Community Embedded Computing Education

Background & Context Continuously developing teachers’ knowledge, practice, and professional identity is one of the key standards for effective computer science (CS) teachers. Objective This study aims to understand the landscape of CS teachers in the United States, the professional identity they hold, and how their background and teaching context are associated with their CS teacher identity. Method Using data of 3540 teachers, we performed a two-step cluster analysis to reveal homogeneous subgroups of CS teachers. The relationship between teachers’ backgrounds and their CS teacher identity was also assessed. Findings This study identified four profiles of CS teachers based on their professional identity. . CS teacher identity is strongly associated with teachers’ Computer Science Teachers Association membership, teaching responsibility, teaching experience, and their exposure to CS coursework. Implications More professional support is needed for CS teachers, especially for early-career CS teachers, elementary school teachers, and teachers with multiple responsibilities and little CS background.

K-12 computer science education utilizes a variety of tools and resources that make significant contributions. Tools such as unplugged computer science tools, block-based computer science tools, text-based computer science tools, physical computer science tools, robotic kits, artificial intelligence, etc. have an important place in K-12 computer science education. It is crucial to incorporate computer science instruction into the basic courses of K-12 students, as well as to incorporate these tools into the curriculum. Worldwide resources have a significant impact on the enrichment and dissemination of K-12 computer science education. The content and resources created by platforms like Computer Science Teachers Association (CSTA), International Society for Technology in Education (ISTE), National Centre for Computing Education (NCCE), etc. contribute significantly to K-12 computer science education. Websites such as K-12 Computer Science, CS for ALL, Teach Computing, Code.org, Scratch, etc. are also important platforms that have become learning communities in computer science education.

In the quest to study and deliver Computer Science (CS) education reform, attention to gate-keeping teacher characteristics is imperative. Broad research in teacher education has demonstrated that teacher dispositions are an important driver of teacher motivation, professional choices, and classroom practices. Identification and measurements of teacher dispositions enables further analysis of how teacher beliefs may support or hinder effective practice in CS instruction, how teacher populations may differ, and how identified dispositions may change with exposure to various CS learning experiences. We analyzed 17 key documents produced by 12 national CS organizations using a grounded theory methodology to identify desirable attitudes and beliefs associated with CS and the CS education reform movement. The documents included standards, corporate research reports, advocacy tools for CS education, and organizational documents of professional associations for CS and CS Education. The analysis yielded several important dispositional targets for description and measurement in the area of teacher attitudes and beliefs. An analysis of 98 coded segments related to dispositions yielded consensus attitudes and beliefs. Professional documents in CS highlight an equity orientation, a teacher growth mindset, and identify key beliefs regarding (career) outcomes and epistemology of CS. It is possible, based on this analysis, to create a profile of a teacher who demonstrates the attitudes and beliefs of a reform-aligned CS teacher, the CS "Champion''. Instrument development along these factors is an important next step towards unlocking the analytical power of teacher attitudes and beliefs.

This paper explores the potential of virtual education options to fulfill policies designed to broaden participation in computer science (CS) education. Virtual education platforms inherently offer access to a wider range of students than traditional brick-and-mortar schools. Access does not preclude the various socio-economic challenges to engaging these platforms, but this format could be used to mitigate barriers to reaching groups of students that have historically been marginalized in CS courses. In 2019, Georgia passed legislation that requires all middle and high schools to offer CS courses by 2025. The legislation also allowed for virtual courses to satisfy the requirement. While the legislation is intent on broadening participation in CS education, it specifically incorporates a virtual option, making it novel among similar legislative actions across the country. In this context, we examine whether virtual CS courses increase access for marginalized student populations. As such, we explore (1) to what extent do the disparities in CS education found in brick-and-mortar classrooms also appear in virtual settings and (2) to what extent is there an association between modality and rurality on CS course enrollment. Using district enrollment data from 2012 to 2019 for CS courses in Georgia, we calculated the percentage of students in marginalized groups that enrolled in physical courses across the state compared to the percentage enrolled in statewide virtual courses to illuminate existing disparities in enrollment. We conducted this analysis at the district level to highlight variability in representative disparity and the underlying structural differences that might contribute to these disparities. Our analysis provides insight that incorporates the different levels of representative disparity districts have overall. As an early adopter of virtual CS education, the Georgia model provides valuable information for states interested in policies to broaden participation in CS courses.

