Communications of the ACM
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Towards Equity in K-12 Computer Science Education: Consistency, Cumulativity and Competencies
To address structural barriers in Computer Science education, school districts are now looking beyond the need for specific courses…
From BLOG@CACM
What Help Should We Provide to Students Learning to Program?
Insights from a recent Dagstuhl Seminar on "Notional Machines and Programming Language Semantics in Education."
From BLOG@CACM
A Design Perspective on Computational Thinking
Maybe we can just design away the need to teach computational thinking
From BLOG@CACM
How to Reduce Long Lines at CS Office Hours in Five Tweets
Evidence-based practices that will likely reduce the long lines at the CS professor's door.
From BLOG@CACM
Five Research Questions Raised by a Pre-Mortem on the 60 Minutes Segment on Code.org
If undergraduate CS research doesn't become gender-balanced in 10 years, why didn't it?
From BLOG@CACM
Computer Science Was Invented to Teach Everyone About Everything
Our goal should not be Computational Thinking, but Science, Mathematics, History, Engineering, and *Everything* Thinking.
From BLOG@CACM
The Growing Tension Between Undergraduate and K-12: Is CS for All, or Just Those Who Get Past the Caps?
Are we repeating the 1980's? It's even worse now.
From BLOG@CACM
The Ethical Responsibilities of the Student or End-User Programmer
If a student's program goes awry, who is responsible? How do we protect society and encourage people to learn about code?
From BLOG@CACM
Direct Instruction is Better than Discovery, but What Should We be Directly Instructing?
We should teach students directly, not expect them to discover for themselves. What should we be teaching directly?
From BLOG@CACM
Changing Who Pays for CS Professional Development in the U.S. and Who Controls It: It Has to be Local
In the U.S., a shift in who pays to prepare computer science (CS) teachers.
From BLOG@CACM
Computational Thinking, Education for the Poor and Rich, and Dealing with Schools and Teachers As They Are: A Twitter Convo
A Twitter conversation turned into a narrative on computational thinking
From BLOG@CACM
Moving Computing Education Past Argument from Authority: Stuart Reges and Women Who Code
Computing educators often make decisions based on arguments from authority. Time to move on.
From BLOG@CACM
My First Interaction, Design, and Children Conference, IDC 2018
IDC 2018 was a fun conference with lots of great insights.
From BLOG@CACM
Teaching Two Programming Languages in the First CS Course
Should we teach two different programming languages in the first CS course? Probably not -- here's what we know.
From BLOG@CACM
Integrating CS to Improve Scores in Math, Science, and English Language Arts: New Result from Code.org and Outliers
Evidence from Broward County of integrated CS curriculum having an impact on standardized tests
From BLOG@CACM
A Computing Education Research Perspective on Programmable Programming Languages
Computing education researcher take on the implications of programmable programming languages
From BLOG@CACM
Deciding When the Design is Wrong in Programming Languages and Education
When do we decide that errors are due to bad design in programming languges and education?
From BLOG@CACM
Learning Computer Science Is Different Than Learning Other STEM Disciplines
Learning computer science has unique challenges that make it harder than learning other STEM disciplines.
From BLOG@CACM
The Real Costs of a Computer Science Teacher Are Opportunity Costs, and Those Are Enormous
It is hard to convince people to become CS teachers (K–12 or University) when the opportunities elsewhere are so lucrative.
From BLOG@CACM
How Much CS Ed Will $1.3B Buy You? Not Enough to Reach Every U.S. School, Nor Every Child
The White House promises $200M/year for CS Ed, and the Tech industry promises $300M over 5 years. What can we get for that?
From BLOG@CACM