Visions of Computer Science Education

Vogel, Sara; Santo, Rafi; Ching, Dixie

doi:10.1145/3017680.3017755

Cited by 92 publications

(11 citation statements)

References 27 publications

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“…In our categorization scheme, these nodes are represented by corporate and sometimes nonprofit nodes. Rather than directly profit from CS Education, these entities often cite the desire for a large workforce pool of talented programmers (Vogel, Santo, & Ching, 2017). Corporate members of this node can be identified by name, such as the Intel Foundation, AOL, Microsoft, and so on.…”

Section: De/centralized Leadershipmentioning

confidence: 99%

“…evolve as needed based on the diverse goals of stakeholders throughout NYC. Projects similar to CS Visions (Santo, Vogel, & Ching, 2019;Vogel et al, 2017), which engaged community members, researchers, teachers, curriculum developers, and government officials in discussing the goals and values at the heart of their efforts to bring CS to children throughout the city should be continued and expanded. In fact, while CS Visions was deployed by researchers connected to CSNYC, since the analysis carried out in this paper, it has been adopted by the national CSforAll effort (Santo et al, 2019).…”

Section: Pedagogical Decision Makingmentioning

confidence: 99%

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The Rollout of Computer Science Education to Every Student in New York City: A Socio-Contextual Social Network Analysis

Holbert

DiSalvo

Berland

2020

Teachers College Record: The Voice of Scholarship in Education

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Background CS4All is an $81 million private-public investment aimed at creating the necessary infrastructure to provide computer science experiences to all New York City public-school students by 2025. Purpose In this paper, we examine the history of the CS4All initiative and document the network of actors and their relationships in the system such that we can understand how this reform is enacted, how it might be reactive to external contexts and pressures, and how the structure and pathways of this particular social network might inform similar efforts elsewhere. Research Design To structure our analysis of CS4All, we first examine the most recent historic example of a large-scale curricular reform—Man: A Course of Study (MACOS). By reflecting on the network structure of CS4All in light of the design, enactment, and eventual failure of MACOS, we can identify potential pain points and opportunities in CS4All's 10-year effort. We conducted interviews with core members of the CS4All initiative and examined available public records to construct and analyze a social network of key CS4All stakeholders, other actors, processes, and institutions. Conclusions In our analysis of the CS4All social network, we document how well-connected individuals simultaneously mobilized government resources and grassroots enthusiasm to create the conditions necessary for the initiation of this massive curricular reform effort, and describe the current pathways in place for decision making and resource distribution. Comparing the history and structure of the CS4All initiative to Man: A Course of Study —a failed nationwide curricular reform in the 1960s—we find that CS4All's centralized decision-making process and failure to create and distribute high quality formative assessment tools may lead to challenges to adoption. However, explicit efforts to solicit input from and communicate initiative values to the large diversity of stakeholders throughout NYC, as well as the innovation of a decentralized “buffet-style” curricular approach, may put CS4All on more sure footing.

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Section: De/centralized Leadershipmentioning

confidence: 99%

Section: Pedagogical Decision Makingmentioning

confidence: 99%

The Rollout of Computer Science Education to Every Student in New York City: A Socio-Contextual Social Network Analysis

Holbert

DiSalvo

Berland

2020

Teachers College Record: The Voice of Scholarship in Education

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“…Different from broadening youth's participation in CT/CS education through computer science or computer literacy electives, this study took place in science classrooms, presenting another promising approach to increased access to computational experiences. Further, this approach broadened individuals' conceptions of what "counts" as computation, highlighting social, civic, and personal dimensions of a topic that can be dominated by economic, technological, literacy, and educational conversations [3].…”

Section: Discussionmentioning

confidence: 99%

“…Computational thinking (CT), or "solving problems, designing systems, and understanding human behavior, by drawing on the concepts fundamental to computer science" [1, p. 33], is now recognized as a foundational competency for K-12 learners, to address a variety of economic, social, literacy, civic, technological, educational, and personal needs [1][2][3]. CT in education, however, remains scarce in schools, in particular, in K-8 classrooms for multiple reasons.…”

Section: Integrating Computational Thinking Engineering Design and Environmental Science Through Smart Greenhousesmentioning

confidence: 99%

“…To broaden participation in computation -in part by expanding notions of what "counts" as computation [3] -more empirical work is needed to refine educational design principles for embedding CT in K-12 settings for all disciplines, including engineering.…”

Section: Integrating Computational Thinking Engineering Design and Environmental Science Through Smart Greenhousesmentioning

confidence: 99%

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Board 69: Integrating Computational Thinking, Engineering Design, and Environmental Science Through Smart Greenhouses

Jackson¹,

Zhang²,

Barnett³

2019 ASEE Annual Conference &Amp; Exposition Proceedings

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Curricular responses to Computer Science provision in schools: current provision and alternative possibilities

McGarr

Johnston

2020

The Curriculum Journal

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This paper explores the rationales underpinning the introduction of Computer Science (CS) into school curricula and examines the ways in which educational systems have responded to these growing calls. In outlining the possible ways that educational systems can respond to this demand, the paper makes use of a conceptual framework through which the various possibilities for the provision of CS in school curricula can be categorised. The paper analyses and discusses possible modes of provision identifying the benefits and drawbacks of different approaches. Through this development, the paper aims to raise wider questions about the long‐term positioning of CS within the curriculum and draws particular attention to the need for greater consideration of provision at lower secondary level.

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Visions of Computer Science Education

Cited by 92 publications

References 27 publications

The Rollout of Computer Science Education to Every Student in New York City: A Socio-Contextual Social Network Analysis

The Rollout of Computer Science Education to Every Student in New York City: A Socio-Contextual Social Network Analysis

Board 69: Integrating Computational Thinking, Engineering Design, and Environmental Science Through Smart Greenhouses

Curricular responses to Computer Science provision in schools: current provision and alternative possibilities

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