By Dave Burkhart
I have always thought that one of the greatest perks of teaching is being able to revise and start over again. This seems to energize me and give me a new outlook on my students and my curriculum topics. I don’t think I have ever taught a class the same twice.
The teaching profession is periodic. Some teachers are able restart their jobs every year while others are able to restart every semester or quarter. What other profession is able to revise and start over periodically such as this? This to me is the excitement of teaching. Teachers work hard to create their curriculum and then continually revise as needs change and new materials become available. Teachers are able to build and perfect their work.
This summer, I have found it energizing to me to be able teach a college level class to students who hope to someday find their own teaching positions. The students in this class have reminded me about the excitement of getting your first classroom. They seem so appreciative of all the resources being shared with them. It has been so easy to build upon their excitement. We have been able to use the Internet to find free curriculum resources which will aid them in meeting the curriculum standards for their new classrooms.
Everyone had some reason for becoming a teacher. What was your motivation? What do you call your greatest perk of teaching?
Dave Burkhart
Membership Chair

By Deborah Seehorn
As I was browsing the CSTA Blog recently, I was intrigued by Joanna Goode’s post on Assessment in Computer Science. Since assessment is an integral part of my job at the state level, I have long been a proponent of authentic assessment, which merely means student assessment using real-world tasks (and associated rubrics to evaluate the assessment). We have done quite a bit of work in Career and Technical Education in the authentic assessment arena. As a programming teacher, I worked to give the students those real-world assessments. After all, we are supposedly preparing students for the world of education beyond high school, and ultimately for the career world. That’s were students will find those truly authentic challenges that the real world offers us. Unfortunately, we live in a high-stakes accountability world, and sometimes the focus in the classroom is on the objective (multiple-choice) summative assessments that students take at the end of the course to prove what they have learned.
My pondering about authentic assessments continued as I listened to the evening news and was dismayed by the lack of progress being made on the clean-up of the BP oil disaster just off the coast of Louisiana. I wondered how in this age of high technology in 2010, it could take so long to solve this clean up problem. Shortly thereafter, I read the article in the ACM Technews on May 26:
Researchers Race to Produce 3D Models of BP Oil Spill
Computerworld (05/26/10) Thibodeau, Patrick
The U.S. National Science Foundation recently made available an emergency allocation of 1 million compute hours on the Texas Advanced Computing Center’s Ranger supercomputer to study how the BP oil spill will affect coastlines. The goal is to produce a three-dimensional (3D) computer model that can forecast how the oil may spread in environmentally sensitive areas by showing in detail what happens when it interacts with marshes, vegetation, and currents. The model “has the potential to advise and undergird many emergency management decisions that may be made along the way, particularly if a hurricane comes through the area,” says University of North Carolina professor Rick Luettich. The model, called Advanced Circulation Model for Oceanic, Coastal and Estuarine Waters, can track the oil spill into the marshes and wetlands due to its fine scale resolution, says University of Texas professor Clint Dawson. The 3D modeling can show what happens to the oil at various depths and how it travels as it comes in contact with underwater surfaces. (http://www.computerworld.com/s/article/9177363/Researchers_race_to_produce_3D_models_of_BP_oil_spill.)
It was somehow reassuring that computer scientists were in fact working on the problem. Surely some of the university students or graduate students are working to help solve the dilemma. Hopefully we, as educators, are preparing our students to handle this type of 21st Century critical thinking problem-solving. They certainly won’t develop those problem-solving skills by answering multiple choice test items. We definitely need to be continually assessing our CS and IT students using real-world assessments.
That same day, as I was reading the Career Tech Update, I came across an example of authentic, real-world assessment in the middle school:
Students Use STEM Skills to Solve Emergency Situations In NASA Simulation
N8-TV Austin, TX (5/25, Gonzalez) reported, “TV and video conferencing technology are all it takes for students at G.W. Carver Academy in Waco to work through a live simulation with NASA.” The STEM-focused “e-Mission” that the students took part in “creates a real-world situation,” said science teacher David Gibson, adding that in the simulation, “people’s lives are at stake and so it adds a lot of meaning and purpose to it.” N8-TV noted, “Those real-world situations included an erupting volcano on an inhabited island and an approaching hurricane. The NASA commander fed data for the students to analyze.” N8-TV included a link to more information about the program, as well as a link to the Connect A Million Minds program, which is backed by parent company Time Warner Cable. (See news story at http://news8austin.com/content/headlines/271315/students–minds-ready-for-lift-off-with-e-mission.)
