Bringing computer science back into schools

The recent move towards more Computer Science in school in the UK has obvious implications for teacher education, both for in-service and pre-service teachers. In England and other parts of the UK we have seen an unprecedented rate of change in the way that curricula are changing from a focus on learning to use software applications to the introduction of Computer Science throughout primary and secondary schools. In this paper we describe some of the challenges that we have faced, the progress made in the integration of CS, and the support provided for teachers in their professional development. Current developments seek to support teachers with varying needs in a holistic way and we propose a transformational model of professional development [1] for CS, both for in-service teachers as well as forming the basis of new teacher training programmes.KeywordsCS teacher educationteacher professional developmentCS secondary school education

Article Improved algorithms for distributed resource allocation Share on Authors: Eugene Styer School of Information and Computer Science, Georgia Institute of Technology, Atlanta, Ga. School of Information and Computer Science, Georgia Institute of Technology, Atlanta, Ga.View Profile , Gary L. Peterson School of Information and Computer Science, Georgia Institute of Technology, Atlanta, Ga. School of Information and Computer Science, Georgia Institute of Technology, Atlanta, Ga.View Profile Authors Info & Claims PODC '88: Proceedings of the seventh annual ACM Symposium on Principles of distributed computingJanuary 1988 Pages 105–116https://doi.org/10.1145/62546.62567Published:01 January 1988 28citation515DownloadsMetricsTotal Citations28Total Downloads515Last 12 Months5Last 6 weeks0 Get Citation AlertsNew Citation Alert added!This alert has been successfully added and will be sent to:You will be notified whenever a record that you have chosen has been cited.To manage your alert preferences, click on the button below.Manage my AlertsNew Citation Alert!Please log in to your account Save to BinderSave to BinderCreate a New BinderNameCancelCreateExport CitationPublisher SiteGet Access

In September of 1999, female students in the School of Engineering & Computer Science at Baylor University decided to start a student section of the Society of Women Engineers (SWE). Their main purpose in doing this was to foster a sense of community among female students in the School, especially in disciplines where the ratio of female to male students is very low. Over the past two and a half years, the Baylor student section of SWE has thrived. They have been recognized not only in the region, but are currently the Best New Student Section in the nation (SWE National Conference, Denver, Colorado, June 2001). A major benefit of this participation has been an apparent increase in the retention of female engineering and computer science students in the school. This paper documents the approach of the SWE officers to the growth and development of the student section, and includes data on the effects of the student chapter of SWE on retention of female students in the School of Engineering & Computer Science at Baylor University.

Constructivist approaches to computer science education emphasize that as well as knowledge, thinking skills and processes are involved in active knowledge construction. K-12 computer science curricula must not be based on fashions and trends, but on contents and processes that are observable in various domains of computer science, that can be taught at every intellectual level, that will stay relevant in the longer term, and that are related to everyday language and/or thinking. Only recently, two empirically determined lists, one of central content concepts (algorithm, computer, data, system, etc.) and another of central process concepts (problem solving and problem posing, analyzing, classifying, generalizing, etc.), have become available for computer science education. This paper tackles the problem of finding content and process concepts to be taught in combination. Computer science experts are surveyed in order to identify combinations of content and process concepts-so-called blocks-that are relevant to computer science education. By using cluster analyses, 15 central blocks for teaching computer science in schools are determined. The results of this study may serve as a reference system for the systematic design of instruction in K-12 computer science education.

In the context of rapid curriculum change, teaching computer science in school requires new skills and knowledge that existing teachers may not have. As well as a programme of teacher professional development (TPD), certification can be used to provide recognition to in-service teachers who have made the transition to computer science. The BCS Certificate in Computer Science Teaching has been designed and developed to give teachers professional recognition of their competence in teaching the computer science elements of the Computing curriculum. In this paper we describe the innovative design of this national certification and our experience over the last two years of its implementation; we are not aware of any similar scheme to offer professional recognition to in-service K-12 computer science teachers.

Over the past six years, the School of Engineering and Computer Science (ECS) at Baylor University has designed, developed, and successfully implemented an international study abroad program aimed at giving engineering and computer science students an opportunity to study abroad while accruing course credit that counts toward their degree plans. For the past two years this program also integrated the commercial side of innovation by joining with the Hankamer School of Business (HSB), making the program a multidisciplinary experience in International Technology Entrepreneurship. With continuous improvements based on our students' and other constituents' needs and the insights gained during four successful study abroad trips to Europe, the School of Engineering and Computer Science and the Business School are now working to provide an enhanced summer study abroad program in an area of the world where economic growth and innovation are expanding rapidly - China. This paper will document the redesign of the summer abroad experience into a program where technology and business students from American universities are immersed in an intensive six weeks in Shanghai, with technology and business students from China, working on real-world technology innovation with real-world multi-national and Chinese companies. The program will also include critically important training in Chinese cultural awareness, including cultural sensitivity, history, and current business and technology working environments.

