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There are 12 item(s) tagged with the keyword "Computer science education".
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11. Coding Is Cool, But What About Teacher Education and Effective Curriculum Design?
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By Betül Czerkawski, PhD | November 13, 2015
Associate Professor of Educational Technology, University of ArizonaIn recent years there has been a strong emphasis on STEM (Science, Technology, Engineering and Math) education for a number of reasons. Strong STEM education allows us to:
- Train the workforce we need for the digital era
- Solve pressing and complex problems of our new digital world
- Compete economically with other nations
- Increase scientific research that will lead to innovation in all fields
STEM education has two key foci that provide support to all of these outcomes. The first is training new generations in STEM professions. How do we make sure our children and youth are ready to step up and lead in these fields?
The second is implementing strategies that develop computational thinking (CT) skills in all students—even those who are not planning to select STEM-related professions themselves.
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12. Evaluating Computer Science Education: Why and for Whom?
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By Jill Denner, PhD | November 5, 2015
Senior Research Scientist, ETRNote: ETR’s Jill Denner recently contributed a post to the American Evaluation Association’s blog AEA365 | A Tip-a-Day by and for Evaluators. This was part of their STEM Education and Training Topical Interest Group Week. With AEA’s permission, we are reposting Dr. Denner’s article. You can find the original here. If you’ll be attending AEA’s “Evaluation 2015” conference in Chicago next week, be sure to look for ETR’s team of researchers. Attending members include Pam Drake, Lisa Unti, BA Laris, Liz McDade-Montez and Jill Glassman.
Computer Science Education in K-12 is a relatively new space. It is a young discipline that is trying to distinguish itself from other Science, Technology, Engineering, and Mathematics (STEM) fields. And rightfully so. The “T” is different in many ways: There is less diversity in “T” classes and programs. Most programs do not have clear goals or a logic model to describe how their activities will lead to identified goals. There are many different learning outcomes, but few validated measures, established theories or clear stakeholders who can drive key decisions about evaluation design, sampling, and measurement.
- By Jill Denner, PhD
Displaying: 11 - 12 of 12
