My school celebrated CS Ed Week with a visit from alumni who are working in CS-related careers. One alumnus spoke to my students over skype about his career in the area of targeted advertising for online magazines. His enthusiasm for his job and working with people on the cutting edge of innovation was exciting to see and hear.
He had two main pieces of advice for the high school students in his audience. The first was to pick up a part-time job in college, in order to get some experience, some spending money, and to explore potential careers. His second piece of advice was to find a mentor. He told us that his mentor has been a long-time confidant who gives advice, listens, probes, questions, and helps him make decisions. It made me realize just what a difference an adult can make in a young person’s life. This alumnus is now an adult himself, but he still touches base with a mentor he forged a relationship with back in college.
We, as adults who deal with students every day, should make that effort to make connections with students, to help guide them in their choices for schooling and careers. We should also make some efforts to connect our students with people in the community who could act as mentors to our students. Bringing in industry professionals to speak, taking students on field trips to talk to computer scientists, and seeking out potential internships could end up having a big impact on a student.
Karen Lang
CSTA 9-12 Representative

This blog piece was republished from the KQED MindShift site with permission of the author. Author Sheena Vaidyanathan teaches 3D design and computer programming to students in the Los Altos School District in California.
Deep into the digital age, the need for everyone to understand and learn programming is becoming more and more apparent. Codecademy, Coursera and other education start-ups are stepping in to fill the much-needed gap to teach adults to code. For kids, non-profits like CodeNow are raising funds to run summer programming camps for minority high school students, while other organizations like Girls Who Code are working on getting middle and high school girls interested in computer science.
While these are all worthwhile endeavors, each is working to fix what’s broken: teaching an essential skill that’s not taught in most schools. Learning to program has been relegated to summer camps and through programs that exist because of fundraising. But there’s a case to be made about using school time, school computers, and school funding to teach programming to every student. And to start early: Programming is just writing in the language of computers, so why not teach kids to code like we teach them to write?
It’s already being done, and not surprisingly, in Silicon Valley. Last school year, two very different public schools introduced programming to elementary age students. In the high-performing affluent Los Altos School District, all sixth graders (approximately 500 students) learned to code in a required weekly class. Student feedback showed that girls were just as interested in programming as boys. Turns out that special girls-only programs are unnecessary at this stage because the stereotypes may not have yet set in. (Check out the games built by students.)
In Sí Se Puede, a Rocketship charter school in a low-income community in San Jose, a free weekly after school club in the school computer lab gave fourth-graders an opportunity to learn programming. Within the student population, 92 percent qualify for free/reduced lunch program and many of the programming club members had limited access to a computer at home. But given the opportunity, they created these excellent games.
Though the income level, cultural backgrounds, and computer resources available to the students from these two school communities may be very different, the enthusiasm of students to learn and the ability to quickly grasp programming concepts was exactly the same high level.The student work speaks for itself. Girls or boys, minority or not, low-income or affluent. It does not matter. Everyone can learn to program just like everyone can learn to swim when they are young and unafraid.
Sheena Vaidyanathan

The Philadelphia Area chapter started providing professional development workshops to our members because they asked for it. We regularly query our membership as to how we can best serve them, and providing professional development is a perennial favorite.
This summer we were lucky enough to have received funding through CSTA and Google to provide a three day workshop for area Computer Science teachers. While I am sure that our attendees learned something valuable to them from our workshop (via survey results), I am happy to say that we learned a lot too!
One of the questions on our survey was “What topic would like to see CSTA>>Philly offer in future workshops?” The two responses that came to the top were CS-POGIL and Robotics. We were very glad that two topics were clearly chosen, because it made choosing the subject of our two Saturday workshops very easy!
We just had a Saturday workshop on CS-POGIL at Drexel University. Process Oriented Guided Inquiry Learning in Computer Science is quite the mouthful and many of the individual words are fraught with multiple meanings in CS, but it is a pedagogical approach to teaching computer science that has been proven to be successful in other STEM fields. It is a student centered approach that puts the teacher in a very different role in the classroom. At the end of our workshop, we had several groups of teachers and professors working together to create or convert lesson plans to this model.
It was great to spend a day with computer science teachers discussing HOW to teach computing concepts, not just WHAT to teach. I think we need to remember that teaching is an art and that the best way to teach Computer Science may not be the same as the best way to teach Language Arts or Algebra. We are a unique discipline.
Too often, school districts provide a “one-size-fits-all” type of professional development. This is for several very real reasons,not the least of which is cost. Therefore, when you have a chance to participate in professional development that is targeted and relevant to your field, take it!
Tammy Pirmann
School District Representative

