Computing as the 4th “R”: a general education approach to computing education

Computing and computation are increasingly pervading our lives, careers, and societies - a change driving interest in computing education at the secondary level. But what should define a "general education" computing course at this level? That is, what would you want every person to know, assuming they never take another computing course? We identify possible outcomes for such a course through the experience of designing and implementing a general education university course utilizing best-practice pedagogies. Though we nominally taught programming, the design of the course led students to report gaining core, transferable skills and the confidence to employ them in their future. We discuss how various aspects of the course likely contributed to these gains. Finally, we encourage the community to embrace the challenge of teaching general education computing in contrast to and in conjunction with existing curricula designed primarily to interest students in the field

Good practice in school based alcohol education programmes

Objective: To identify elements of good practice in designing and delivering alcohol education programmes in schools. Methods: Literature reviews and published programme evaluations were used to identify key elements of good practice. Results: Principles of good practive are identified and discussed. Five main issues are highlighted: choosing a universal or targetted approach, the need for theoretical frameworks, adopting a stand-alone or multi-component approach; issues of delivery and programme fidelity, and balancing programme fidelity and cultural relevance. Conclusions: Programme objectives, programme fidelity and cultural context are important factors in designing programmes and will influence outcomes and evaluation of success. Practice: Programme development and implementation can draw on results from evaluated programmes to design alcohol education programmes suited to specific contexts, the availability of resources and the perceived needs of the target groupand the problem to be addressed. Implications: In developing alcohol education programmes, there is a need to draw on the evidence and experience accrued from previous efforts

Restart: The Resurgence of Computer Science in UK Schools

Computer science in UK schools is undergoing a remarkable transformation. While the changes are not consistent across each of the four devolved nations of the UK (England, Scotland, Wales and Northern Ireland), there are developments in each that are moving the subject to become mandatory for all pupils from age 5 onwards. In this article, we detail how computer science declined in the UK, and the developments that led to its revitalisation: a mixture of industry and interest group lobbying, with a particular focus on the value of the subject to all school pupils, not just those who would study it at degree level. This rapid growth in the subject is not without issues, however: there remain significant forthcoming challenges with its delivery, especially surrounding the issue of training sufficient numbers of teachers. We describe a national network of teaching excellence which is being set up to combat this problem, and look at the other challenges that lie ahead

Neuroscience-informed classification of prevention interventions in substance use disorders : an RDoC-based approach

Neuroscience has contributed to uncover the mechanisms underpinning substance use disorders (SUD). The next frontier is to leverage these mechanisms as active targets to create more effective interventions for SUD treatment and prevention. Recent large-scale cohort studies from early childhood are generating multiple levels of neuroscience-based information with the potential to inform the development and refinement of future preventive strategies. However, there are still no available well-recognized frameworks to guide the integration of these multi-level datasets into prevention interventions. The Research Domain Criteria (RDoC) provides a neuroscience-based multi-system framework that is well suited to facilitate translation of neurobiological mechanisms into behavioral domains amenable to preventative interventions. We propose a novel RDoC-based framework for prevention science and adapted the framework for the existing preventive interventions. From a systematic review of randomized controlled trials using a person-centered drug/alcohol preventive approach for adolescents, we identified 22 unique preventive interventions. By teasing apart these 22 interventions into the RDoC domains, we proposed distinct neurocognitive trajectories which have been recognized as precursors or risk factors for SUDs, to be targeted, engaged and modified for effective addiction prevention.Peer reviewe

JolasMATIKA: An Experience for Teaching and Learning Computing Topics From University to Primary Education

Contribution: A learning-by-teaching methodology through games can be used to promote informatics (computer science) in primary and secondary education. Applying the proposed activities can change students' perception of informatics from seeing it as merely using computers to seeing its relationship with mathematics. The experience can also help students acquire competences in teaching. Background: Although students, specifically in primary and secondary education, are increasingly competent in terms of technology use, it has been found that in many cases informatics, as a science, has been relegated to a secondary status; it is usually considered only as a tool or additional resource, and not as an object of study. Intended Outcomes: To refine the application of the learning-to-teach-to-learn (L2T2L) methodology, a learning-by-teaching methodology that has students learn and then, in turn, teach that learning to younger students, in cascade from university to secondary to primary students. To analyze its effects on students' attitudes toward informatics. Application Design: The model incorporates a learning-by-teaching approach in a multistage sequence across different kinds of learners and teachers, using fun, game-like materials. Findings: The use of the action research methodology allowed adjustment of the educational methodology, providing more reliable data and enough experience to suggest how to extend the project to a broader audience. Although the results obtained were less significant than expected, the experience did give students a more realistic view of informatics.This work was supported in part by the Faculty of Informatics of the University of the Basque Country (UPV/EHU), in part by the Gipuzkoako Foru Aldundia (Etorkizuna Eraikiz 2019 Program), in part by UPV/EHU under Grant HBT-Adituak2018-19/6, in part by the Ministry of Economy and Competitiveness of the Spanish Government and the European Regional Development Fund under Project TIN2017-85409-P, and in part by the Basque Government under ADIAN Grant IT980-16. (All authors contributed equally to this work.

