CS Ed Week != Hour of Code

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With the fabulous success of Hour of Code last year, I think many of us have fallen into thinking that Computer Science Education Week (CS Ed Week) is “Hour of Code week.”

As in, “What are you doing for Hour of Code?”… I actually heard myself saying that to someone.

But of course CS Ed Week is much more than introducing your students to a coding lesson.

Teachers who I know are: showcasing their students’ project work, organizing a hackathon to benefit a charitable organization, sharing their year-long curricula with parents and colleagues, and screening films about famous computer scientists.

By the way, did you know that CS Ed Week is the week that it is because Grace Hopper was born on December 9 (1906)? I just learned this.

At my university, it’s finals week. So my students will be taking finals in my two computing courses. (This seems to happen every year.) But in the prior week, they’ll be showing off their final projects to the whole department!

For more resources and ideas, go to csedweek.org/csteacher to download a “Participation Kit for Computer Science Teachers” and list your activities on an international map.

So… “What are you doing for Computer Science Education Week?”

P.S. The languages I’m using most at the moment are Scheme and App Inventor. Below is this post’s title in those languages. Both evaluate to true.

Scheme / Racket / Lisp
(not (equal? 'cs-ed-week 'hour-of-code))

MIT App Inventor

csedweek-not-eq-hour-of-code

The Wonderful World of Wikimedia

Let’s face it: Wikipedia may still be lacking in academic credibility, but that hasn’t stopped us from resorting to the world’s free online encyclopedia time and time again when we need quick facts on a new concept.

What many people don’t know is that Wikipedia is only one of a total of fifteen projects under the Wikimedia Foundation “umbrella,” and which absolutely anyone can edit. In learning communities, teachers and students are encouraged to introduce Wikipedia editing to the learning process: there are a number of Wikipedia Education Programs involving schools and universities all over the world, with impressive results.

But what’s in it for students? Being a Wikipedia editor offers students a multitude of benefits:

  • Writing a Wikipedia article helps students develop their skills in spelling, vocabulary and grammar.
  • Properly referencing a Wikipedia article can be challenging: citations are necessary for even the simplest of articles (known to the Wikipedia community as “stubs”). This means that students need to learn how to identify valid sources, undoubtedly a useful skill for essay-writing.
  • You don’t need an account to edit Wikipedia, but if you do open an account you will soon find that you are a member of an exciting, multicultural community that values learning and volunteering. Editors are not paid for their work; what drives them is their passion for sharing knowledge.
  • Assignments don’t end up merely taking up space on a school shelf or hard disk: on Wikipedia they are dynamic content that can be expanded, translated, enhanced with multimedia etc. in spiraling progress… they may even have a chance at being nominated as featured articles!
  • A Wikipedia editor can proudly share the content he has created on social media, or monitor the popularity of the article she started or edited by viewing its statistics page (click the “View History” tab of an article and then “Page View Statistics”). She may be surprised by how many people found the article useful!
  • And much, much more…

What’s in it, especially for Computer Science students?

  • Using Wiki markup is an excellent introductory “exercise” to learning HTML (so long as you don’t opt-in to the Visual Editor). HTML is also used in wikitext: see the special “how-to” article here.
  • Wikimedia Commons – the Wikimedia Foundation’s multimedia repository – is a perfect place for aspiring computer scientists to share photos and/or videos of computer hardware, source code etc. and enhance Computer Science articles by introducing links to their  files (provided they are willing to share their work under a proper license)
  • Girls interested in pursuing a career in Computer Science may be excited to find out that Wikipedia has an article titled “Women in Computing,” with ever-growing content that they can browse and edit. In fact, numerous Wikipedia “editathons” were held all over the world to celebrate Ada Lovelace day last year. Writing a new article (or expanding an existing one) on a notable woman computer scientist is a great way to draw inspiration and contribute to the available online knowledge on women in STEM.

I have been using Wikipedia and Wikimedia editing in the classroom since 2007, and my students have contributed to over 50 articles on Wikipedia and uploaded over 200 files to Commons. It is a rich experience, which earned us a significant distinction at a European STEM conference: “Why the High School Student Became a Wikipedia Editor” won first prize in the 1st Scientix poster competition in Brussels, Belgium. We have worked on Greek Wikipedia, started two galleries on Wikimedia Commons and this year we’re adding local dialect words to Greek Wiktionary. If you decide to enter the wonderful world of Wikimedia and need guidance/inspiration, don’t hesitate to visit my user page and drop me a line!

Mina Theofilatou
CSTA International Representative
Kefalonia, Greece

Have you been to the Summit?

One of the very most enjoyable parts of my position as Chair of the CSTA Board of Directors is attending the many functions to which I am invited to bring greetings. One such function was the National Computer Science Principles Education Summit, which was held on Wednesday, July 16, 2014; after the CSTA Annual Conference and before the CSTA board meeting. The summit was graciously sponsored by Google (and prominently powered by Google as well).