NASA does a great job of supporting education as do many of the high tech businesses and organization. Certainly a project of this sort will interest students in some sort of STEM-related course of study and career. Maybe the students will see the endless possibilities in Computer Science. What better discipline to teach innovation, critical thinking, and problem-solving skills to students than Computer Science? What better discipline to give students the authentic experiences that will engage them in school and prepare them for life in the 21st Century? Hopefully our students are being assessed with authentic assessments of some type. What methods do you use to assess your computer science students?
Deborah Seehorn
CSTA Board of Directors

By Fran Trees
We are living in a world that is becoming increasingly dependent on technology. With expanding technology comes an exponentially growing number of virtual schools and K-12 learning programs that blend on-line or distance learning with traditional classroom environments.
With the financial challenges facing some schools, elective programs are being cut and courses with small enrollments are being cancelled. Our students are being deprived of exciting and valuable learning experiences. Computer science is an elective course in most states. Although some schools are lucky enough to have administrations and communities that value our discipline, many schools are dropping computer science courses and programs. This worries me terribly.
I find myself wondering if there are ways that the needs and interests of students in schools lacking a computer science curriculum might be met by virtual courses. I don’t know a great deal about virtual schools, virtual courses, or virtual teachers. So, I asked a two friends of mine, Bob Getka (Florida Virtual Schools) and Shermonica Pittman (The Keystone School) to educate me. I include my questions and their answers below:
What exactly is the role of a virtual teacher?
Bob: A virtual teacher has many of the same roles as a traditional teacher, but these roles can be widely different within one “classroom”. Some students may just need that guide on the side and be able to grasp most if not all of the concepts as they go through the course while other students need constant intervention. It can really be almost an individualized learning plan for each student.
Shermonica: Unlike a traditional teacher, a virtual teacher usually does not have to develop course content such as lessons and exams. These are done by the course development team with input from a subject matter expert (who may also teach the course when it’s complete). The role of the virtual teacher is to grade student work and provide thoughtful, targeted, and specific feedback that both gives praise and constructive criticism. In addition, the online teacher responds to student questions. A good online teacher can explain the lesson content in several different ways both verbally and in writing.
How does the virtual teacher’s instructions style have to change to meet the needs of their students?
Bob:A virtual teacher cannot be a one size fits all person, they must be able to make adjustments on an individual basis for each student.
Shermonica: An online teacher needs to be creative and have good grasp of technology. Creating videos to supplement the prepared content is a good way to further explain difficult concepts. However, a video of a teacher simply talking is usually not that effective. Videos that feature screen captures of the teacher writing and explaining code and visual representations of concepts (such as an array or linked list) can be very effective. Learning to use tools such as IM, Skype, and Elluminate Live will allow teachers to communicate with students in real time. An online teacher also needs to learn to decorate their online classroom. Many online courses include an area for a banner and announcements. This is usually the first thing a student sees. Thus, creating banners and announcements allow online teachers to decorate their classroom.
Do virtual teachers collaborate with other virtual teachers in design or development of course materials?
Shermonica: The answer to this is both yes and no. While this is possible, it is not as likely to occur as it would in a traditional school building. Also, keep in mind that just like in a traditional school there may be only one Computer Science teacher. At my school there are quarterly meetings for all teachers and monthly meeting for all full time teachers. During this time we do collaborate and share ideas.
Bob: I have not been involved in the development of a course but I have been involved in rolling out new courses. The teachers who develop and then teach a course are in contact with those teaching the course and I do feel like I have the support of other teachers within my area in my school.
I create a feeling of community in my classroom. I worry about the virtual teacher’s rapport with the student and the communication among the students in a virtual environment.
Shermonica: This can be difficult. However, my school is committed to creating an online community. Thus we have a Facebook presence, an online student newspaper, a Biology Club, a community Service Club, a Photography Club, and a school wide discussion board. In my own classes there are discussion boards just for students in that particular class. Students who wish can show of cool programs they’ve written.
Bob: This is definitely something that is much harder to create with an online situation. But, early assignments can be made which give a teacher a window into a student’s life. I do know that one of my students was in the state finals in basketball in Maryland, another from New York participated in a MIT competition. Yet another is constantly Googling items and sending them to me to see how they work in programs, just like they would in regular classrooms.
