Communications of the ACM
Refine your search:
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 [email protected]
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 [email protected]
A Design Perspective on Computational Thinking
Maybe we can just design away the need to teach computational thinking
From [email protected]
Variable Vagaries
The variable, construed as an L-value, makes some offbeat appearances.
From [email protected]
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 [email protected]
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 [email protected]
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 [email protected]
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 [email protected]
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 [email protected]
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 [email protected]
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 [email protected]
How Did the Romans Calculate?
Experts are still wondering how the Romans calculated with their number system.
From [email protected]
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 [email protected]
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 [email protected]
Broadening Participation in Computing Is Easier Than You Think
Some small steps that can make a big difference.
From [email protected]
There Are No Digital Humanities
Many think that the opposite of digital is analog or mechanical.
From [email protected]
FictionStein
Science fiction like Frankenstein nudges readers to confer humanity but nudges them away from moral fortitude.
From [email protected]
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 [email protected]
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 [email protected]