Trends in Computer Science Education

Although crucial for our students’ future success, access to a computer science (CS) education is still not universal. Education leaders must better understand the perceptions of CS and access to CS learning opportunities to maximize students’ potential for growth in an ever-changing technological world. What can we do as teachers? We will have a conversation about online resources, teaching certification, and offering CS courses to the students to prepare them better for the future

A Content Analysis: Girls and Young Women in Computer Science

The national conversation about STEM education continues. While math and science have been a constant in K–12 and higher education, curriculum in technology and engineering have not been consistently part of the tapestry of American education. As such, there is a dearth of qualified candidates for the ever-growing number of computer science and engineering career opportunities. Prevailing stereotypes that depict the typical workforce in these industries as White and male contribute to the lack of representation of other groups. This study focused on the representation of girls and young women in computer science between the years of 2005–2018. Data tracking on Advanced Placement (AP) computer science enrollment started in 2005, making this an optimal year to start data collection. The researcher ended collection of articles in 2018. Using 47 articles from one of the country’s newspapers with the highest readership and with wide-reaching influence, The New York Times, a variety of concepts were coded and analyzed in a mixed-method design. Overarching themes emerged and formed a narrative about girls and young women in computer science. Within the text of the articles, causes for the disparity and solutions were explored. There was little conversation about policy changes. Various stakeholders who influence education pathways can use the findings of this study to craft solutions to what The New York Times chronicled as a national crisis

The effects of the use of a conversational model and opportunities for reflections in computer-based role playing

This study examined the effects of an instructional program on 21-year-old students' interpersonal skills development (N = 104). The HyperCard 2.1 program ¿Telling bad news¿ could contain a conversational model that informed students about the main moments and actions in conducting a bad-news conversation. In addition, the program could vary the students' opportunities for reflection by slowing down the dialog. It was expected that the conversational-model-present groups and the high reflection groups would show more effective interpersonal skill acquisition, knowledge acquisition, and a more complete understanding of the skill (better tests results) than the conversational-model-absent groups and the low reflection groups. Both elements were found to affect the students' interpersonal skill development. The presence of a conversational model significantly improved the students' role-play, F(1, 94) = 8.79, p < .01, and their performance on the knowledge test, F(1, 94) = 115.28, p < .001. When also given opportunities for reflection, the students' performance in a roleplay and on the knowledge test improved even more, F(4, 91) = 2.69, p < .05. The instruction program with the presence of a conversational model in combination with opportunities for reflection is, therefore, considered as having the potential to assist in realizing effective gradual lead into interpersonal skills learning and instruction for novices

Interactive television or enhanced televisiion? : the Dutch users interest in applications of ITV via set-top boxes

This paper is both an analysis of the phenomenon of interactive television with background concepts of interactivity and television and a report of an empirical investigation among Dutch users of set-top-box ITV. In the analytic part a distinction is made between levels of interactivity in the applications of ITV. Activities labelled as selection, customisation, transaction and reaction reveal low levels of interactivity. They may be called ‘enhanced television’. They are extensions of existing television programmes that keep their linear character. Activities called production and conversation have the potential of higher interactivity. They may lead to ‘real’ interactive television as the user input makes a difference to programmes. It is suggested that so-called hybrid ITV– TV combined with telephone and email reply channels- and (broadband) Internet ITV offer better opportunities for high interactivity than set-top-box ITV. \ud The empirical investigation shows that the demand of subscribers to set-top-box ITV in the Netherlands matches supply. They favour the less interactive applications of selection and reaction. Other striking results are that young subscribers appreciate interactive applications more than the older ones and that those with a low level of education prefer these applications more than high educated subscribers. No significant gender differences were found

