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"Regardless of whether you think every infant needs an iPad, I think we can all agree that technology has changed education for the better. Today's learners now enjoy easier, more efficient access to information; opportunities for extended and mobile learning; the ability to give and receive immediate feedback; and greater motivation to learn and engage. We now have programs and platforms that can transform learners into globally active citizens, opening up countless avenues for communication and impact. Thousands of educational apps have been designed to enhance interest and participation. Course management systems and learning analytics have streamlined the education process and allowed for quality online delivery. But if we had to pick the top ten, most influential ways technology has transformed education, what would the list look like? The following things have been identified by educational researchers and teachers alike as the most powerful uses of technology for learning. Take a look. 1. Critical Thinking In Meaningful Learning With Technology, David H. Jonassen and his co-authors argue that students do not learn from teachers or from technologies. Rather, students learn from thinking-thinking about what they are doing or what they did, thinking about what they believe, thinking about what others have done and believe, thinking about the thinking processes they use-just thinking and reasoning. Thinking mediates learning. Learning results from thinking. So what kinds of thinking are fostered when learning with technologies? Analogical If you distill cognitive psychology into a single principle, it would be to use analogies to convey and understand new ideas. That is, understanding a new idea is best accomplished by comparing and contrasting it to an idea that is already understood. In an analogy, the properties or attributes of one idea (the analogue) are mapped or transferred to another (the source or target). Single analogies are also known as sy

"This is the kick-off post in a 4 part series where we will cover each stage of implementing computer science in elementary school based on thousands of conversations with educators. While the month of June brings a lull to the toil from the school year, we're working hard to set you up with the resources you'll need this summer as you prepare to do it all over again. Over the next four weeks, we'll be taking the lessons we learned from our teachers this school year and sharing their coding implementation stories from beginning to end. Over the past 3 years, computer science in elementary has come a long way. Trailblazing schools who were just getting started, have now fully integrated Computer Science into their curriculum. While the majority of schools are on their way to that point. At Kodable, we focus on talking to as many people as possible and working hard to meet their needs regardless of the stage of implementation. In these thousands of conversations, the four stages of implementing computer science in elementary school have become very clear."

"This fall, my computer science class will follow the new AP Computer Science curriculum framework while also including culturally responsive instruction that makes use of students' interests, community settings, and cultural and ethnic backgrounds. Some of the students enjoy freestyle rap and dance, so they will learn how to simulate or enhance their performances using code. Other students study drawing and painting, so they will learn how to use code to create their artwork. This approach is a gateway to computer science, using coding to foster creative expression, and supporting cultural responsiveness that addresses underrepresented students' lack of exposure to computer science."

"Music and dance teachers who are respected by female pupils should be trained to teach computer science to inspire more girls to pursue a career in the technology sector, educators have said. More than 150 teachers and schoolgirls recently attended an event at Microsoft's UK headquarters designed to show young women what life at a technology company was like. Speaking just weeks after the Government used its Budget to announce significant funding to support the training of Computer Science teachers, Cindy Rose, the chief executive of Microsoft UK, kicked off this year's DigiGirlz by highlighting the lack of women in the technology sector. Educators told Microsoft at the event that school leaders needed to create more positive role models in computer science and give them modern classrooms to work in if the UK was to encourage more women to pursue a career in science, engineering, technology or maths (STEM)."

"Over the past decade, there has been much discussion of the term computational thinking. The term, popularized by computer scientist Jeannette Wing, is generally used to describe computer-science concepts and strategies that can be useful in understanding and solving problems in a wide range of disciplines and contexts. In a growing number of schools around the world, there are now efforts to help students develop as computational thinkers. In our Lifelong Kindergarten research group at the MIT Media Lab, we prefer to focus on the idea of computational fluency rather than computational thinking. Why? We want to highlight the importance of children developing as computational creators as well as computational thinkers. In our view, computational fluency involves not only an understanding of computational concepts and problem-solving strategies, but also the ability to create and express oneself with digital technologies."

