A Case Study on Elementary Teachers’ Experiences Teaching Computer Science

Computer science is an academic discipline that provides a new foundational skill for all students. The discipline helps students develop critical thinking skills and teaches students how to move beyond merely using technology to becoming creators. The importance of computer science has been recognized across the country as states are working to train staff, adopt standards, and create implementation plans. As the demand for computer science learning opportunities increase, elementary teachers need the necessary supports to help ensure equitable access for all students. The purpose of this qualitative case study was to gain an understanding elementary teachers’ experiences teaching computer science. Two research questions guided this study: What barriers do elementary teachers experience in teaching computer science to students? What strategies do elementary teachers develop in their experience teaching computer science to students? The data collection instruments were primary semistructured interviews, secondary semistructured interviews, and documents. The inductive analysis model was used to analyze the collected data from the semistructured interviews. The typological analysis model was used to analyze the documents. The key findings of this study revealed that elementary teachers experience internal and external barriers in teaching computer science. Participants understood the importance of teaching computer science to their students, prompting them to persevere and develop new strategies in their pedagogical approaches. Interviewees also developed strategies to limit the impact of the barriers they experienced teaching elementary computer science

Preparing internationally recruited students to become effective and reflective teacher-researchers at the UCL Institute of Education

Abstract for A Connected Curriculum for Higher Education Is it possible to bring university research and student education into a more connected, more symbiotic relationship? If so, can we develop programmes of study that enable faculty, students and ‘real world’ communities to connect in new ways? In this accessible book, Dilly Fung argues that it is not only possible but also potentially transformational to develop new forms of research-based education. Presenting the Connected Curriculum framework already adopted by UCL, she opens windows onto new initiatives related to, for example, research-based education, internationalisation, the global classroom, interdisciplinarity and public engagement. A Connected Curriculum for Higher Education is, however, not just about developing engaging programmes of study. Drawing on the field of philosophical hermeneutics, Fung argues how the Connected Curriculum framework can help to create spaces for critical dialogue about educational values, both within and across existing research groups, teaching departments and learning communities. Drawing on vignettes of practice from around the world, she argues that developing the synergies between research and education can empower faculty members and students from all backgrounds to contribute to the global common good

A Three-Year Academic Track Towards Literacy In Sustainable Development - A Computer Science Study Program Case

The 3-year Bachelor Programme in Software Development study program at Kristianstad University, Sweden, aims to integrate not only academic competencies and skills in subject courses but also critical thinking skills on how Computer Science can contribute to achieving the sustainable development goals. Starting from an understanding of the sustainable development goals, students begin a process of designing and implementing applications for some specific goals. Through participation in various activities, students exchange the ideas and perspectives, and are challenged to consider multiple solutions to complex problems. The students\u27 critical thinking, communicative abilities, and the ability to solve problems both individually as in groups are developed in a clear progression through the education. This contribution aims to provide an overview of the sustainable development track in the programme, as well as in-depth presentations of some of the courses covered. The main objective of the study was to gather students\u27 perspectives and feedback on the relevance and importance of sustainable development goals in the context of computer science. Students’ views have been evaluated through the survey

Computer science is elementary: Comprehensive plan for computer science implementation at the elementary level

Teaching students computer science in the classroom can have many benefits. Several students in today\u27s education system will go into career fields that do not yet exist and the skills taught through computer science can prepare them for the future. This project outlines the steps for planning a computer science initiative at the elementary level. A literature review examining the effect of teaching computer science on student achievement at the elementary level is used to support an award proposal for funding a high quality computer science curriculum in a rural, underserved district. This project can serve as a model for other schools interested in pursuing a computer science curriculum. Action research could be pursued through this project that could benefit the field of computer science research. Further research is recommended on the effects of a computer science education at the elementary level

Designing a Program to Develop Computer Science Master Teachers for an Underserved Rural Area

Due to a shortage of rural computer science teachers, researchers used a three-phase method to design a computer science endorsement, which will be coupled with an instructional coaching endorsement within an Educational Specialist degree program. The team conducted interviews of teachers as well as school and district level administrators in rural areas to determine needs and resources available to develop computer science master teachers. Interviewers also investigated recruitment, preparation and support processes pertinent to the program. Findings included that, although infrastructure for wireless access is lacking, school and district administrators are very interested in supporting teachers to become computer science master teachers. STEM teachers are especially interested in computer science content related to their teaching field. Partners indicated an interest in developing teacher leaders, in order to encourage a sustainable computer science program in the school and district. Information gathered was used to design a program that intends to meet the needs of potential rural computer science master teachers