This blog piece is reprinted with permission of its author, Douglas Rushkoff. It was originally published at http://www.edutopia.org/blog/code-literacy-21st-century-requirement-douglas-rushkoff. Douglas is the author of Program or Be Programmed and a good friend of CSTA.
As I see it, code literacy is a requirement for participation in a digital world. When we acquired language, we didn’t just learn how to listen, but also how to speak. When we acquired text, we didn’t just learn how to read, but also how to write. Now that we have computers, we are learning to use them but not how to program them. When we are not code literate, we must accept the devices and software we use with whatever limitations and agendas their creators have built into them. How many times have you altered the content of a lesson or a presentation because you couldn’t figure out how to make the technology work the way you wanted? And have you ever considered that the software’s limitations may be less a function of the underlying technology than that of the corporation that developed it? Would you even know where to begin distinguishing between the two?
This puts us and our kids — who will be living in a more digital world than our own — at a terrible disadvantage. They are spending an increasing amount of their time in digital environments where the rules have been written by others. Just being familiar with how code works would help them navigate this terrain, understand its limitations and determine whether those limits are there because the technology demands it — or simply because some company wants it that way. Code literate kids stop accepting the applications and websites they use at face value, and begin to engage critically and purposefully with them instead.
Otherwise, they may as well be at the circus or a magic show.
More generally, knowing something about programming makes us competitive as individuals, companies and a nation. The rest of the world is learning code. Their schools teach it, their companies are filled with employees who get it, and their militaries are staffed by programmers — not just gamers with joysticks. According to the generals I’ve spoken with, we are less than a generation away from losing our technological superiority on the cyber battlefield, which should concern a nation depending so heavily on drones for security and electronic trading as an industry.
Finally, learning code — and doing so in a social context — familiarizes people with the values of a digital society: the commons, collaboration and sharing. These are replacing the industrial age values of secrecy or the hoarding of knowledge. Learning how software is developed and how the ecosystem of computer technology really works helps us understand the new models through which we’ll be working and living as a society. It’s a new kind of teamwork, and one that’s under-emphasized in our testing-based school systems.
Click here to see the full blog piece.
Douglas Rushkoff
http://codecademy.com

I’ve been thinking a lot about computer science education as it applies to my students. As the K-8 CSTA board representative and a member of the CT CSTA chapter, I’m aware of the complexities of computer science education. Unfortunately, this understanding does not always extend to my students. During a recent conversation with my 6th graders, it became clear to me that what compter science means to my students, and what it means to my colleagues, is not always the same.
Many of my students self-identify as technology experts. They believe that, when confronted with the question of what constitutes computer science, they have all the answers. “Of course,” they exclaim, “computer science is social networking, surfing the web, gaming, cell phone apps and on-line shopping. Isn’t it anything and everything that you can do with a computer?
It stands to reason that my students would have that impression of computer science. Elementary and middle school students grew up with computers. They are confronted with technology continuously, and as digital natives, their level of comfort with technology far exceeds that of older adults. According to the Pew Research Center’s Pew Internet & American Life Project 95% of teens ages 12-17 use the internet compared to 85% of all adults. That number drops to about 60% for adults over 65. The prevalence of computer usage is equally high for children ages 5-12.
Another data point to consider is cell phone ownership. Cell phones are an integral part of kids’ lives. According to the Center on Media and Child’s Health, 22 percent of young children (ages 6-9), 60 percent of tweens (ages 10-14) and 84 percent of teens (ages 15-18) own a cell phone.
At the same time, computer science is the only one of the STEM (Science, Technology, Engineering and Mathematics) fields that has actually seen a decrease in student participation over the last 20 years, from 25% of high school students to only 19%, according to a study called called Can We Fix Computer Science Education in America? published by the National Center for Education Statistics and reported on by the Center on Media and Child’s Health.
The data speaks volumes. No wonder my students believe that technology and computer science are one and the same. So what is a computer science teacher to do?
In only a matter of weeks, computer science educators from across the United States will be celebrating Computer Science Education week. This annual event, held during the week of Grace Hopper’s birthday (December 9, 1906), recognizes the critical role of computing in today’s society. Studies have shown that K-12 education does an inadequate job of preparing students with basic computer science skills. Thankfully, the CS Ed week website contains a wealth of resources related to introducing basic computer science concepts.
One of the most engaging activities featured on the CS Ed week website, is the CS Unplugged curriculum. CS Unplugged is a collection of free learning activities that teach Computer Science through engaging games and puzzles that use cards, string, crayons, and lots of running around. It is an excellent introduction for computer science concepts for elementary students. I am looking forward to utilizing this resource to teach my students a sample of basic computer science concepts (ie., binary numbers, algorithms and data compression).
By taking cues from my students, I am better equipped to address deficiencies in their understanding of computer science. Together, we will continue to explore what computer science education is and why it is so important. Computer science, and not computer literacy, underlies most of today’s innovations. Noted author Douglas Rushkoff said it best:
“When human beings acquired language, we learned not just how to listen but how to speak. When we gained literacy, we learned not just how to read but how to write. And as we move into an increasingly digital reality, we must learn not just how to use programs but how to make them.”
Computer science education week (12/9 through 12/15), is the perfect time to join together with other CS individuals to celebrate the power of computing. Let’s bring more students into the fold. Join me in celebrating the joy and beauty of computers!
Patrice Gans
CSTA K-8 Representative

