I would go over at Pomona fairgrounds, so used to be the computer fair there, and you would go and buy just random computer parts to kind of switch things out. And I remember that time too, I was not doing a lot of novel reading, but I was reading a lot of like technical manuals and things like that. That was my kind of my go to kind of thing. And I remember these series of books, too, is like how computers work by Ron White. And if you looked at those, it was kind of like the guts of the computer and really kind of demystified like how some of these things work and, and it really inspired me and I got to the point in high school, where I was like, Okay, this is something I want to do. And we only had one high school got a computer science class at the time it was, it was in Logo. So again, that's when the little turtle round, we ended up doing a lot of like, ended up being a lot of like, like, cuz casino type games, and we kind of joke that the teacher would host like a casino night after the games that we wrote. But, so anyway, so from there, like, I was like, Okay, I'm gonna go to computer science and stuff. So I went to start it off at Harvey Mudd College to get my computer science degree there. But at the same time, there was a part of me that was kind of like, got that teaching kind of like bug, I had been working at a kids summer camp, and doing a couple kids classes they're teaching in that kind of this was like, when I was young, and even during high school, and I just kind of like that benefit, that just feeling I got from, you know, teaching working with kids. And I don't know, there's that point, it was like, I very clearly remember, like, middle of sophomore year, where it's like, I really kind of reevaluating the path ahead of me and, and then I kind of went in, decided to drop out and kind of start over and go into education, it was like, one of the hardest conversations have had to have with my parents. And then without this kind of change of a path and, and so I started off as an instructional aide, you know, I was starting in school finished, got a teaching job there within my district, especially the district that I attended when I was in school. So there was actually a few teachers there that knew me, in fact that the PE teacher that I worked started off working for was my fifth grade teacher. And so it was like this whole like, Circle of Life kind of like thing happening. And from there, I just kind of started once I got my teaching job, I was doing a little things I kind of had this, you know, tech, kind of like background, so I did a little bit more, and then into doing a little bit more, and eventually down the road like 13-14 years later, this position that I'm currently in, kind of open it up, because we were going one to one, and with computers within our district, and we needed somebody who's gonna help provide that support, you know, with the rest of the staff. So I ended up getting that job, I was very blessed, because I was kind of like the thing I was always if I left the classroom, what would I you know what to do. And it was the stuff that I'm doing now. And now that I'm kind of in it, it's a couple of years in and we kind of did a little bit more stuff where I'm bringing all this tech stuff. And now I'm kind of bringing in that computer science love that I had developed, like very early on kind of into the things that I'm doing now. So it's like this convergence of all these like amazing things ever in my life now kind of in one spot. So yeah, just continue doing that. i Yeah, and I even tried to get legit, too. So I just finished the classes to get my CS credential . Yeah, so yeah, I just got that as well. So I was just like, you know, I gotta close that circle off. So yeah,

Sonal  09:15

You know what, I really appreciate that you went full circle. You started off with computer science, then you went into teaching and then you realize you still love computer science, started integrating it. And now you're back taking classes for computer science that that is a truly phenomenal, I'm glad you stuck with it. And the other thing that really stood out to me was when you talked about like your experiences starting off really early. I mean, even with the Commodore you had access to you know, the experience and that really influenced your your desire to want to pursue computer science, right. So

Darren  09:48

It wasn't Yeah, it was kind of it was you know, we're so very early on and it was more of this one way kind of like media thing, this consumption thing, right. It's like I you know, had NES-2, as well, there, I totally enjoyed playing that as well, too. But there was a feeling to have like, well, I can actually put things into the computer and make it do stuff, not just get things

Sonal  10:09

You know about the floppy disk, don't ya know, ya know, the floppy disk?

Darren  10:14

I was, I did start off the eight and a half inside, I didn't have the big giant one. So I was yeah, and then, you know, the three and a half? did all that. Yeah, I remember upgrading my computer to like, what is it, like from one megabyte to two megabytes of RAM it was, it was a big deal. And

Sonal  10:31

What we're seeing is really, honestly, the experiences really helped you to understand like, and know that you wanted to do something. 

Darren  10:38

Yeah, no, for sure. It was like, it's kind of funny, just the way life kind of like happened. And, you know, there was that part of me too, is like that desire that was still there, you know, obviously, you know, to this day, and it kind of stayed with me and even those early on experiences where I'm trying to, like, figure things out, and like, how does this work? And, and that's the kind of stuff that I look forward to kind of bring into teachers and students, you know,

Sonal  11:03

You got the best of both worlds. You got computers and and teach.