Professional librarianship: always preparing for the future

The Context Statement is Part One of my submission for my thesis submitted in partial fulfilment of the requirements for the Degree of Doctorate in Professional Studies by Public Works. It is presented to be read in conjunction with Part Two of this submission, which contains publications which represent the public works. The Context Statement is written in line with the requirements of Middlesex University regulations for doctoral awards and the chapters are structured in relation to these requirements. The submitted works were not initially written for submission as part of a D. Prof. The Context Statement has stimulated me to bring together a description of the reflective practice which has been inherent in the development of my public works, both those selected for special treatment in Chapter 2 and those described throughout the context statement. In chapter 1 I place my work in context, beginning with my interest in libraries which then became specialised in the library automation field. In section 2, as mentioned I introduce four public works which are in the case of the first three represented by publications. Chapter 3 is a justification for the Doctorate in Professional Studies by Public Works, outlining the place of reflection and reflective practices throughout the development of these public works. In Chapter 4 I return to the themes of International Librarianship, General Librarianship, Library Automation and Standardization which permeate my public works, before drawing my conclusions on the importance not only of reflection but of innovation in my public works

All Advanced Placement (AP) Computer Science is Not Created Equal: A Comparison of AP Computer Science A and Computer Science Principles

This article compares the two most prominent courses of Advanced Placement (AP) computer science study offered throughout 9-12 grades in the U.S. The structure, guidelines, components, and exam formats of the traditional AP Computer Science A course and the relatively newer AP Computer Science Principles course were compared to examine differences in content and emphases. A depth-of-learning analysis was conducted employing Bloom’s Revised Taxonomy to examine potential differences in rigor and challenge represented by the two options, particularly as it relates to acquiring computer programming proficiency. Analyses suggest structural differences in both course content and end-of-course exam components likely result in less depth and rigor in the new Computer Science Principles course as compared to the Computer Science A course. A lower minimum standard for learning programming skills in the Computer Science Principles course was observed, making it a less viable option for students looking to acquire skills transferable to future computer science study or employment. The potential implications for students choosing the new course over the traditional offering, as well as for schools opting for the new course as its sole or primary offering are discussed

Developing the vision: preparing teachers to deliver a digital world-class education system

In 2008 Australians were promised a \u27Digital Education Revolution\u27 by the government to dramatically change classroom education and build a \u27world-class education system\u27. Eight billion dollars have been spent providing computer equipment for upper secondary classrooms, yet there is little evidence that a revolution has occurred in Australian schools. Transformation of an education system takes more than a simplistic hardware solution. Revolutions need leaders and leaders need vision. In this paper, I argue that we must first develop educational leaders by inspiring future teachers with a vision and by designing our teacher-education courses as technology-rich learning-spaces. A multi-layered scenario is developed as the inspiration for a vision of a future-orientated teacher-education system that prepares teachers to deliver a \u27worldclass digital education\u27 for every Australian child. Although written for the Australian context this paper has broad relevance internationally for teacher education

PROFESSIONAL COMPETENCE OF FUTURE ENGINEERS IN THE PROCESS OF TRAINING OF COMPUTER SCIENCE DISCIPLINES

The theoretical principles of formation professional competences of future engineers are presented by means of informatics disciplines in this article. The issue of reforming of the higher system of education in Ukraine is considered by introducing a competent approach to the organization of the educational process. The role of teaching computer science disciplines is determined in the formation of professional competencies of future engineers, psychological and pedagogical background and methodical requirements as for the design of competence-oriented content of training of the informational disciplines of future engineers. The article reveals the ways of practical implementation of the competence approach during the training of the computer science disciplines by future engineers and describes the developed model of formation of professional competencies of future engineers in the process of studying computer science disciplines. The peculiarities of forming professional competencies are determined during classroom sessions. The means of development of professional competencies and formation of research skills of future engineers are revealed by means of the using of competence-oriented tasks in students' independent work and methodical peculiarities of organization of educational computer-technology practice in the context of implementation of the competence approach. The experimental review of the effectiveness of the developed model is described as for the formation of professional competencies of future engineers in the process of training computer science disciplines

Cactus: Issues for Sustainable Simulation Software

The Cactus Framework is an open-source, modular, portable programming environment for the collaborative development and deployment of scientific applications using high-performance computing. Its roots reach back to 1996 at the National Center for Supercomputer Applications and the Albert Einstein Institute in Germany, where its development jumpstarted. Since then, the Cactus framework has witnessed major changes in hardware infrastructure as well as its own community. This paper describes its endurance through these past changes and, drawing upon lessons from its past, also discusses futureComment: submitted to the Workshop on Sustainable Software for Science: Practice and Experiences 201