Almost everyone I know can cook. And what I mean by cooking, is that they can make themselves some semblance of a balanced meal that tastes good. I, on the other hand, am completely useless in the kitchen. I think cooking is an art and that some people are naturally gifted in this area. I don’t believe I have this gift. Many friends and colleagues have scoffed at my claim that I’m unable to learn and think that I haven’t really tried. Believe me, I’ve tried. I’ve followed a countless number of recipes just to make creations that were tasteless or overcooked. Trying to teach myself just hasn’t worked. Clearly I need formal lessons and support, despite what others may think.
Many school system officials and school administrators think that teaching CS is like cooking; anyone can do it if they just try. Since there isn’t a nationally accepted test for a licensure in computer science, states and districts have widely varying criteria for letting teachers teach computer science courses. I worked in a place where first a math certification was required, then they switched the requirement to a business certification, and then they said any secondary school certification was sufficient. In all three situations, no proof of any knowledge of computer science was required in order to teach any of the computing courses, though I was forced to take the Business Praxis exam at one point in order to continue teaching a course I had been teaching for several years. (Hooray, I’m now credentialed to teach accounting, economics, and marketing, even though I’ve had no formal training!) How many of you work in places with similar situations?
Just this week, I discovered that in order to teach a financial literacy course in my county, certified math teachers have to attend a six-hour training, complete an online course, and pass a test in order to be deemed knowledgeable enough to teach this course. These same math teachers can teach computer science without any such training or demonstration that their college coursework included computer science courses. The message that I’m hearing is that anyone can teach themselves what is necessary to teach computer science, but teachers need additional support in order to teach finance. This is crazy! We need to be recognized as a rigorous subject that requires teachers to be knowledgeable in both content and pedagogy. If we really wish to increase the number of teachers in our country to 10,000 by 2015, we have to have school system officials and administrators recognize us as a subject of rigor and one that requires training and support.
Ria Galanos
9-12 Teacher Representative

I understand there are good reasons to push for more digital texts, and for the “fully immersive digital experience”. But there is nothing like a good book, there is nothing like being lost in a good book. I worry that kids will lose all creativity, all ability to use their imagination. And where will the great leaps come from, the aha moments, if people don’t use their imaginations. Sure, I’m all for kids being able to pull out an iPad or notebook computer, pull up text for a classroom discussion, not kill their backs lugging five tomes around school all day, save millions of trees. But let’s not give up on books altogether. Turning pages, letting the mind wander, flipping back and forth between chapters, revisiting a character or an idea in an early section, being able to find on page 30 the formula you need on page 50. These are the activities that actually underly critical thinking. I love technology, but reading on a screen enforces linearity. And it promotes loss of focus. Yes, you can follow a hyperlink, but in some ways you then risk never coming back to the starting point. You get sucked into the vortex of the Internet. You forget why you were following the link in the first place.
My two favorite ways to read; sitting with just a book, or sitting with a book and a computer. Then I can look up things on the computer, but the book is still my touchstone, always calling me back. I still read with pencil or pen in hand. I make notes, mark up things. I still return to the books I read in college for English and political science, I reread, and I also read my notes. I would never dig around to find some electronic file of ruminations, but when the notes are right there I can easily revisit the thoughts of my younger self.
Arne Duncan, rethink where you take us. Sure, use digital text in some circumstances, use it in ways that make sense. But don’t use it 100% of the time, don’t create a generation of young people who don’t appreciate the value of a good book in all its papered glory.
Valerie Barr
Computational Thinking Task Force chair

