K12 Computer Science Education Symposium
We’re bringing a piece of the world’s largest computer science education conference to NYC! At this meetup, local experts, who are presenting papers at this year’s SIGCSE Technical Symposium, will speak about their research and findings on key topics in K12 CS education.
Visions of Computer Science Education: Unpacking Arguments for and Projected Impacts of CS4All Initiatives
Rafi Santo, Indiana University & Dixie Ching, New York University
As momentum grows to expand K12 Computer Science education, associated public narratives often assume core questions about why CS should be taught to all students have been sufficiently answered. Having clarity around the core purposes that varied stakeholders are envisioning is critical to ensuring the coherence of CS4All policies and initiatives. This study presents a framework examining the range of arguments for and projected impacts of CS education programs.
Interested in Class, but Not in the Hallway: A Latent Class Analysis (LCA) of 2015-16 CS Student Surveys
Kenny Graves, Teachers College, Columbia University
Computer science education initiatives often use measures of interest to assess outcomes. Although appropriate for initiatives meant to encourage future participation, these measures do not always align with the complex nature of interest as described by the learning sciences literature or recognize the reality that school-related initiatives aimed at student engagement in CS will not produce individual interest in every student. This paper presents a review of the interest literature, and data from a survey with evidence of validity of over 1500 students in various CS courses.
Preparing and Supporting Industry Professionals as Volunteer Computer Science Co-Instructors for High School
Nathaniel Granor, TEALS
The rapid expansion of Computer Science (CS) education across the United States has left schools struggling to find teachers for CS classrooms. One approach to supplementing school and teacher expertise is to use industry professionals as volunteers in the classroom. This paper outlines a model of recruiting, training, and supporting volunteers in CS classrooms in a national computer science education program that creates partnerships between industry experts and educators.
From blocks to text and back: Programming patterns in a dual-modality environment
Nathan Holbert, Teachers College, Columbia University
An open question surrounding the use of blocks-based programming environments is how well they prepare learners for using more conventional text-based programming languages. In an effort to address this transition, new programming environments are providing support for both blocks-based and text-based programming. This paper presents findings from a study investigating how learners use a dual-modality programming tool where they can choose to work in either a blocks-based or text-based interface, moving between them as they work.
Monday, March 20, 2017
eBay, 625 6th Ave, 3rd Floor, New York, NY