Theory of Experiential Career Exploration Technology (TECET): Increasing cybersecurity career interest through playable case studies

There is a large demand to fill cybersecurity jobs. To alleviate this need, it is important to generate interest in cybersecurity as a career. One way to do this is through job shadowing and internships. Using design science principles, we have built and tested a playable case study (PCS) where participants can act out a virtual internship and learn relevant cybersecurity skills. We ran a study with students in introductory university courses where they played through a simulated internship at a penetration testing company called CyberMatics. In the study we showed that a PCS format helps students 1) better understand what skills and traits are needed for, 2) more firmly decide whether to pursue, and 3) increase their confidence in their ability to succeed in a career in cybersecurity. Through this study we propose the Theory of Experiential Career Exploration Technology (TECET)

BlockyTalky: A Physical and Distributed Computer Music Toolkit for Kids

NIME research realizes a vision of performance by means of computational expression, linking body and space to sound and imagery through eclectic forms of sensing and interaction. This vision could dramatically impact computer science education, simultaneously modernizing the field and drawing in diverse new participants. We describe our work creating a NIME-inspired computer music toolkit for kids called BlockyTalky; the toolkit enables users to create networks of sensing devices and synthesizers. We offer findings from our research on student learning through programming and performance. We conclude by suggesting a number of future directions for NIME researchers interested in education

Monitor Newsletter January 16, 1989

Official Publication of Bowling Green State University for Faculty and Staffhttps://scholarworks.bgsu.edu/monitor/1951/thumbnail.jp

Chapter 3 Women empowering themselves to fit into ICT

"The near-ubiquitous spread of ICT offers unprecedented opportunities for social and economic agents, reshapes social and economic structures and drives the emergence of socio-economic networks. This book contributes to the growing body of literature and present state of knowledge, offering the reader broad evidence on how new information and communication technologies impact women’s economic and social empowerment and hence have an impact on overall welfare creation. More specifically, it concentrates on demonstrating how ICT may become ‘empowering technologies’ through their implementation. The book is designed to provide deep insight into the theoretical and empirical evidence on ICT as a significant driver of women`s social and economic development. Special focus is given to examining the following broad topics: channels of ICT impact on women`s development; the role of ICT in enhancing women`s active participation in formal labor markets; examples of how ICT encourages education, skills development, institutions development et alia, and thus contributes to women’s social and economic empowerment, as well as case-based evidence on ICT`s role in fostering women’s equality. The primary audience for the book will be scholars and academic professionals from a wide variety of disciplines but mainly those who are concerned with addressing the issues of economic development and growth, social development, the role of technology progress in the context of broadly defined socio-economic progress.

Expanding Access and Increasing Student Learning in Post-Primary Education in Developing Countries: A Review of the Evidence

Effective, evidence-based policies on post-primary education are of vital importance as many developing countries start to the see a bulge in secondary and postsecondary enrollment, the product of the achievement of near-universal access to primary school. Finding ways to deliver and promote access to high-quality post-primary education, and to ensure that education is relevant to labor market needs, is one of the great challenges of our times. This must be accomplished in countries where governments face severe budget constraints and many, of not most, parents are too poor to cover the costs out of pocket.International reports such as "A Global Compact on Learning", by the Center for Universal Education at the Brookings Institution, emphasize providing opportunities for post-primary education as a first-tier policy challenge. In addition, there has been considerably less progress in gender parity at the secondary level. Meeting these challenges will require a combination of using existing resources more effectively -- which requires both understanding which inputs are key and which are not -- and a range of innovations that may fundamentally alter the current methods of instruction. To that end, the Abdul Latif Jameel Poverty Action Lab (J-PAL) has launched a Post-Primary Education Initiative intended to promote policy-relevant research on secondary and post-secondary education in developing countries, which together will be referred to as post-primary education. This paper is a first step in that process. It reviews the evidence to date on post-primary education and highlight the gaps in the literature, with a focus on identifying policies that should be given the highest priority for future researchDifferent countries define primary and secondary schooling differently, and in many countries students attend middle schools, upper primary schools, or junior secondary schools before attending secondary school. For the purpose of this review, "post-primary education" includes everything from upper primary, middle, or junior secondary school through tertiary education, as defined by the local context in different countries, including vocational school and other alternative tracks for this age group. In practice, this means that in the research reviewed, the majority of children are in 5th grade (i.e. 10-11 years old) and older.The review is organized as follows. Section II provides some background on postprimary education in the developing world. Section III explains how papers were selected for this review. Section IV presents a conceptual framework for thinking about postprimary education (PPE), including a brief discussion of measuring outcomes. Section V reviews the evidence pertaining to the demand for schooling (the impact of policies that attempt to increase the willingness of households to send their children to school), and Section VI reviews the evidence on the supply of schooling (the impact of policies that change school and teacher characteristics, and more generally how schools are organized). A final section summarizes the findings, highlighting several research gaps that should receive high priority in future research

