Communications of the ACM
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Why I Don't Recommend CSRankings.org: Know the Values You are Ranking On
Just because a ranking is computable doesn't mean that it's right.
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
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