Collaborative trails in e-learning environments

This deliverable focuses on collaboration within groups of learners, and hence collaborative trails. We begin by reviewing the theoretical background to collaborative learning and looking at the kinds of support that computers can give to groups of learners working collaboratively, and then look more deeply at some of the issues in designing environments to support collaborative learning trails and at tools and techniques, including collaborative filtering, that can be used for analysing collaborative trails. We then review the state-of-the-art in supporting collaborative learning in three different areas – experimental academic systems, systems using mobile technology (which are also generally academic), and commercially available systems. The final part of the deliverable presents three scenarios that show where technology that supports groups working collaboratively and producing collaborative trails may be heading in the near future

A Conversation with Yuan Shih Chow

Yuan Shih Chow was born in Hubei province in China, on September 1, 1924. The eldest child of a local militia and political leader, he grew up in war and turmoil. His hometown was on the front line during most of the Japanese invasion and occupation of China. When he was 16, Y. S. Chow journeyed, mostly on foot, to Chongqing (Chung-King), the wartime Chinese capital, to finish his high school education. When the Communist party gained power in China, Y. S. Chow had already followed his university job to Taiwan. In Taiwan, he taught mathematics as an assistant at National Taiwan University until he came to the United States in 1954. At the University of Illinois, he studied under J. L. Doob and received his Ph.D. in 1958. He served as a staff mathematician and adjunct faculty at the IBM Watson Research Laboratory and Columbia University from 1959 to 1962. He was a member of the Statistics Department at Purdue University from 1962 to 1968. From 1968 until his retirement in 1993, Y. S. Chow served as Professor of Mathematical Statistics at Columbia University. At different times, he was a visiting professor at the University of California at Berkeley, University of Heidelberg (Germany) and the National Central University, Taiwan. He served as Director of the Institute of Mathematics of Academia Sinica, Taiwan, and Director of the Center of Applied Statistics at Nankai University, Tianjin, China. He was instrumental in establishing the Institute of Statistics of Academia Sinica in Taiwan. He is currently Professor Emeritus at Columbia University. Y. S. Chow is a fellow of the Institute of Mathematical Statistics, a member of the International Statistical Institute and a member of Taiwan's Academia Sinica. He has numerous publications, including Great Expectations: The Theory of Optimal Stopping (1971), in collaboration with Herbert Robbins and David Siegmund, and Probability Theory (1978), in collaboration with Henry Teicher. Y. S. Chow has a strong interest in mathematics education. He taught high school mathematics for one year in 1947 and wrote a book on high school algebra in collaboration with J. H. Teng and M. L. Chu. In 1992, Y. S. Chow, together with I. S. Chang and W. C. Ho, established the Chinese Institute of Probability and Statistics in Taiwan. This conversation took place in the fall of 2003 in Dobbs Ferry, New York.Comment: Published at http://dx.doi.org/10.1214/088342304000000224 in the Statistical Science (http://www.imstat.org/sts/) by the Institute of Mathematical Statistics (http://www.imstat.org

Parental Conversation Styles and Learning Science With Preschoolers

Preschool children participated in a science-learning event about light in their own classroom. The same day as the event, parents or caregivers were instructed to converse with their children at home in the evening about either the science learning event or another ‘special or fun’ event that happened to them recently in whatever way was natural for them. One week later, a researcher interviewed children to examine what they remembered about the science-learning event. Analyses focused on the impact of the topic and degree of elaboration of parent-child conversations on children’s memory for the science-learning event a week later. The findings have implications for best practices in preschool education

Students and instant messaging: a survey of current use and demands for higher education

Instant messaging (IM) is the term used to describe the technology through which ‘users can set up a list of partners who will be able to receive notes that pop up on their screens the moment one of them writes and hits the send button’. While early use could be described as mainly for fun, IM today is a serious communication medium. Remarkably, it seems that educational institutions have been doing very little with it, while several studies indicate that it could indeed be a valuable tool in education. As a first step towards a better understanding of the educational use of IM, we want to gain insights in how students currently use IM and what opportunities they themselves see for the medium. To that end we conducted a survey among students of the Fontys University of Applied Sciences in The Netherlands. A large majority of the participating students indicated using IM for their studies. Also, when asked about their demands for a possible educational implementation, the majority were positive