Darren  11:05

I know, it is it is. Yeah, I love it. Speaking to my integration for all subject matters, so I just love that this question actually kind of follows up on your the journey that you just shared with us. So how does your passion for computer science impact the work you do at Cucamonga? And then also, what have you been able to accomplish with what you have learned or continue to learn?  Yeah, so you know, when I first started my position, it was really just getting people to like, how to use like, the devices that we had in it. And from there, it was kind of like, okay, now how can we integrate this in the classroom, and now bringing computer science into it. So it's like this multi step process and it's been a slow process like it because, you know, changing habits for people who've been doing things for certain like, it takes time, especially if you want it to be meaningful, like change and so I'm really working with teachers and and having those conversations with them to kind of like make this stuff happen. And you know, for me, Well, I kind of goes back to you know, those like moments of influence you know, and have and I don't know if any of you guys have ever seen the movie Ratatouille? Okay, so you know, that movie hits on me and well, most people know like, I'm a big like Star Wars fan and when I got my Star Wars shoes on I'm sporting today Yeah. I was trying to be on point today. Right, so in Ratatouille, but so I get the hits me on a couple different levels. One big foodie person, I do like to go and try on new places and stuff. But the other thing is the whole like message and theme within that movie, where it's about, really how everybody kind of, you know, in that movie, it's like anyone can cook, right? So it's like, you know, even though not everyone is going to come be this great like artists where they great artists can come from anyone. And so it's almost like that philosophy, I've kind of taken into the work I'm doing now within my district where it's like, I'm not trying to make all of us into these, like, coders where they're going to pursue this, I just want them know the students and know that they can do this, like this is an option for this is a pathway for them if they find this interesting, and they're not going to know whether it's a pathway or not if they don't get exposed to it. So it's helping find the ways to kind of make that happen within the classroom or whatever. Without a capacity like the teacher has whatever devices that teacher has within it. There's so many different resources and tools out there now that we can find a way to make it happen at the grade level, at the teacher level, you know, whatever it is.

