49,432 research outputs found
Computer Programming Effects in Elementary: Perceptions and Career Aspirations in STEM
Full text linkThe development of elementary-aged students’ STEM and computer science (CS) literacy is critical in this evolving technological landscape, thus, promoting success for college, career, and STEM/CS professional paths. Research has suggested that elementary- aged students need developmentally appropriate STEM integrated opportunities in the classroom; however, little is known about the potential impact of CS programming and how these opportunities engender positive perceptions, foster confidence, and promote perseverance to nurture students’ early career aspirations related to STEM/CS. The main purpose of this mixed-method study was to examine elementary-aged students’ (N = 132) perceptions of STEM, career choices, and effects from pre- to post-test intervention of CS lessons (N = 183) over a three-month period. Findings included positive and significant changes from students’ pre- to post-tests as well as augmented themes from 52 student interviews to represent increased enjoyment of CS lessons, early exposure, and its benefits for learning to future careers
Cybersecurity in the Classroom: Bridging the Gap Between Computer Access and Online Safety
Get PDFAccording to ISACA, there will be a global shortage of 2 million cybersecurity professionals worldwide by 2019. Additionally, according to Experian Data Breach Resolution, as much as 80% of all network breaches can be traced to employee negligence. These problems will not solve themselves, and they likewise won’t improve without drastic action. An effort needs to be made to help direct interested and qualified individuals to the field of cybersecurity to move toward closing this gap. Moreover, steps need to be made to better inform the public of general safety measures while online, including the safeguarding of sensitive information.
A large issue with solving the problems at hand is that there seems to be no comprehensive curriculum for cybersecurity education to teach these basic principles. In my paper, I review and compare several after- and in-school programs that attempt to address this problem. I’ve also interviewed teachers from Montgomery County Public Schools, a relatively ethnically diverse school district outside of Washington, D.C.
These issues need to be addressed, and while private organizations and local schools are attempting to tackle the problem, wider action may need to be taken at a national level to come to a resolution
Cybersecurity in the Classroom: Bridging the Gap Between Computer Access and Online Safety
Get PDFAccording to ISACA, there will be a global shortage of 2 million cybersecurity professionals worldwide by 2019. Additionally, according to Experian Data Breach Resolution, as much as 80% of all network breaches can be traced to employee negligence. These problems will not solve themselves, and they likewise won’t improve without drastic action. An effort needs to be made to help direct interested and qualified individuals to the field of cybersecurity to move toward closing this gap. Moreover, steps need to be made to better inform the public of general safety measures while online, including the safeguarding of sensitive information.
A large issue with solving the problems at hand is that there seems to be no comprehensive curriculum for cybersecurity education to teach these basic principles. In my paper, I review and compare several after- and in-school programs that attempt to address this problem. I’ve also interviewed teachers from Montgomery County Public Schools, a relatively ethnically diverse school district outside of Washington, D.C.
These issues need to be addressed, and while private organizations and local schools are attempting to tackle the problem, wider action may need to be taken at a national level to come to a resolution
Infusing social emotional learning into the teacher education curriculum
Get PDFResearch supports the importance of policies and interventions to infuse social emotional
curricula in schools. The role of teachers in supporting young children’s social and emotional
readiness for classroom learning has been recognized, but instruction in children’s well-being
and social emotional competence is a low priority in teacher preparation programs. In this
study we, used qualitative methods to examine whether we could successfully infuse an
undergraduate curriculum and instructional course with social emotional learning content.
The article reports on this effort, and considered the following questions: How can courses
infused with SEL content impact prospective teachers’ views on the overall role of emotions
in the classroom? What is the influence of the course on preservice teachers’ conceptions of
SEL and its association with children’s classroom learning and behavior? How can teacher
preparation programs encourage prospective teachers to consider children’s social emotional
skills once they enter the classroom as teachers? At course end, the 15 enrolled students
responded to predetermined questions as part of a self-reflection assignment. Using grounded theory methods, three themes were identified from participants’ reflections, including the connection between SEL and academic learning, shifting from teacher- to student-centered pedagogy, and the desire for continued learning related to SEL. An in-depth examination of these themes revealed that SEL concepts can be successfully infused in an undergraduate course on curriculum and instruction. Implications for teacher training are discussed and future avenues for research are presented.peer-reviewe
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