I wonder about the type of student that succeeds in a virtual environment. I wonder more about the type of student who doesn’t succeed in such an environment.
Shermonica: Students who are not self-motivated and do not like to read will usually not do well.
Bob: Kids who flourish in an online environment are those that feel like they are being slowed down in a traditional classroom. I had a student a couple of years ago who really wanted to learn Qbasic so he signed up for the course and spent 70 hours over Christmas break and slam dunked the half-credit course! He would have never been able to move so fast in a traditional classroom. Kids who do not succeed are mostly kids who just lose contact with the course.
How does a virtual teacher encourage the students to assume responsibility for their own learning ?
Shermonica: This is stressed in an online classroom. At my school, the enrolment material explains that a student must ask for help. In addition to this, a good online teacher will contact struggling students to offer assistance. My school makes this easy by providing a report of students who are not progressing well. However, it is till up to the student to ask for the help.
Bob: This one is much easier in an online world. The whole curriculum is usually in front of the student at the beginning of the course and starting with the welcome call, the teacher puts the responsibility right on the student.
What does the virtual teacher value about the virtual classroom?
Shermonica:I can’t speak for everyone, but what I value is the ability to concentrate on teaching my subject. I’ve spent up to an hour or more with a single student explaining a concept. Using Elluminate Live I can communicate with students in real time using a microphone. Students can communicate with me using a microphone or the instant messaging feature. In addition, there is an electronic whiteboard that we both can use. I can even share my screen so that the student can see what I am doing. It’s often fun to write programs with a student in this way.
In a traditional classroom my attention was spilt between the entire class, and often my attention was directed toward controlling a few unruly students. In the virtual classroom I can work with students one on one. Thus the pace is geared toward the individual student.
Bob: There are so many new software pieces that have been developed that allow teachers and students to use so many different “classrooms” now that most kids can find their niche within the virtual world.
What makes a good virtual experience? Does the virtual teacher have bad days or frustrating experiences?
Shermonica: Every teacher has bad days and frustrating experiences and this is no different for online teachers. It’s frustrating when students do not ask for help or try to cheat.
Bob: It was very neat to see once again, the responses to the students as they end the year and take the AP Exam and feel like they were prepared and did well on that exam. Just like in the traditional world, when a teacher finds a student has copied or finds that a student is not being truthful with his/her parents, it can be frustrating
How does a teacher who is dynamic, outgoing, and just plain fun in the classroom setting achieve the same type of success in a virtual classroom?
Shermonica: A virtual teacher can be successful by promptly answering student questions and providing good feedback on assignments. It’s encouraging to see students use the feedback you have given them to make progress over time. A good online teacher will also always look for ways to add extra content to the class. Ongoing professional development is also important to stay sharp.
Bob: It can happen, it is just different! I am the chess club sponsor at my F2F school, if I taught full time I am sure I would do the same at my online school. Little things like this to make connections I see happening within the school I work for!
About these virtual teachers:
Shermonica Pittman: I have been teaching for the past 8 years. Currently I live in Rockland County, New York and teach online form home. I teach 7th Grade English, AP Computer Science, Visual Basic Programming, Java Programming, World Literature, Digital Video Production, and Web Design for The Keystone School which is a regionally accredited middle and high school that serves students in all 50 states and around the world. I am certified to teach English in Kansas, Pennsylvania and Florida. I have a Computer Science certification from the state of Florida and a Technology certification from Kansas and Pennsylvania. I earned my undergraduate degree in Computer and Information Science from the University of North Florida in Jacksonville, Florida and my graduate degree in Educational Technology Leadership from the George Washington University in Washington.
Bob Getka: I have been teaching Mathematics and Computer Science for more than 20 years, having taught in Rockford West High School (IL), Naples High School (FL), Parker High School (WI), and Florida Virtual School. I helped the Wisconsin district develop their own Virtual Academy in ’06 and am currently assigned its math teacher for two periods in the morning, returning to teach computer science at Parker for the rest of the day. I have served as a reader for AP CS Exam for10 years, the last 7 of which were as a question leader. I have an undergraduate degree from Rockford College with a BS in math/computer science and minors in business administration and education. My Masters degree is in Instructional Technologies from University of South Florida. In addition to teaching, I worked for 1 ½ years as a programmer at a bank.
Thanks to Shermonica and Bob for this information.
Please share your virtual school experiences or your thoughts about virtual schools.
Fran Trees
CSTA Chapter Liaison