There is a recent news story about a 14 year old Pakistani girl who was shot by the Taliban because she was advocating for girls to be able to attain an education. At such a young age, she recognized the value education could have for her and took a stand when the Taliban started blowing up schools to keep girls from being able to attend school.
I think about education in the United States and the contrast is so overwhelming. By law, our kids are entitled to a free public education and yet we have kids (and parents) who do not want it. Certainly, one could argue there is a bit of a glorification of education in our society and that not everyone *needs* an education to do what they want. But what does this have to do with computer science?
Am I suggesting we throw traditional education systems out the window and strictly work from an apprenticeship model? No.
Am I suggesting we track our kids from birth to force them into a pre-destined career? No.
What I am suggesting is that we use this news story to shape our students’ ideas of education among gender. Remind them of how much choice they have in what they do, where they go, and the effort they put into things. Remind them that sometimes things are hard, that you must study to learn something new, and that doing well in computer science is about hard work and not innate ability. Remind them that computer science is a tool to help them accomplish other goals andnot just learning a programming language.
But most importantly, encourage students to take a stand for something they believe in. Find their passion, and use education as a catapult to follow that passion and contribute to the society in which they live.
Mindy Hart
At-Large Representative

I will start at the beginning of my story to explain why I titled my blog with the famous quote. The beginning of the 2011-2012 school year I had a conversation with one of the school board members for the school district where I am a teacher. I discovered during our conversation that she had been a mathematician and a computer scientist prior to retiring to raise her children. I had mentioned to her that I wanted to propose that the board recognize Computer Science Education Week. She suggested that I contact the superintendent and make the proposal to him. I followed through with her suggestion but did not receive a response during the school year from the superintendent. The teachers’ union was in the middle of negotiating a new contract, so I felt this was not a good time to pursue my request.
During summer 2012, I wrote letters to each of the school board members asking them to support a proposal to recognize Computer Science Education Week. In my letter, I told the board members that I would be attending the next school board meeting to make my request public. I also sent an email to other computer science teachers in my district asking them to either attend the school board meeting to support me or to send a letters to the school board members requesting that they recognize Computer Science Education Week. I attached the letter I had written and the addresses of the school board members.
The following week I attended the school board meeting. I had prepared a statement and was relieved that I did. I was so nervous speaking to the board and the principals that I read the speech. The text of the statement is listed below:
Board Members and Administrators
I’m sure that you check your email, surf the Internet and use your cell phone as part of your daily life. It is computing and technology that make this all possible. Both play an important role in driving innovation and society. Since 2010 the US House of Representatives have endorsed Computer Science Education Week to raise awareness of the transformative role that computer science has played. Going forward, CS Ed Week will always be held the week containing December 9, Grace Hopper’s birthday.
This year, December 9-15 has been designated as Computer Science Education Week. I am already planning my activities for the week which will include a field trip to Raytheon, a graduate student from UCI that will discuss her project using computers to help parents monitor their premature babies, and a guest speaker from the industry. I am requesting that the board recognize CS Ed Week just as you have recognized CTE, FFA, and student leaders. Please join with me to help promote awareness of the importance of computer science in our society.
Once again I did not hear any response from my request. Last week I was planning my next step when I received a surprise visit from the superintendent. He explained why it had taken so long to respond to my request. He told me that due to my request, the board had reviewed which groups they had honored at school board meetings. They discovered that sports received the most recognition and academics the least amount. It was decided, with the approval of the Athletic Directors, to decrease the number of times per year that athletics is recognized. The board decided to not only recognize Computer Science Week, but to recognize other academic areas. He asked that I send him a sample resolution for the board to use. That evening I visited the Computer Science Education Website (www.csedweek.org) to download the sample resolution that is listed under resources. I sent it to the superintendent with a thank you for dropping by my classroom.
It seems that “Good things come to those who wait” did apply to this situation.
Now, I need to get to work pulling together all of my activities for CS Ed Week.
What activities are you planning for CS Ed Week? It is not too early to begin your planning.
Myra Deister
CSTA At-Large Representative
Sunny Hills High School
Fullerton, CA

I often talk with my students about the impact of technology on our lives: the good and the bad, the capabilities and the limitations. A great example of this was this past summer when my family spent close to a month living in Copenhagen, Denmark. It was amazing how easy living in a foreign country can be thanks to technology.
We found an apartment to rent through an online service and communicated often with our landlord-to-be via email. Money wasn’t a problem once we were there, as electronic banking allowed us to use our ATM and credit cards freely (although most places required a PIN for credit cards). With a wifi connection in our apartment, we were able to use an iPad to FaceTime with family back in the states. And even though we didn’t have cell service there, we were still able track our location and navigate around town using the iPhone map and GPS.
As good as technology is, however, it does have its limitations. The Google Translate app was great for translating signs or phrases, but it also demonstrated how hard language translation still is for computers. While doing laundry one day, I passed the time by translating the dryer settings from Danish to English using Google Translate. Most of the settings mapped closely to what I expected, until I tried the top one: “Ekstra tort.” Based on the other translations, I expected to see “Extra hot.” However, I was surprised to find that it translated as “Additional indignity.” I now feel guilty every time I do laundry, knowing that I am inflicting indignity upon my clothes.

Dave Reed
CSTA Board of Directors