Sonal  13:47

Yeah, absolutely agree. Yes,

Darren  13:49

I definitely love that. There are a few things that pop into my head when you're talking about your you know, the way that you're bringing computer science to the area that you work. So the first is agency you're building the agency for Well, first off, let me start with this, you're a change agent within your organization. But you're also building the capacity of the people you work with, and helping them work as agents within, you know what it was, whatever means they have, so whatever they're willing to come in with, or whatever they have whatever background, I know, I spoke with one of the teachers that you work with, and she was just like, I didn't want to do this. It was scary. But now we can't like we see her everywhere. I saw her in a training I went to this week and the week before and when it's on I hosted a few weeks ago. And I'm just like, she's here all the time now and she but she admitted this was scary at first, but she's building her capacity, thankfully, you know, and it's all because of the things that you've done with them, you know, the teachers that you're working with. Okay, so to follow up with that, though, we know that you've delivered quite a few professional developments, where you've integrated computer science into content areas. Could you share a couple of examples of what that look like?  Yeah, so, you know, trying to bring computer science into the classroom. I mean, I shouldn't mention that we are reiterate, I guess, we're a K-8 district and stuff in there. And so for the most part, I'm working with, you know, majority of elementary school teachers, you know, and working with the middle school teachers as well, too, but especially for the elementary classroom. You know, they're already dealing with language arts, math, standard science standards, history standards, and, you know, it's trying to bring in a whole new subject area into the thing can seem very, like daunting. So I do talk to them about like, it's almost having to bring in computer science is a great way to help you three, think about like how you're structuring your classroom, just in general, because if you try to look at each thing kind of compartmentalized, where it's like, I just have my language arts block, I just on my math block, I just have my history block, you know, whatever. It's like, yeah, you're never gonna get everything done, right. I mean, that's like, the number one thing is like, I can't through I don't have enough time, right? I mean, time is always the one commodity that we don't have enough time with, or have enough with. So it's like, how can I make better use of my time. And so I do talk to them about ways to kind of integrate computer science into these other subject areas. And it's like, if I'm doing this math lesson, and I bring this piece in, now I'm doing math and computer science, or if I'm doing a language arts, and I'm talking about this particular topic, you know, I could switch the topic around. And now we're doing language arts and computer science using the impacts of computing like standards. And so there's ways I can combine things in and that's how we fit all those things in and I think to, in doing that, you really help provide the student a much richer, like learning experiences, well to because connections can be made between subject areas, you're now teaching things more often, like in context, you know, of like things. And so it's like, you're not doing things in isolation for one another, where it's like left to the student to kind of like, Oh, I see how this relates to it, like, you're now combining all those things together, and it just really becomes more powerful, and the students become more engaged. You know, and more interested in when it so when I'm working with teachers, it's like that approach kind of going into it. So it's never kind of on its own, it's always like integrating something else within that piece. I've, you know, in our district, I'm very blessed that we have, you know, a variety of different like models I can take advantage of. So we do have like a cohort model, where I have like a group of teachers who are really interested in exploring this topic, and we do some big deep dives throughout the year, they kind of sit with me for a day, and we just have discussions, we explore stuff, we just talk things out, we reflect on like maybe some other lessons that kind of gone through. And so we've really been able to kind of see how things should go and how things can work. And if issues come up, how do we address those things. So some of the the teachers that you mentioned, like they've been in that cohort, where they really been able to kind of really stopped like, think and reflect, which I think is really necessary as part of like, the change process for yourself to kind of make those moves in those shifts, um, also been able to kind of go into classrooms as well to like, push in and do demonstration stuff, because sometimes some teachers need to see it, you know, in order to kind of, you know, have like, you know, in order to take that leap of faith, they need to kind of like see that the students can do it, because sometimes in their mind because they don't have that background experience, they're not sure how it's gonna go. So it's almost kind of like scary to bring in something new. So just starting in and that's where it's, I've gotten to kind of know everybody a little bit and know like, I can come in like here with this thing and maybe not this other thing that may be too intimidating kind of stuff, I find the right starting point and there's plenty of starting points within computer science. You know, from that simple block coding stuff, you know, like doing the Scratch Jr you know, kind of thing, moving up to more more advanced stuff, doing stuff in Scratch or on May code or bringing in some physical coding stuff in with micro bits. And you know, there's there's Entry Points Firoz you know, for somewhere so if you want to bring computer science in, there is an entry point like for you somehow, you know, whether you have devices don't have devices, you have whatever you if you have stem tools, whatever, you have stuff free, all that stuff. So much to tell you. And I did have to go for another visit and see all this. I wouldn't be there.

Sonal  19:38

I'm so impressed. But I just want to interject here because I want to ask you, because you see he you all can't hear it see him. You can hear him you cannot see him right now. He's an exciting child, right? So I really want to kind of draw a hone in on this professional development thing and ask you what has been your favorite professional development opportunity for your educators? so far?

Darren  20:03

Well, he put me on the spot. But if I think if I had to think I think it's that micro bit like PLN stuff that, that we've kind of been able, that had been able to be a part of, and starting to kind of network with a couple people, I think when I look at the physical coding, like, you know, piece of computer science, where it's, I can take these digital things, and transform it and mess with the code and think about different things and then insert it into this little device and see it kind of come to life. Like it's kind of a magical experience. And when I've done that with students, I can see that magic like, happen even though it's doing like some simple things,

Sonal  20:42

I just feel like just being involved in who they

Darren  20:45

They're like, they're loving it, too, that a lot of times they'll sit down with the kids and kind of go through the lesson with them. They, you know, learning and I think that's part of that growth mindset as well to have like, yeah, it's okay, I don't need to be this expert in this thing to kind of start doing it. Right. There's a lot of there's tutorials out there, there's people to reach out to and so like having a PLN you know, like this, where it's like there's a network of people that I can reach out to, or even just to kind of share experience with, even if it's like, I don't need help at that time. Somebody just to kind of like talk things through brainstorm ideas with or even just kind of somebody just to kind of give you that kudos that maybe you you need that you don't get from somewhere else. Like that's a great like experience

Sonal  21:26

What about that project that they participated in Sharisa And I got to actually see them participate in innovation D, do your bit project? I think you I mean, it was you that started that right Sharisa? and tell everyone about it. And then Darren could go into a little bit more detail. 