Justice-centered approaches to equitable computer science (CS) education\nframe CS learning as a means for advancing peace, antiracism, and social\njustice rather than war, empire, and corporations. However, most research in\njustice-centered approaches in CS education focus on K-12 learning\nenvironments. In this position paper, we review justice-centered approaches to\nCS education, problematize the lack of justice-centered approaches to CS in\nhigher education in particular, and describe a justice-centered approach for\nundergraduate Data Structures and Algorithms. Our approach emphasizes three\ncomponents: (1) ethics: critiques the sociopolitical values of data structure\nand algorithm design as well as the underlying logics of dominant computing\nculture; (2) identity: draws on culturally responsive-sustaining pedagogies to\nemphasize student identity as rooted in resistance to the dominant computing\nculture; and (3) political vision: ensures the rightful presence of political\nstruggles by reauthoring rights to frame CS learning as a force for social\njustice. Through a case study of this Critical Comparative Data Structures and\nAlgorithms pedagogy, we argue that justice-centered approaches to higher CS\neducation can help all computing students not only learn about the ethical\nimplications of nominally technical concepts, but also develop greater respect\nfor diverse epistemologies, cultures, and experiences surrounding computing\nthat are essential to creating the socially-just worlds we need.\n

Computer science is a higher education domain that still show a significant male dominance. Many research studies have highlighted the importance of diversity and gender balance in computer science related areas such as software engineering and system development. However, there is still a well-identified problem that university programmes and courses on computer science fail to attract the female audience. The objective of this study is to investigate the concept of gender-inclusive computer science (CS) education with the aim of broadening participation in CS courses and programs. This is conducted through a literature study, initially focusing on keywords and research areas, and subsequently searching into existing research. The research question that guided the study was: "What concepts can be found in literature to make computer science education more gender-inclusive?". Data were analysed thematically in a two-step analysis process inspired by the grounded theory methods of Open coding and Axial coding. Findings suggest that there is significant room for learning in this field, particularly from Critical CS education studies. The Open coding analysis showed that the findings can be categorised into eight main themes. In the Axial coding the themes were merged, refined, renamed, and centred around the main axial theme of 'Epistemological pluralism'. Other essential themes that all are related to the axial main theme were: 'Design and creativity', 'Bias awareness and ethics', 'Collaboration and communication', 'Self-regulated learning', 'Real-world applications', and 'Role models and mentorship'. The result of this study is presented through a visual model that illustrates essential aspects of inclusive computer science education. The paper also proposes various directions for future research.

Little is known about how K-12 Computer Science (CS) teachers use technology and problem-based learning (PBL) to teach CS content in the context of CS Principles curricula. Significantly, little qualitative research has been conducted in these areas in computer science education, so we lack an in-depth understanding of the complicated realities of CS teachers' experiences. This paper describes the practices and experiences of six teachers' use of technology that was implemented to support PBL in the context of a dual enrollment CS Principles course.

Teaching formal methods in software construction has often been a concern of several computer science educators. In our opinion, the origin of most of the difficulties in learning formal methods in computer science and software engineering does not lie in computer science courses but in the mathematical background of the students. Moreover, there are numerous obstacles to learning basic concepts noted by both computer science and mathematics educators. To change this situation it is necessary to integrate the work of mathematics and computer science educators. That is, the main focus should be the creation of new educational approachs nourished by two components: a theoretical one (formally introducing discrete mathematics concepts) and an experimental one (implementing those concepts in a suitable programming language). In this paper, using examples from a discrete mathematics course for high school teachers, we describe the main characteristics of our approach.

Purpose of research. The purpose of the paper is to describe the possibilities of including tasks for the design, development, use and experimental evaluation of “inverted” educational resources in the professional training of future teachers of mathematics and computer science for the development of their subject-methodical readiness. The formation and development of subject-methodical readiness is the main goal of professional training of future lecturers at a pedagogical university. The process of creating “inverted” educational resources requires from their author quite serious subject and methodological training. Potentially, the inclusion of tasks for the design, development, expertise, practical use and evaluation of “inverted” educational resources in the professional training of future teachers of mathematics and computer science can create conditions conducive to the formation of competencies of future teachers to create a comprehensive educational process in a digital environment. Since, on the one hand, in such didactic means, the educational content should be presented systematized and structured, have logic and hierarchical connections. On the other hand, the problematic issues included in the resources should reflect specific subject educational results in accordance with a given taxonomic model in the curriculum.Materials and methods. Based on the analysis of theoretical and methodological sources, the article substantiates the relevance of the problem of finding new ways and means of implementing additional subject training in mathematics and computer science for both schoolchildren and future teachers in the context of digitalization of education. The analysis of examples of “inverted” educational resources, which are the results of the implementation of project tasks by undergraduate students of the Krasnoyarsk State Pedagogical University named after V.P. Astafiev, is presented. Through theoretical and methodological substantiation, the main possibilities of including tasks for working with such resources at different stages of professional training of future teachers of mathematics and computer science at a pedagogical university are synthesized.Results. In this study, the problems related to the possibility of including “inverted” educational resources as digital didactic tools in the training programs of future teachers of mathematics and computer science were updated. The authors’ position on the issue of the purpose of such teaching tools in the context of the digitalization of education is presented and substantiated. Examples of the results of the implementation of project tasks by senior students during the 2021-2022 academic year were demonstrated. The key didactic and information technology features, possible tools for creating “inverted” educational resources are given. The definition of the subject-methodical readiness of the future teacher of mathematics and computer science as an essential component of professional readiness is concretized. The possibilities of strengthening subject-methodical training by including tasks for work with “inverted” educational resources are described: analytical – in junior courses when mastering disciplines related to the use of digital technologies in education; project – in the middle courses when mastering methodological disciplines; experimental and expert - in the senior courses when passing industrial (pedagogical) practice and mastering the final disciplines of the professional educational program of higher pedagogical education.Conclusion. On a final note, the results and conclusions obtained in the paper are summarized; the key positions of the authors on the inclusion of “inverted” educational resources in the professional training of future teachers of mathematics and computer science are given. The materials of the article may be of interest to lecturers of pedagogical universities who train future teachers, representatives of schools cooperating with organizations of higher pedagogical education, researchers in the field of digitalization and digital transformation of education.

