Voices of African American Women in Computer Science: Implications for K-12 Stem Education and Beyond

Voices of African American Women in Computer Science is a qualitative dissertation about African American women who have successfully completed a computer science degree. This research explored how computer science education departments in predominantly White institutions (PWIs) contribute to the oppression of African American females. Critical race feminism (CRF) provides the platform that places the voices of women of color who have successfully obtained a computer science degree despite difficulties that have been imposed by the reality of racial biases that are present throughout the American education system and American culture at large. This research was guided by the following primary question: What are the unique experiences that have influenced the success of African American females, who have obtained degrees in computer science from PWIs? in order to establish fulfilling narratives of the participants\u27 experiences the following secondary questions are also relevant: What factors have influenced participants\u27 decision to major in computer science? What were the experiences of the participants during their time in their computer science program? How do these women make meaning of their experiences? Both narrative analysis and analysis of narrative was used to interpret data gathered using detailed interviews. Findings were presented using both methods in an attempt to show a detailed use of data, as well as to also push the boundaries of CRF with the creation of guidelines for CRF methodology. the results show that African American women in computer science have unique but powerful stories. This study highlights both positive, and negative factors that influenced these women during and after their academic experiences and fills gaps left by previous research in this area. Overall, this study holds implications for K-12 and higher education institutions as well as policymakers, and those who would simply pick up the torch of mentorship

Developing Information and Communication Technologies for Education in Haiti

This research aims to aid in developing educational technologies for students and teachers in Haiti. The goal of the research project is to increase computer familiarity and literacy. To achieve this objective, a design science and mixed methods approach is developed. The design science approach focuses on building prototype artifacts consisting of software tutorials, computer on a stick, and Internet in a box. The qualitative and quantitative research methods consist of visual comprehension, discussion with students and teachers, data gathering and analysis through census and survey processing systems. Quantitative data is still being analyzed. Both methods may be utilized for expanding technological education in other developing countries

Investigating Pre-Service Teachers’ Perceptions of the Virginia Computer Science Standards of Learning: A Qualitative Multiple Case Study

Computer science education is being recognized globally as necessary to better prepare students in all grade levels, K-12, for future success. As a result of this focus on computer science education in the United States and around the world, there is an increased demand for highly qualified teachers with content and pedagogical knowledge to successfully support student learning. As a result, there is a call to include and improve the computer science training offered to pre-service teachers in their educator preparation programs from methods courses to practicum and student teaching experiences. Thus, it is important to understand how pre-service teachers view content, classroom practices, and teaching and learning methodologies and theories to inform teacher educators about best practices for integrating computer science. This multi-case study investigated pre-service teachers’ perceived abilities and intent to integrate the Virginia Computer Science Standards of Learning into future content area instruction, as well as any shifts that occurred in these pre-service teachers’ perceptions as a result of their student teaching experience. Five elementary pre-service teachers enrolled in a teacher preparation program at a large, public research university in the Mid-Atlantic region of the United States comprised the cases in this research study. Data were collected during the participants’ student teaching experience and final semester in their respective programs and was comprised of the following: pre-, mid-, and post-questionnaires, meeting transcriptions (2), semi-structured individual phone interview transcriptions (2), and written/posted exchanges on an online discussion board. Data representing each case were analyzed using a qualitative general inductive approach as outlined by Thomas. A within-case analysis was performed to develop main categories and identify central themes for each case, and a cross-case analysis was then conducted using the NVivo Qualitative Data Analysis Software. The findings revealed similarities and differences across the cases, as well as perceived challenges and benefits to incorporating computer science and the Virginia Computer Science Standards of Learning into future content area lessons as determined by elementary pre-service teachers. Findings from this study can be used to inform and improve pre-service teacher education as well as provide insight to school administrators

Tapping into the intellectual capital at the University

Abstract Content and Language Integrated Learning (CLIL) is as full of challenges as it is of possibilities. We will explore the challenges while seeking realistic solutions as eight Computer Science professors teach their subjects through English for the first time. We hope to gain insights into the bilingual classroom at the university level where teacher training can aid in professional development. Kevin Haines (2017) has posed the question about policies, principles and practice in bilingual settings, suggesting that we still need to address the challenging question: “who will support the teachers?”. In this paper we will observe problems and solutions to bilingual teaching from the ethnographic point of view of action research. This is a collaborative project that brings CLIL methodology into the content classroom and assesses teacher performance in order for university professors to see CLIL in practice. This article is an overview of CLIL practicum where teachers move from theory to practice in a purposeful intent to improve instruction in a second language. In this project the interaction is based on the multiple perspectives of computer science professors, a CLIL specialist as well as opinions from students. It is with these multiple perspectives that we have put our in-service training into action. Many university professors outside foreign language areas need more in-service training to face the challenges underlying teaching through a second language. Our motivation leads us to these three proposals action research, teacher training and qualitative assessment of the CLIL experience. We hold that research in education must make the move toward a more qualitative assessment. As researchers, perhaps we need to describe less and do more by putting our research into action.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