"Today's students will enter a workforce that is powerfully shaped by computing. To be successful in a changing economy, students must learn to think algorithmically and computationally, to solve problems with varying levels of abstraction. These computational thinking skills have become so integrated into social function as to represent fundamental literacies. However, computer science has not been widely taught in K-12 schools. Efforts to create computer science standards and frameworks have yet to make their way into mandated course requirements. Despite a plethora of research on digital literacies, research on the role of computational thinking in the literature is sparse. This conceptual paper proposes a three dimensional framework for exploring the relationship between computational thinking and literacy through: 1) situating computational thinking in the literature as a literacy; 2) outlining mechanisms by which students' existing literacy skills can be leveraged to foster computational thinking; and 3) elaborating ways in which computational thinking skills facilitate literacy development."

"SAN FRANCISCO - Many children in San Francisco do not have regular access to computers in school, let alone computer science classes. The school district is about to change that as it plans to become the first large urban school district in the country to commit itself to exposing every child to computer science starting in pre-kindergarten all the way through 12th grade. "We are not trying to produce an army of software engineers," said Bryan Twarek, SFUSD's computer science coordinator. "We want to open all doors to this industry, and right now those doors aren't open to everyone.""

"A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. Computing has deep links with mathematics, science and design and technology, and provides insights into both natural and artificial systems. The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work and how to put this knowledge to use through programming. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. Computing also ensures that pupils become digitally literate - able to use, and express themselves and develop their ideas through, information and communication technology - at a level suitable for the future workplace and as active participants in a digital world."

"Computers are everywhere in our world today and being an educated citizen requires an understanding of the fundamentals of computer science and its underlying problem-solving methodology of computational thinking. Not every child should become a computer scientist, but all children should have the opportunity to explore and create with computing. Google has developed programs, tools and resources that advance computer science education and provide opportunities for exploration and learning in school, in informal settings and at home."

A new, widely accessible Advanced Placement Course for Computer Science. The College Board oversees the development of the course and exam that will launch as AP Computer Science Principles in 2016-2017. For College Board details, see College Board's Advances in AP site. The AP Computer Science Principles Curriculum Framework (.pdf/1.42MB) was developed to serve as a fundational guide to ensure selected curricla focuses on innovative aspects of computing along with the computational thinking practices that are critical to a future-ready education.

"Computational thinking is generally defined as the mental skills that facilitate the design of automated processes. Although this term traces back to the beginnings of computer science in the 1950s, it became popular after 2006 when educators undertook the task of helping all children become productive users of computation as part of STEM education. If we can learn what constitutes computational thinking as a mental skill, we may be able to draw more young people to science and accelerate our own abilities to advance science. The interest from educators is forcing us to be precise in determining just what computational thinking is."

"When Sonja Khan started college, she'd never thought of studying computer science. But when she heard from friends that the intro class was good, she decided to give it a try - and then ended up majoring in it. Four years later, she has just graduated with a computer science degree, is pursuing a master's degree and is headed to a summer internship at Facebook. "I didn't even know anything about the field before; I had never considered it," she said. "I signed up for it pretty much on a whim and really enjoyed it." Ms. Khan's story reads like a dream for universities and technology companies - where only about 15 percent of computer science graduates and technical workers are women. The industry has been under pressure to recruit more. The difficult question, though, is how to encourage more women on paths like Ms. Khan's"

"Did you know that this week (December 8-14) is Computer Science Education Week? There are resources available via the previous link to help encourage kids to learn to code, to bring computer science education to your school or district, and more. While the concept is mainly aimed at encouraging schools to teach more computer science and more kids to (want to) learn computer science, it can address a much, much wider audience. 'Computer Science' can sound like a big scary unknown thing if you're someone who has never done any type of programming before, but it doesn't have to be."