The Need to Integrate Computer Science

This school improvement plan outlines a detailed three-year strategy designed to integrate computer science into the K-5 curriculum. Emphasizing a comprehensive approach, the action plan employs a multi-tiered strategy combining a standalone curriculum with embedded activities. Drawing insights from successful educational practices and leveraging resources, the plan strategically aligns the curriculum with CSTA standards while fostering hands-on learning experiences at various grade levels. The timeline features foundational teacher training, curriculum integration, community engagement events, and consistent assessment processes. The plan aims to create an environment where both students and educators actively participate in the dynamic landscape of computer science education. By using a phased approach, this blueprint offers a comprehensive understanding of computer science concepts, equipping students for success in a technology-driven world. The plan acknowledges the importance of monitoring potential barriers and challenges to ensure effectiveness in the integration process

Radio and Rebellion: An Investigation of Radio and Its Use by Czechoslovakian Youth During the 1968 August Invasion

In 1968, an already tumultuous year throughout the world, Czechoslovakians showed immense bravery in the face of a Soviet-led invasion between August 21and August 27. While separate bodies of existing scholarship examine the role of radio in the resistance efforts and the part that youth played in these efforts, little scholarship examines the two in conjunction. This paper explores the ways in which radio impacted the actions of youth movements and encouraged cross-generational resistance among the Czech population during the invasion and subsequent occupation by the Soviet Union. Through an examination of radio broadcasts, photographs, and student accounts, this paper traces how Czechoslovakian youth reacted to radio broadcasts immediately preceding and during the Soviet invasion, as well as how they utilized radio as a tool to advance their vision for the future of Czechoslovakia and undermine the efforts of Soviet forces. This examination demonstrates that established and clandestine radio networks capitalized on shifting political attitudes towards communism among the nation’s growing youth movement and guided their response. Furthermore, the availability of radio networks as a channel of information and a tool of resistance empowered Czech youth and enabled them to work in tandem with older generations of Czech citizens

UNDERSTANDING HOW INTENTIONALLY UNPLUGGING FROM CELL PHONES SHAPES INTERPERSONAL RELATIONSHIPS AND THE UNDERGRADUATE COLLEGE EXPERIENCE

The purpose of this study was to gain an understanding of what motivated college students—the Unplugged Students—to intentionally use their cell phones less and how they understood the impact that unplugging had on their interpersonal relationships and college experience. Nine undergraduate college students from four private schools were interviewed in one-on-one semi- structured interviews. These students, considered non-users, provided a particularly useful perspective as these students made a conscious choice to counteract social norms and experienced both being plugged in and unplugged. Cell phones and the act of unplugging proved to make up a complex and more nuanced topic than expected. Emerged from the research were themes that brought to light the personal and external factors that motivated students to unplug, unveiling the opportunity for families, schools, and public figures to educate students. The study also includes the student perspective about the complexities of relationships in the digital age, the major role of social media, opposing views on the impact of unplugging on community spaces, and students’ shared vision for the future

Confidence and Common Challenges: The Effects of Teaching Computational Thinking to Students Ages 10-16

This Action Research Project provides data from three different instructors teaching Computational Thinking (CT) to better understand the effects of CT instruction. The researchers focused on identifying problem-solving strategies used by students, what affect teaching CT has on student confidence and ability to problem solve, and what common challenges can be found at different age levels. The study used student pre and post-reflection to measure understanding and comfort with problem-solving. Researchers taught three common lessons of CT including the following concepts: algorithms, loops, conditional statements, and debugging. For data collection, each student was asked to work on a computer game called Human Resource Machine (HRM) while using video and audio to record themselves. Analysis showed a slight decrease in two categories related to working to find a solution to a difficult problem, and the ability to fix small problems that are part of a larger problem. There was a confidence increase in categories related to the ability to do math, the ability to give directions and the ability to someday build a computer. Two of the research sites were able to further break down the data to analyze the differences in the male vs. the female reflections. While CT is often seen as a separate subject, the analysis also showed that reading comprehension has a strong influence on students’ ability to solve CT problems and should be taught in conjunction with CT to ensure students receive the maximum benefit

KNITTING CODE: EXAMINING THE RELATIONSHIP BETWEEN KNITTING AND COMPUTATIONAL THINKING SKILLS USING THE NEXUS OF PRACTICE

Due to the rise of careers in STEM-related fields, there is a growing need for schools to produce people to fill these positions. One area of STEM that is growing is computer science/coding. Due to this demand, schools need to be intentional about exposing students to computer science/coding. There are a variety of new tools to introduce students to this field. One growing belief is that knitting can teach computer science/coding to students. The goal of this study was to see if knitting can serve as an introduction to teach students computation skills. Kitting has historically been used to code information, and numerous statements have been made that knitting can teach computer coding. The rationale behind this thought is that both fields have similar components and can serve to make coding more accessible to a broader audience. Suppose students that generally would not identify with computer science/coding due to perceived social norms develop an interest in knitting. In that case, they could use what they learned as a foundation to develop an interest in computer coding. This is based on Scollon\u27s Nexus of Practice (2001), which studies how practices are linked together. This theory believes that combining different practices makes a possible crossover from one practice to another. As a result, what may not have been accessible at first due to biases or identity, may become more accessible. This study will focus on whether knitting can teach students computational skills and change students’ identity towards computer science/coding. There is limited research on the relationship between knitting and coding. This case study attempted to determine if knitting could teach coding. The research was conducted during two three-week summer enrichment programs. Results revealed that teaching computer coding through knitting was comparable to traditional instruction. While not necessarily better, this shows that knitting can teach computation skills and improve identity. This could be important for encouraging students that would not typically study computer science/coding to enter the field