Communications of the ACM
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Why Businesses Must Untether Deep Learning
Deep learning only took a few years to make the leap from another theoretical piece of future-tech to a very real tool that's…
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
Hazardous Enthusiasm and How Eagerness Can Kill A Project
Many otherwise competent software developers and potential contributors end up being overwhelmed by "hazardous enthusiasm." They end up overwhelmed by their excitement...
From BLOG@CACM
A Design Perspective on Computational Thinking
Maybe we can just design away the need to teach computational thinking
From BLOG@CACM
Variable Vagaries
The variable, construed as an L-value, makes some offbeat appearances.
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
Women Now Outnumber Men in Medical Schools. Computer Science Should Be Next.
This story about encouragement tells us how we can change girls' and women's lives.
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
An Agile Approach to Learning Programming
The Super Simple Programming Book is one example to teach programming in an Agile way. In general, Agile concepts can lead to highly effective learning.
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
Want Kids to Love Math and Science? Don't Use Those Words
At Mindbenders, we want kids to put down their textbooks and learn by creating and doing.
From BLOG@CACM
Standing on the Shoulders of Giants
What SIGCSE's Top 10 Lists tell us about the growing field of Computer Science Education (and computer science more broadly).
From BLOG@CACM
How Did the Romans Calculate?
Experts are still wondering how the Romans calculated with their number system.
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
Broadening Participation in Computing Is Easier Than You Think
Some small steps that can make a big difference.
From BLOG@CACM
There Are No Digital Humanities
Many think that the opposite of digital is analog or mechanical.
From BLOG@CACM
FictionStein
Science fiction like Frankenstein nudges readers to confer humanity but nudges them away from moral fortitude.
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
A Tale of Two CTs (and a Revised Timeline for Computational Thinking)
Rethinking the timeline of Computational Thinking to recognize several computer scientists in addition to Jeannette Wing.
From BLOG@CACM