"Today's teachers are key to the next generation's success. Barefoot supports primary educators with the confidence, knowledge, skills and resources to teach computer science. Resources aligned to the curricular for all UK nations. This includes FREE high-quality lesson plans and local CPD Workshops, all designed to help teachers gain confidence in bringing computer science to life in the classroom. CAS and BT are working together to support teachers in delivering the computing curriculum. BT - Barefoot Computing is part of BT's commitment to help build a culture of tech literacy and use the power of communications to make a better world. Find out more at www.techliteracy.co.uk CAS - For teachers who have found Barefoot Computing the first entry point on their CPD journey, Computing At School can be found by clicking here http://www.computingatschool.org.uk/"

"From the programmers behind Pokemon Go to the creators of chatbots, the impact of computer science (CS) is ubiquitous in our daily lives. This is because computer science education provides a way of thinking that focuses on problem solving, teamwork and a powerful way to express yourself - important skills for any career. And with a projected 1 million jobs going unfulfilled in computing-related roles by 2020, we need computer scientists from all backgrounds to bring their unique perspectives to solve real-world problems. That's why today, we're excited to announce Careers with Code in the US, a free high school "CS + X" career magazine that shows how to combine your passions, your "X", with computer science. We partnered with STEM specialist publishers Refraction Media to create a CS career magazine that illuminates the range of computer science careers and highlights the impact they have across industries. Readers can get to know people who use CS in their daily work in sometimes unexpected ways, such as Jonathan Graham. "

In this article, we use evidence to describe seven key lessons from a four-year district-wide computer science implementation project between Howard University and the District of Columbia Public Schools. These lessons are: (a) Get to know the school counselors (and other key personnel); (b) Expect personnel changes and strategic reorganization within school districts; (c) Be innovative to build and maintain community; (d) Be flexible when developing instruments and curricula; (e) Maintain a firm commitment to equity; (f) Develop tiered content and prepare to make philosophical adjustments; and (g) Identify markers of sustainability. We also include original curricula materials including the Computer Science Course Evaluation and the Computational Thinking Survey. The seven lessons and curricula materials provided in this study can be used to inform the development of future computer science researcher-practitioner partnerships.

"Increasing the gender diversity of the computer science faculty should be a priority for all schools as it would provide female students--as well as students of color--with role-models and mentors. In a study conducted in a suburban area near Oklahoma University, researchers examined the correlation between an after-school engineering mentoring program led by female college students and the perceptions of sixth and seventh grade girls (Holmes, Redmond, Thomas, & High, 2012). The researchers found that high quality mentoring relationships with a female role model led to an increase in the girls' confidence in their mathematics ability (Holmes et al., 2012). Similarly, seeing a confident and successful female computer science teacher could have a positive impact on girls and boys in computer science classes."

PhD in Computer Science Admissions 2020. Candidates who wish to pursue PhD in Computer Science see the list of Admission options for PhD in Computer Science.

"t's been two and a half years since Code.org hired our first salaried employee. We've been humbled to watch the landscape change in K-12 computer science (CS) over that time. This teacher-powered movement has reached hundreds of thousands of classrooms and millions of students. We've never been more confident in our ability to realize our vision - that every student in every school should have the opportunity to learn computer science. Although only 25% of U.S. schools teach computer science and computer programming, the field is growing at a rapid pace. Enrollment in computer science is exploding. Over 10% of all U.S. students in grades K-8 registered accounts to begin coding in just the last 2 years. CS is the fastest-growing AP course of this decade. For the first time, the diversity of participating students is improving, with enrollment growth by women and students of color outpacing enrollment growth by White and Asian males."

"In this article, we use evidence to describe seven key lessons from a four-year district-wide computer science implementation project between Howard University and the District of Columbia Public Schools. These lessons are: (a) Get to know the school counselors (and other key personnel); (b) Expect personnel changes and strategic reorganization within school districts; (c) Be innovative to build and maintain community; (d) Be flexible when developing instruments and curricula; (e) Maintain a firm commitment to equity; (f) Develop tiered content and prepare to make philosophical adjustments; and (g) Identify markers of sustainability. We also include original curricula materials including the Computer Science Course Evaluation and the Computational Thinking Survey. The seven lessons and curricula materials provided in this study can be used to inform the development of future computer science researcher-practitioner partnerships."