THE PORTRAIT OF ENGLISH LANGUAGE SUBJECT IN AN INDONESIAN PRIVATE HIGHER EDUCATION OF COMPUTER SCIENCE (HECS)

Abstract: At the tertiary level in Indonesia, English language subject is mandatory as a general education course, especially for those non English programs/ departments. How this subject be positioned in an Indonesian Private Higher Education of Computer Science (HECS)’ curriculum, that later breeds the representation of the subjects on its teaching materials and its teaching and learning process by the teacher, and the students’s perceptions on such implementation of English subjects in the classroom become the concerns of this study. Qualitative research by using interviews, questionnaires and documents were used to collect the data. From the study, it was found that in this institution English is considered as an English for Speciï¬c Purposes(ESP), though regarded as a minor subject, yet itsexistence is considered as important. This perception is acceptable by all stakeholder (the institution, the lecturer and the students).Keywords: English, Higher Education of Computer Science, English for Speciï¬c Purpose

The effect of using facebook markup language (fbml) for designing an e-learning model in higher education

This study examines the use of Facebook Markup Language (FBML) to design an e-learning model to facilitate teaching and learning in an academic setting. The qualitative research study presents a case study on how, Facebook is used to support collaborative activities in higher education. We used FBML to design an e-learning model called processes for e-learning resources in the Specialist Learning Resources Diploma (SLRD) program. Two groups drawn from the SLRD program were used; First were the participants in the treatment group and second in the control group. Statistical analysis in the form of a t-test was used to compare the dependent variables between the two groups. The findings show a difference in the mean score between the pre-test and the post-test for the treatment group (achievement, the skill, trends). Our findings suggest that the use of FBML can support collaborative knowledge creation and improved the academic achievement of participatns. The findings are expected to provide insights into promoting the use of Facebook in a learning management system (LMS).Comment: Mohammed Amasha, Salem Alkhalaf, "The Effect of using Facebook Markup Language (FBML) for Designing an E-Learning Model in Higher Education". International Journal of Research in Computer Science, 4 (5): pp. 1-9, January 201

Equity, accessibility and action: supporting diverse learners in K-12 computer science education

Computer science impacts our lives every day in a multitude of ways. Despite its ubiquity and power to shape the world, the computer science education community continues to struggle with issues of equity. Problems of access, opportunity, influence and achievement are pervasive and while a handful of scholars have investigated specific approaches to improving equity in computer science education, little research has been done to study the beliefs and practices of teachers in the field across all grade levels and from varied locales. Using a basic qualitative approach, this study examined how 10 teachers selected for an equity-oriented fellowship conceptualized equity in computer science education and used a wide assortment of strategies to create equitable access and outcomes for diverse learners both within and beyond their classrooms. To achieve a deeper understanding, fellowship data was analyzed and compared across all fellows and multiple data types for similarities and differences. Implications for research, and practice are discussed

HOW ICT TEACHERS FEEL ABOUT TEACHING: A COMPARATIVE STUDY BETWEEN GREECE AND INDONESIA

The issue of Computer Science entering schools first appeared during the ’60s. The first academic Computer Science Department was founded during this decade at Purdue University and was followed by a second one at Stanford University. As far as the other levels of educational systems are concerned the wide introduction of computers into schools started during the ’80s. This paper refers to a comparative small scale qualitative research that took place between two countries: Greece and Indonesia. It compares Greek and Indonesian Computer Science teachers’ views on whether the Computer Science (or ICT or Computing or Informatics) course improves students’ lives and could in general assist in teaching. Both Greece and Indonesia have included the course of Information and Communication(s) Technologies (ICT) in the curricula of their primary and secondary education levels. Data were collected through interviews (semi-structured and e-mail ones). We interviewed eleven (11) Greek and twenty (20) Indonesian Computer Science (or ICT or Computing or Informatics) teachers. For each country we carefully studied participants’ answers, we categorized and analyzed them in order to obtain reliable results. Then we compared the two countries’ results so as to find similarities and differences between them. After this comparison we drew the conclusion that the points of view of teachers coming from the two aforementioned countries are almost the same. Participants declared that they see teaching as a positive procedure and that they also consider ICT (or Computer Science or Computing or Informatics) course as important for their pupils’/students’ lives. Article visualizations

Analisis Problematika Pendidikan dan Pembelajaran Pada Sekolah Menengah Atas (SMA) Di Kabupaten Kerinci

This study aims to find out the problems of education and learning in SMA Negeri 12 Kerinci and SMA Negeri 7 Kerinci. The research used is qualitative research with case study method. Data collection techniques in the form of observations, interviews, and documentation. The results of the study can be concluded that SMA Negeri 12 Kerinci experienced educational and learning problems, namely the lack of facilities and infrastructure of science laboratories, lack of computers for the National Computer-Based Examination (UNBK), and the lack of activeness of students in the teaching and learning process. SMA Negeri 7 Kerinci has problems with education and learning, namely the lack of management of school facilities and infrastructure and the lack of learning media in the teaching and learning process. &nbsp