Communications of the ACM
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Understanding NoSQL Database Types: Graph Databases
SQL represents data stored in rows and tables, while high-growth NoSQL is data stores arranged via nested documents as columnar…
From BLOG@CACM
Contingency Plans for CS Students in Large Classes
Some of our students will get sick before the end of the term. We need a plan.
From BLOG@CACM
Beware of Hurting Our Weakest Students when Moving Classes Online
Our weakest students should not be the ones bearing the greatest costs of moving classes online.
From BLOG@CACM
Developing Computational Solutions With Humility: Recommending Morgan Ames' 'The Charisma Machine'
Morgan Ames' book highlights the missing HCI design process for the XO Laptop
From BLOG@CACM
Inventing Computing Education to Meet All (Especially Teachers) Undergraduates' Needs: CUE.NEXT Workshops
The CUE.NEXT workshops aim to provide computing education for all undergraduates.
From BLOG@CACM
The Size of Computing Education Today, By The Numbers
How many students learn general-purpose programming today, compared to using other computing environments or learning other STEM subjects?
From BLOG@CACM
If We Want Women to Persist in Computing, Teach Them Programming – At Any Age
Two recent reports point to the important of teaching female students to program and that it's never "too late."
From BLOG@CACM
A Minuscule Percentage of Students Take High School Computer Science in the United States: Access Isn't Enough
Likely less than 4% of U.S. high school students take a computer science course.
From BLOG@CACM
We Should Stop Saying 'Language Independent.' We Don't Know How To Do That
We know how to make multi-lingual pseudocode-based assessments, not language-independent assessments.
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