The CybHER Program supported by CISSE Framework to Engage and Anchor Middle-school Girls in Cybersecurity

There is a piercing shortage of personnel in the cybersecurity field that will take several decades to accommodate. Despite being 50 percent of the workforce, females only account for 11 percent of the cybersecurity personnel. While efforts have been made to encourage more females into the field, more needs to be done. Reality shows that a change in the statistics is not taking place. Women remain seriously under-represented in cybersecurity degree programs and the workforce. Prior research shows that elementary girls are equally as interested in the cyber path as boys. It is in middle school that this interest shifts, which raises interesting questions about middle-school girls’ perceptions of cyber-related studies. This study focuses on middle-school girls’ perceptions of cybersecurity and what promising practices can be discovered to engage middle school girls in cybersecurity. These promising practices are then applied to the CybHER program. Drawing on literature from gender gap and STEM research, prior interventions, and anchoring girls to the field, this study looks specifically at adolescent females in middle school. Through open-ended interviews, rich data was collected to form the CISSE framework of promising practices. The CISSE framework shows that community, influence, social media connection, education, increase in self-efficacy, and education are important factors to anchor girls in a cybersecurity career path. The CISSE framework assisted in developing and enhancing the comprehensive program called CybHER. CybHER started as simply a name with a dream. By incorporating the CISSE framework, paying attention to prior successes and prior research, the CybHER program developed into a comprehensive program that includes intervention methods to educate and motivate girls to pursue cybersecurity. Five CybHER themes make up the program. These themes recognize time and relationships as important elements to girls. CybHER provides community, influence, social media connection, increased selfefficacy and education while also producing anchors for girls in cybersecurity. Evaluation from experts in the field suggest that the program will make a significant difference in recruitment and retention of girls

Investigating the Pedagogical Content Knowledge of Georgia 6-12 Science Teachers in Relation to Conservation of Mass

The Law of Conservation of Matter is a crosscutting concept in science that has implications for all disciplines of science. Conservation of Matter concepts are interwoven into all middle school and high school science courses both within the Next Generation Science Standards (NGSS) and the Georgia Standards of Excellence (GSE). For students to become scientifically literate, teachers of science must be able to articulate the content accurately to students and anticipate student difficulties and misconceptions in understanding the content. In order to ensure that students successfully learn said content, science teachers must possess both content knowledge and pedagogical content knowledge. Strengths and limitations in the CK and PCK of science instructors within various populations must be identified so that interventions can be designed to help these teachers improve and enhance the PCK of the scientific community as a whole. This study utilized a mixed method design to investigate the correlation between content knowledge, pedagogical content knowledge, and instructor demographics, as well as discover the way that teachers address student misconceptions in class. Middle school and high school science teachers in Georgia participated in the administration of a concept inventory and semi-structured interviews relating to the concept of Conservation of Matter. The concept inventory data investigated indicated that there is no correlation between content knowledge and pedagogical content in the area of Conservation of Matter for these teachers. However, it was found that the content knowledge and teaching an honors level class influenced the pedagogical content knowledge score of these teachers. Interview data suggests that teacher misconceptions in regard to Conservation of Matter exist within this population. These misconceptions specifically were found in regard to the splitting of atoms during chemical reactions and matter cycling in biological systems. Teachers were both proactive and reactive to the presence of student misconceptions in class. Another finding from this study indicates that teachers make alterations to their curriculum due to misconceptions. While the modifications to the curriculum varied from adding/changing activities, adding additional instructional time, and incorporating more discussions and questioning, a high percentage of teachers interviewed did modify their curriculum due to misconceptions being present. This study highlights the CK and PCK of teachers related to conservation of matter and can be utilized in order to develop interventions and professional development for teachers that allow for development in these areas