Chris Stephenson

Bringing computational thinking to K-12: what is Involved and what is the role of the computer science education community?

The process of increasing student exposure to computational thinking in K-12 is complex, requiring systemic change, teacher engagement, and development of signifi cant resources. Collaboration with the computer science education community is vital to this effort.

A Tale of Two Countries: Successes and Challenges in K-12 Computer Science Education in Israel and the United States

This article tells a story of K-12 computer science in two different countries. These two countries differ profoundly in culture, language, government and state structure, and in their education systems. Despite these differences, however, they share the pursuit of excellence and high standards in K-12 education. In Israel, curriculum is determined at the national level. The high-school computer science curriculum has been in place for more than 20 years and is offered in all schools as an elective similar to biology, chemistry, and physics. The picture in the United States is more complex and therefore less amenable to generalization. Because educational policy is set at the state and sometimes even at the school district level, access to computer science courses and the content of those courses can vary even for schools within the same district. This article will describe the development of the curricula/standards in both countries and the current situation, focusing on common issues and challenges in areas such as equity and teacher training.

Computer science teacher preparation is critical

In this paper, we report on the research and recommendations of the CSTA (Computer Science Teachers Association) Teacher Certification Task Force, addressing the crisis in computer science teacher preparation and certification. This paper will address the importance of computer science as a scientific discipline, and provide a brief discussion of the relevant research and current existing certification models Primarily, however, this paper focuses on the Task Forces recommended models for teacher preparation and certification in computer science.

It is a pivotal time for K--12 computer science

A book insert CD carrier device is provided that allows for the unitary packaging and thus marketing of books and compact disks or other similar media. The carrier device is constructed of a single sheet of paper board that is easily assembled into a carrier that holds compact disks and that is easily secured to the inner or outer surface of the front or back cover of a book. Due to the configuration of the paper board sheet, which includes a plurality of panels that are divided by a plurality of hinge lines, the assembly process involves folding specified panels and securing the panels as necessary to create a pocket within which the compact disks are stored. The carrier further includes a cover that features a tear strip seal for enclosing the CDs within the pocket. A set of panels cooperate to form a sturdy base by which the carrier is secured to the cover of the book. The carrier is rotatable about a pivot hinge that thereby allows access to the contents of the carrier while also permitting the book cover to close or nearly fully close.

Professional associations in K-12 computer science

This panel will examine the challenges associated with establishing and maintaining computer science subject associations and ensuring their potential for improving all aspects of teaching and learning. The members of this panel have a wealth of experience, working both nationally and internationally to support pre-college computer science education.Each provides a unique perspective on the current state of computer science education, the organizations that have evolved ed to support it, and the challenges these organizations face in their efforts to support a discipline that is both misunderstood and undervalued.

Working Together to Provide Equitable CS K-12 Educator Professional Development at Scale: (Abstract Only)

The demand for CS teacher professional development (PD) is increasing rapidly, but not all education stakeholders are equipped to identify CS PD needs, evaluate CS PD options, and track teacher and student outcomes. In this BOF, representatives of Googles CS educator PD grant program (formerly CS4HS) will share conclusions from the 2016 PD grant cycle and a recent literature review. Participants will discuss how the CS education community can disseminate knowledge about CS PD to the communities that need it most. At SIGCSE 2017, Google discussed CS PD best practices and common successes and challenges in creating sustainable PD programs. This year, we will discuss how to equitably scale these best practices so that education stakeholders are equipped to implement quality CS education, ensuring all students have quality CS learning experiences. This session is intended to be highly interactive and solution-oriented. Discussion themes and outcomes will be documented and shared with attendees.

Improving Effectiveness of CS Teacher Professional Development (Abstract Only)

Recent studies on the impact of CS teacher professional development (PD) opportunities have highlighted areas of improvement to effectively grow the number of well-prepared CS teachers. In this BoF Google will share data from CS4HS, an annual program that awards funding to research institutions and education nonprofits globally for the purpose of developing innovative and scalable CS PD that maps to local standards and demands. These data will serve as a starting point to engage the attendees in a wide-ranging and action-oriented discussion on ways the CS education community can improve our PD processes and results.

Early Lessons from Evaluation of Computer Science Teacher Professional Development in Google’s CS4HS Program

This article compares self-reported learning gains and experiences of teachers in four professional development courses funded through Google’s 2014 Computer Science for High School program. The courses were designed and taught independently at four universities and started late enough in the year to participate in our pre-post study. Two of the courses used a face-to-face approach, one was online only, and one used a hybrid format. Analyses from 314 pre-surveys and 129 post-surveys indicate CS teachers are far from homogenous, suggesting that some customization may benefit professional development. We also saw a stronger sense of community in the two face-to-face courses. Among the outcomes we measured, teacher concerns (Hall and Hord 1977) were more sensitive to change than our measures of self-efficacy, outcome expectations, readiness, or beliefs. Findings illustrate the variety of CS teacher professional development experiences and the need to study the best ways to scale effective CS teacher education.

Transforming computer science in schools

In this panel we explore efforts to improve computer science education in four countries.

Panel — Implementing CS curricula in secondary education: An international perspective

Despite several well-received designs for Computer Science curricula in secondary education being published both on national and international level, the implementation of these curricula is still being impeded by a variety of factors. This panel is intended to present issues, and approaches to solving them, from an international perspective. The presenters bring together experience in curriculum design, implementation, and teacher training and certification, and have had some successes that will help to inform those who are struggling with barriers to successful implementation and sustained improvement to Computer Science education. Given the current efforts to standardize courses in secondary education both in North America and Europe, it is expected that the results of the discussion following the presentations will help inform and influence these implementation efforts.