Researchers have been working to understand the high dropout rates in computer science (CS) education. Despite the great demand for CS professionals, little is known about what influences individuals to complete their CS studies. We identify gains of studying CS, the (learning) environment, degree’s usefulness, and barriers as important predictors of students’ intention to complete their studies in CS (retention). The framework aims to identify reasons that may contribute to dropout, using responses from 344 CS students. The eight-predictor model accounts for 39 % of the explained variance in student retention. A high level for degree’s usefulness has a positive effect on retention. Further, cognitive gains and supportive environment positively impact degree’s usefulness, while non-cognitive gains hinder it. Lastly, negative feelings (personal values) are found to reduce student retention. The overall outcomes are expected to contribute to theoretical development, in order to allow educators and policy makers to take appropriate measures to enhance students’ experience in CS studies and increase retention.

The past 5 years has seen a rapid growth in teacher professional learning programs at scale to address the significant shortage of computer science (CS) teachers (Code.org, 2017a; Cuny, 2011). The focus has been primarily on intensive face-to-face workshops aligned with a specific curriculum (Code.org, 2019a). The long-term success of a broad-scale CS initiative, however, requires a more flexible, personalizable approach to professional learning that will attract, retain, and support new CS teachers beyond an initial week of workshops (Zhao, 2018). In this chapter we present a model for effective, personalizable CS professional learning that has been designed and successfully implemented in North Carolina. The program brings together effective professional learning activities, including online courses, web-based learning resources, and communities of practice to supplement widely-used face-to-face workshops. We discuss barriers that limit teacher engagement in CS as well as the underlying principle components of the model for effective, personalizable CS professional development. Finally, opportunities for further development and study across research, practice and policy are offered with a lens toward scaling to other states and refining the model to adapt to the rapidly changing field of CS education.

Developing and improving teaching and learning in computer science is a complex task. One of the most significant challenges involves encouraging students, teachers and the formal university structures to all move in the same direction, for example to embrace the ideas of Scholarship of Teaching and Learning (SoTL). Much of the difficulty can be found in the fact that the intrinsic nature of SoTL implies that teaching and learning should be researched and critically examined. This in turn demands a development of underlying staff and organisational attitudes. As a consequence, the ways to relate to the students, the subject area, the teaching and our colleagues must scrutinised, with the intent of finding new teaching and learning forms. This contribution discusses an on-going four year project, ABoLT (Al Baha optimising Teaching and Learning), in which Uppsala University (UU) in Sweden and Al Baha University (ABU) in Saudi Arabia collaborate on developing computer science (CS) education at ABU, based in the ideas of SoTL to the benefit of both partners. In the project, ABU will renew its teaching in CS and, at the same time, initialise, formulate and conduct research in computing education, as a means to understand and improve its own teaching and the learning of its students.

Computer Science Education (CSE) is one discipline that uses the growing and demanding e-learning environment to deliver the computation and technology knowledge to the learners. CSE needs practical sessions as the main part of its education process. Many Learning Management Systems (LMS) have limited resources towards virtual labs. This hinders the free and direct utilization of the software tools that are needed for CSE. As a consequence, researchers attempted to support the LMSs and develop these resources as built-in components in the LMS itself. In this direction, this paper proposes the usage of the ServiceOriented Architecture (SOA) to overcome the limitations of the LMSs towards the practical sessions of CSE. The software developer uses SOA to develop the needed resources as services and then integrates them in the LMS environment. In this paper, all experimental works are carried out on the Moodle environment since it is an open source and used at the Sultan Qaboos University (SQU) in Oman. Key terms: CSE, Moodle, practical tools, SOA, Compiler, Virtual Resources

the University of Amsterdam, May 20-31, 1974.This Tract collects the lecture notes of five of the courses given.The sixth course, given by Dr. R. Kowalski on Predicate Logic as a Programming Language in Artificial Intelligence, is scheduled to appear elsewhere.We are very grateful to the Netherlands Organization for the Advancement of Pure Research (Z.W.O.)

Over the last decade, there has been an explosion of national interest in computer science (CS) education. In response to this, several organizations and initiatives have emerged in recent years to expand the CS pipeline. However, within these broad and laudable efforts, one important area has been largely overlooked—the instruction of CS to multilingual students, including the large and growing number of students designated as English learners in K-12 schools. These are one of the most underserved and understudied groups in CS education. In this article, we draw on existing research, as well as our own and others’ theoretical and empirical work to date, to put forth both a framework and curriculum for teaching CS to multilingual students.