Darren  21:40

Absolutely. So the deer bit project is centered around the UN Global Goals, where we're trying to have teachers and students think about creating for change for things that we need around the whole entire world. So students are given an opportunity to learn about these goals, and then build something that's going to help locally or globally, in terms of, you know, whatever the goal they choose is. So we did we were able to pop in to the school Darren was working out at the time, and it was a huge production. I did not expect to walk into the auditorium and shout out to Whitney and Emily. Oh, my God. Yes. I mean, it was just, I was shocked. I'm like, Wow, I thought we were going to be in a classroom. Which is there's nothing wrong with that. But I mean, I see multiple teachers and all these students, and I don't know, in a student's actually reaching out to micro bit champions to ask for support and share. 

Sonal  22:33

That was the best part. We're so lucky to have the support of microbit Educational Foundation, absolutely outstanding partners. But like Darren for you, what was that experience, like in getting your teachers, you know, so excited about?

Darren  22:46

So here's a slogan that they've deemed upon me, like, within my district, it's like, Well, I do it when you can overdo it. So it's like, if I'm going to do something, I'm going to go like all and into it as much as possible. So when I approach these teachers with it, they're like, looking at me, like, okay, there it, you know, but that's like, they have that trust in me where we've done stuff all along, and they kind of like, okay, well, we'll kind of go along for the ride. And so starting with them, we kind of talked it through at one of our cohort meetings beforehand, I kind of laid out a general kind of like plan. But and I came in a couple of times, and we kind of, and they kind of like met and talked it out a little bit. And the students, we did a whole thing about the goals and what the goals are. And really, we kind of tried to give as much agency to kind of the students as possible throughout this whole process. And so it's like, they kind of, they're the ones who kind of chose what goal they're going to focus in and like what really kind of speaks to them. And so they kind of zoned in on that. And then from that they kind of found other students within their class who kind of had a similar passion for that goal. And they formed those groups. And from those groups, they thought about different, like project ideas, and it was messy, right, and all those teachers because that brainstorming that creative process, like it's a messy process, right? It's not and so you got to be okay with that, that mess that unstructured, like, but it was kind of funny, I was like with them through that beginning part. And I had you know, I was doing other stuff and visiting other sites and then I circled back to them. And when I walked in, they were like, you're not going to believe like where they're at right now because it's like, I don't know how we got here but we got here kind of thing where it's like, the students are super focused, you can see them like you know, cutting out construction paper, some of the laptops doing the coding stuff, and they're just so like into it and they kind of focus in more and they were kind of bring in you know, a lot of that language arts that kind of research stuff on like, what kinds of you know, issues like Arthur Brown has, what are some possible solutions and so bringing in some of that, that piece of social justice piece kind of like and and just like it was hitting on all the checkboxes, kind of like P So I was like, again, this convergence of like, computer science stuff, some, like, creativity and collaboration, and engineering and like, all the things, we're kind of like hitting this. And so the students really got kind of, like, inspired and they were really going after. And so yeah, that Innovation Day, they they kind of knew going in, and kudos to those teachers to Emily Britton a shout out to them that, you know, they really kind of talked to them to, like, you're gonna be in front of like, you know, professional people here, it's like, you know, you got to kind of come in, really think about what you want to say, and, you know

Sonal  25:35

Just having that audience was absolutely necessary right, the kids really stepped up, they showed their leadership skills, and

Darren  25:42

The students don't get enough experience, like meeting like, outside people, people, you know, professionals and things like that. It's always things just in the context within the classroom. And for me, it's like, if we want students to kind of think about, show empathy, you know, for others, it's like, yeah, we got to start doing things more than just for themselves. Because typically, like, in the classroom, the students are really only doing a project for themselves, or a project for the teacher, right, that's typically who they're doing things for. So the more opportunities we can give the students to doing stuff for, you know, their neighborhood, or the, you know, Earth global, think about the global community right kind of thing, the better off like they're going to be for, the better off we're going to be for it, you know, as people in general and just kind of think about that stuff and see how they, they chose that they worked on it. And then we came to the spot where they kind of showed off like the projects and they, they did little presentation things for it. And we had the day you guys came back and kind of saw some of those presentation stuff. And then we even had a few kind of come over to and over in Riverside County, they had a little Computer Science Showcase. And we had some of the students come and kind of show up there. It was just like such a great experience, like all around and these were fifth graders, I don't know if I mentioned that point. So it was elementary kids. And so and you know, if I was doing this with a lower grade level, like there's ways to kind of scale it down, if I was doing it with a middle school or high school level, there's definitely ways to kind of scale it up as well, too. So yeah, if you just googled, like, Do Your Bits on the Microbit website?