article Transparent disconnected operation for fault-tolerance Share on Authors: James Jay Kistler School of Computer Science, Carnegie Mellon University School of Computer Science, Carnegie Mellon UniversityView Profile , M. Satyanarayanan School of Computer Science, Carnegie Mellon University School of Computer Science, Carnegie Mellon UniversityView Profile Authors Info & Claims ACM SIGOPS Operating Systems ReviewVolume 25Issue 1Jan. 1991 pp 77–80https://doi.org/10.1145/122140.122150Online:02 January 1991Publication History 1citation74DownloadsMetricsTotal Citations1Total Downloads74Last 12 Months0Last 6 weeks0 Get Citation AlertsNew Citation Alert added!This alert has been successfully added and will be sent to:You will be notified whenever a record that you have chosen has been cited.To manage your alert preferences, click on the button below.Manage my AlertsNew Citation Alert!Please log in to your account Save to BinderSave to BinderCreate a New BinderNameCancelCreateExport CitationPublisher SiteGet Access

A new Canadian interdisciplinary Ph.D. in computational sciences

Impressions postcongrès d’un vieil homéopathe débranché

AI’s 10 to Watch, 2022

Hend S. Al-Khalifa received her PhD from the School of Electronics and Computer Science, University of Southampton, United Kingdom. The title of her thesis is "Automatic Document-Level Semantic Metadata Annotation Using Folksonomies and Domain Ontologies". She currently works as an assistant professor in the Information Technology Department, College of Computer and Information Sciences, King Saud University, Saudi Arabia. Her research interests include web technologies (i.e. Semantic Web/Web 2.0), Technology Enhanced Learning (e.g. E-learning, Adaptive Hypermedia, etc.) and computer for people with special needs. (website: http://faculty.ksu.edu.sa/hend.alkhalifa)

A multi-robot stage production is novel and challenging as different robots have to communicate and coordinate to produce a smooth performance. We made a multi-robot stage production possible using the NAO humanoid robots and the Lego Mindstorms NXT robots with a group of undergraduate women who had programming experience, but little experience with robots. The undergraduates from around the world were participating in a three day workshop – Opportunities for Undergraduate Research in Computer Science (OurCS), organized by the School of Computer Science from Carnegie Mellon University that provide opportunities for these undergraduates to work on computing-related research problems. They were given twelve and a half hours over a span of three days to familiarize themselves with the robots, plan the storyboard of the performance, program the robots, generate a multi-robot performance and create a presentation on what they learned and did. In this paper, we describe the tools and infrastructure we created to support the creation of a multi-robot stage production within the allocated time and explain how the time in the workshop was allocated to enable the undergraduates to complete the multi-robot stage production.

Currently final-year students within the School of Computer Science and Mathematics, Victoria University are required to undertake capstone subjects Professional Communications and Industry Projects which focus on the completion of industry projects. In order to help the final year students get job ready, career education has been integrated into both courses with the support of Student Career Services. Students benefit from the exposure to real-world job markets and understand the current ICT industry skill requirements and demands. The funding from Victorian Government, Australia for the ICT Industry Placement Scholarships has become a testcase for our approach. It is approved that a cross faculty collaborative teaching program have made significant contribution to improve the studentspsila employability skills and their life-long learning skills. In this paper, first background information about the ICT industry placements is given. Then the collaborative teaching approaches are described and outcome and impact of the placements are presented. Finally conclusion on the ICT Industry placements is addressed.

All papers published in this volume have been reviewed through processes administered by the Editors. Reviews were conducted by expert referees to the professional and scientific standards expected of a proceedings journal published by IOP Publishing.• Type of peer review: Undefined• Conference submission management system: Morressier• Number of submissions received: 61• Number of submissions sent for review: 0• Number of submissions accepted: 60• Acceptance Rate (Submissions Accepted / Submissions Received × 100): 98.4• Average number of reviews per paper: 0• Total number of reviewers involved: 0• Contact person for queries: Name: wangzhongsheng Email: wangzhongsheng@xatu.edu.cn Affiliation: Xi’an Technological University - School of Computer science and engineering

It has been more than 10 years since Satoshi Nakamoto published his famous paper entitled ‘Bitcoin: a peer-to-peer electronic cash system’, which set the foundation of blockchain technology. Accompanied by the price volatility of bitcoins from 2017 to 2018, blockchain has been a hot word on the internet, and particularly hot in China. Blockchain offers a distributed and secure system for data storage and value transactions. Its applications are springing up in multiple fields.The Chinese government is considering these trends with great caution. Initial coin offering has been banned in China since September 2017. By contrast, an official white paper on China's blockchain technology, which was released in May 2018, said that blockchain technology will be widely applied in the real economy of China within 3 years. In a recent panel discussion held by National Science Review, experts talked about related topics. Their opinions may provide a quick view of the future development of blockchain in China and abroad. Jing Chen Assistant Professor of Computer Science Department, Stony Brook University and Chief Scientist at Algorand LLC, USA Xiaotie Deng Professor of School of Electronics Engineering and Computer Science, Peking University, China Guohua Gan Vice President of Beijing Tai Cloud Technology Corp., China Xiaoyun Wang Professor of Institute of Advanced Study, Tsinghua University, China Zhiming Zheng Professor of School of Mathematics and Systems Science, Beihang University, China Lei Guo (Chair) Professor of Academy of Mathematics and Systems Science, Chinese Academy of Sciences, China