Sonal  27:19

Oh, no. Should we says plan? So professional learning network for about 12 to 15 people, right this year? How many of you got this year? You got to tell everyone? 

Darren  27:32

Signed up so far, we have I want to say close to 50 educators?

Sonal  27:35

Wow,  Yeah, hopefully, you'll have so many examples to share with them as they continue to participate in this project. Next next May I think, right, was it April next April. So watch this space, we've got more to share with you.

Darren  27:51

It was it was definitely though, like, you know, I originally it was kind of going into like a proof of concept kind of like thing like, Can this be done? And turn off? Like, yes, for sure. Right. And then sometimes we just need to take that leap of faith into it and just kind of go and like some of them, we'll figure out kind of along the way. And but having like a PLN people that you can kind of talk through through the process really does like help your successful success level and feeling like more confident kind of tackling something that you maybe Yeah, you don't feel like you're alone. Yeah. Figure it out by yourself.

Sonal  28:24

Exactly. So that leads me into my next question, Darren, you've been attending the computer science equity network for quite some time now. And we really appreciated you right from when it was the computer science equity task force when there's just 10 of us in a room, different stakeholders, you are the instructional coach, or, actually, it's that we had an counselor in there with site administrators in there. We had people of different of diverse backgrounds and roles. Right. So I want to ask you today, what are some ways you plan to expand the work that you have been doing within our computer science equity network in Cucamonga school districts?

Darren  29:03

Yeah, so it was funny. During one of those initial meetings, we're kind of having this discussion about the underrepresented demographics that are in computer science right now. And when I was sitting there, kind of like reflecting and thinking about my own district. Well, you know, we're majority Latinx students, African American students, and I started to think like, those are all the underrepresented groups. And so it's like, I need to do something because if I don't do anything that's just gonna perpetuate the underrepresentation. So it's like, I need to do something, right. So it's just kind of figuring things out. And so we started off doing like simple things like hour of code, you know, at first because that's what we kind of had access to at the time, and just kind of like, built it up from there and through this process along the way, and we had some things that we kind of, were intentionally kind of helping address some of that stuff. But, you know, just trying to think about how can I reach these different subgroups, right, so this multi tiered kind of like thing. So, you know, we start bringing in like family coding night where it's like, we can come in and invite students and parents, you know, families together, we set up like, this was we have our middle school, we had stations all around, and you can come in and you know, with your family down, we did these little experiences just kind of expose them during that time, too. I talked with the parents about points of computer science, how it's possible pathway, you know, for their students, if they enjoy this kind of stuff, you know, all those things, and kind of really educate like the, on the parent side of stuff, we even were able to do one virtually during like, COVID, where we had some main like presentation stuff, and then we have this whole website with different activities that they can kind of do. 

Sonal  30:53

Your Family Code nights have been like, going on for years. 

Darren  30:56

And yeah, it's pretty fun, like, the students have such a good time, we try to celebrate it too, we have a little selfie station as well, like, I'm a coder, you know, like, kind of thing and, and the parents really get into it too. And they're really like, amazed by the stuff that even they can do that, you know, the coming in without having any experience as well, too. And so it's just this whole, like, great kind of community feel like within that space. And, you know, they kind of pick and choose the station. So yeah, it's been fun. And the team, I work with my site tech coaches, like, they're an awesome team, I work with them. And they're really great about giving me feedback, too, and how I can, you know, help do stuff and how we can, together he'll do stuff. And so yeah, there's that family part. For the teacher side, I've been really trying to kind of, like educate them, when we're having these conversations about bringing in more computer science, that that y part of it is really important in that buy in piece, like, we need to do something like about it, I mean, kind of have that demographic like conversation and kind of go into that. And then I do talk with admin as well, too, because I need their support and part of this as well, too. And, you know, and then that kind of leads me into, like working with the IT department and then you know, in, and making sure like those pieces are in place to kind of do like the sites that we need access to need to be like, open and cleared. And, you know, it's kind of like, myself, like coordinating all this stuff to happen. In order for me to get to a plant like in the classroom, we can kind of do the thing we need to do, you know, and, and so I'm really blessed to to have our superintendent, you know, within our district, and he Dr Chaix, he's really supportive of you know, all the stuff that I'm kind of doing and bringing in and he sees like the vision and knows, like a computer science education is really part of a well rounded education for students that this is something that's just as important as, you know, the language arts stuff, the math stuff, the science of the history stuff, like, it's not just this token experience we're trying to give to the students, it's something that's really meaningful, and that's part of their lives. I mean, the technology now is kind of ubiquitous, right amongst all the students and stuff, so, but I think there is a discrepancy between, like how that technology gets used within classrooms and stuff. And some of it just gets, you know, use as kind of that level one entry level, whatever, you know, scale, you're kind of like using but that you know that word processing stuff, or just simple slide deck stuff. And, you know, there are different ways and uses to do this and kind of build it up. And I even within that point to where it's within our district, kind of at the end of the year, we have this student Digital Media Festival that I've been kind of doing for a number of years as well, too. And when I was first like, oh, do I want to take on doing something bad, and I'm not sure if people are gonna, or teachers and students are gonna contribute toward it, but I was kind of the thing where it's like, if you build it, they will come like, I got to start this thing. It's a celebration, it's not a contest. You know, kind of thing. It's a celebration, where students can submit some of their digital projects in and then we have like an evening where they get to showcase some of those things we have, you know, parents come in our school board members kind of come in other staff kind of comes in to kind of see, really kind of like what's possible, and whether students can do, and they get to celebrate that stuff. Because sometimes some of that digital stuff kind of just lives within the computer. And you know, obviously, it's not easy to put on a wall. And so trying to find a way to kind of like showcase it and bring attention to it and like hey, this stuff is valued, like just as much as this other thing that's put on the wall over here, right kind of thing. So try to find those ways to do that. And yeah, yeah, so it's been a lot of

Sonal  34:45

I appreciate a couple of things that Darren because you talked about how you talk to teachers about how we can provide more access and opportunities for our students. And, you know, part of that I'm sure involves being more culturally responsive to our kids. Yes, building those relationships and connections that can I'm trying to be translated into the computer science classroom. So we can use some of the things that we learn about our kids, we, we can help our students enhance their voice and have more choice for sure what they're doing within the classroom. So I, I love that you're continuing to, you know, talk to educators. And, you know, I just delivered a talk recently about it takes a village to impact computer science, equity, to broaden participation for our students. And you just talked beautifully about how it just involves so many people, it wasn't just us, your family's involved, it was your, your superintendent, your IT administrator, which, you know, shout out to Bobby was saying hello to you right now. But I think I think that's so important, you know, to take that systematic approach. And I think that's part of, I know, you, you did a lot of work with that in the computer science equity network and got some ideas and strategies and you went and, and shared that with the rest of the group. And I think that was that was really beneficial. So appreciate that. 

Darren  35:53

No, I, you know, I know, like a teacher can do a lot on their own within their classroom. But if you can grow, you know, pretty well. But if you really kind of want this to kind of flourish like district wide, you do need kind of that, that buy in across the board. And so, you know, like I said, I've I, there's teachers that kind of work with, they're kind of like help making it happen, and to help like them, then I have my site instructional coaches that I work with, they're amazing, all of them. 

Sonal  36:23

And I'm sure I'm sure the perspectives that they're bringing, you know, to that conversation is helping you to be able to expand that work,

Darren  36:29

Yeah know, for sure, yeah, they give me feedback. And I get, you know, it's like we're in I know, we're like, admin, you know, so I've times that I work with them during our different like, council meetings, wherever, you know, whatever opportunity I get to during there, I kind of sit down and kind of go through I celebrate the stuff that that we've had success when, and they kind of like see that vision of like, Yeah, this is like what a classroom can look like, because we will make it happen here. Right? And if it can happen here, it can happen over here. And it can happen over here.

Sonal  37:00

Sharisa I'm gonna call him super TOSA. I love 

Darren  37:03

I love that. I really love it. I'm picturing right now this garden that's just growing and flourishing as Darren comes along and waters like, teachers are going, you know, I just I don't know. Because that's your, your nurturing this whole systematic approach to, you know, building equity and computer science, bringing the tools that you've brought, you learn from what network one network and bring it into a whole nother one. I think it's amazing. Yeah, I try not to, like just sit on stuff, you know, because you know, or not be like the gatekeeper of something like I do want to just share, like, I try to take it in. And then almost immediately if I can find a way that you just, like, spit it out, or share it out somewhere. Like, I want to do that. Because it's like, there's so many great like resources, like out there, like, especially now especially because people are focused on computer science, especially, like, there's so many resources out there. And like I was saying earlier, you can just find your entry point that you want, you know, and there's people there to support you, whether it's somebody in person, somebody virtually and a PLN, or whatever it is a teammate, you know, there's people out there to kind of help you and make this stuff happen. 

Sonal  38:18

I agree.

Darren  38:19

Absolutely. Well, speaking of sharing, I have a final question for you. And it's, if you could share one piece of advice that you would want to give to somebody who's trying to expand computer science efforts in their school district or in their school itself. What would you say to them? Well, I'll I'll say two things. I don't know if I can break it down the line. Well, I was thinking as I was talking, I was like, it really is important to have like a buddy if you will to kind of help you go through this process. Because just that support like person because inevitably like you know you're doing the coding and it's not working or it's like you need just need that kudos or like hang in there yeah guys give me a little trouble too or it's like I can I get a little advice how you did this like thing like and so what again, you know, I know you just said it but it's like if you can find that person you know whether across the hall from you or in another school or you know online

Sonal  39:17

Who's that person for you.

Darren  39:21

Sonal has been an important part od my life. Yeah, no, I will give a shoutout to Lindsay because Lindsay is an important person, the relationship between Lindsay and I is very you know,

Sonal  39:46

Hi Lindsay, He he chose me this.

Darren  39:52

She has given me the death stare, you know, she Lindsay's been like my partner in crime for a while now, she does inspire me to do a lot more to you know, it's like she's right on my tail and she helps push me to be even more. 

Sonal  40:10

Can you tell us what she does. 

Darren  40:12

Oh, yeah, sorry. So Lindsay Munoz Yeah, so she's, she's, she was third grade now doing first grade. But she's the site technology coach. She's also with me on Inland Area CUE board. She's our current treasurer right now. So she's been, for better or worse, and actually was her mentor teacher when she first started teaching as well to through her induction process. So

Sonal  40:34

now you got to be buddies. Yes, yes.

Darren  40:37

She's probably rolling your eyes, right?

Sonal  40:41

What's your what's your second advice?

Darren  40:43

Oh, yeah. So yeah, finding somebody. second advice is like, you don't need to be an expert to jump in, right? There are plenty of videos on YouTube, or, you know, whatever. Like, there's so many resources out there, like you seriously, like, you just get a hint of something in, there's tons of stuff for you to look at. So don't feel like you need to be an expert. In this, like going into it

Sonal  41:06

 I have to add some of these Yeah, not just an expert. But if you're just if you're starting out within these networks, the computer science equity network and the microbit PLN. What we're asking as a county is that you don't have to be computer science experts. But you do have to be equity minded, you do have to think about ways we can increase access and opportunities for our students so that we can change the current data that Darren was talking about right now, with the under representation of specific groups in computer science, how can we increase access for black students or Latin X students? Or students who are who are identified them as themselves? Identify, excuse me, identify themselves as females, right? Like, what can we do to increase that opportunity for them? So I always say equity minded individuals, you do not have to be experts, let's just do our best to you know, delve right in

Darren  41:56

Yeah, a lot of the resources are free that are out there. So you know, they don't cost like anything. So it just got to have that willingness that you want to help make this change, like happen for your students go in, and you can find that place to help you do it or find that person. They help you do it.

Sonal  42:11

Absolutely. I love that. So with that said, well, sorry. She was gonna say something. I didn't Oh, she just smiling and everything like that. So thank you so much for sharing their and this valuable information. Yeah, it was incredible. It's been such a pleasure having this conversation with you today. The work that you've been doing is inspirational. We're so thankful to have you in SBCSS, please keep coming to our meetings, we want you to be involved every step of the way, because we learn just as much from you, as you learn from us. It's just, you know, it's a wonderful partnership.

Sharisa  42:47

Absolutely. And I just want to say thank you again, As Sonal mentioned, it's always a pleasure. I mean, always a pleasure to work with you. And and and for those of you out there listening, be sure to follow Darren on Twitter @Mr. D Alcala. And thank you for tuning in with us today.

Sonal  43:04

Thank you.

Darren  43:05

Thank you guys for having me.

Sonal  43:06

Thank you. Join us next time for more bits and bytes of digital learning and computer science. And remember, if you're hungry for more, you can simply text DLS news 222828 Or find us on Twitter @SBCSS_edtech