The purpose of the summit was to increase awareness, broaden understanding, and create capacity for the wide-scale adoption and on-going support of the pre-AP Computer Science Principles course. The summit was absolutely awesome. The summit had two session strands: one for administrators and one for teachers. Fifteen speakers presented different topics throughout the summit. Plenary sessions were given by Rebecca Dovi and Rich Kick and Owen Astrachan and Fran Trees. Breakout sessions for teachers and administrators included Understanding Computer Science Principles (CSP) and Resources for Teaching CSP presented by Jeff Gray, Kelly Powers, Rebecca Dovi, Barb Ericson, and Lien Diaz. An entertaining and informative flash talk session provided information about assessment, creativity, policy, and collaboration from Fran Trees, Carol Yarbrough, Andy Kuemmel, and Rich Kick.

Another highlight involved a session presented by Emmanuel Schanzer and Rebecca Dovi during which the participants divided into groups and developed and presented their action plans for implementing CSP in their schools. The summit concluded with inspiring testimonials from various attendees.

Funding limited the number of attendees to 60. There were many more applicants than session slots, so CSTA had a rigorous application process. Preference was given to teams of administrators and CS educators. On the actual day of the summit, thirty percent of attendees were administrators. Google provided support (including the technology and human capital) to share the summit proceedings with more than 300 virtual attendees—in real time.

This was a tremendous undertaking and involved the dedicated participation of many volunteers in addition to the Google professionals. Not only was the information shared during the summit interesting and informative, it was incredible to watch the intense coordination of the many volunteers who were able to actively involve the virtual participants in the summit through the use of technology and teamwork. Kudos and thanks to all volunteers! The CSP Summit was so successful, CSTA hopes to duplicate another in-conjunction event and invite virtual participation in the future.

If you were not able to attend the CS Principles Summit, you may view the summit agenda on the CS Principles Google site. At the site, you may view videos of many of the summit sessions. Further information about the CS Principles course can be found at the CSP website.

The CS Principles Summit was truly the pinnacle of teacher professional development in the 21st century. If you have not been to the summit, I invite you to visit the cited sources. I have been to the summit—thanks to Google and CSTA.

Websites and Web Resources cited:
http://lp.collegeboard.org/ap-computer-science-principles
http://apcsprinciples.org/
https://sites.google.com/a/csta-hq.org/csps/agenda

Deborah Seehorn CSTA State Department Representative, Board Chair
Curriculum Committee Chair

We Are the Ones We’ve Been Waiting For

Excerpt | Innovating Women: The Changing Face of Technology

We Are the Ones We’ve Been Waiting For
Mary Grove and Megan Smith

Mary Grove is Google’s director of global entrepreneurship outreach where she leads Google for Entrepreneurs, the company’s programs and partnerships to support start-ups and entrepreneurs in more than 100 countries around the world.

Megan Smith is the newly named U.S. chief technology officer. She is a former Google executive with a background in entrepreneurship and engineering.

All of us have inherited from history great gifts, innovations, wonderful culture, and sadly, extraordinary biases—both conscious and unconscious.

Today, the vast majority of gender bias is unconscious.The Equality Challenge Unit has shared extensive research about the nature and effect of bias; for example, our unconscious brain processes large amounts of information and looks for patterns 200,000 times faster than the conscious brain, and when it sees patterns occurring together (like seeing men alone in senior leadership), it wires those thoughts together neurally.

As we become much more aware of and educated about the complexities of these biases, how they operate, and the pain and extraordinary economic, cultural, political, creative, and social loss they cause for humanity, it’s our responsibility to act, to shift, to upgrade. None of us created these problems, but we can be the ones to make a huge push to fix them.

The gender gap is very real. If we quickly look at just the United States, we know that women make up 14 percent of Fortune 500 Executive Committees, 17 percent of Congress, and 11 percent of CEO/founder positions of U.S. firms backed by venture capital. These numbers vary by country around the world, but in most cases they are sadly similar or worse, and only on rare exception are they better. The treatment of women varies by country, including extreme regions where women are basically treated as property, places where nearly all of the sixteen points voiced in the historic Declaration of Sentiments, created at the world’s first Women’s Rights Convention in 1848 at Seneca Falls, are still operating culturally and often legally. (If you haven’t already, the Declaration of Sentiments is worth reading to reflect on how far we have and have not come since the mid-1800s.)

For most of history, the vast majority of people were exposed to and became comfortable with a disparate reality for men and women. In every generation, there have been giants, both women and men, who have worked tirelessly for gender equality—but they faced, and still face, a constant uphill battle.

Today it feels like we’re at a tipping point in many parts of the world, where a growing majority of people are conscious of the need for women’s equal rights for so many reasons—that we are perhaps about to accelerate on our path to real, meaningful, and lasting gender equality. Activists, artists, and change makers everywhere continue to build upon centuries of incredible work, now that the Internet has dramatically expanded their reach and voice. Conversations abound about the empowerment of women and girls—moved from the sidelines to the center stage at the UN, across developed and developing countries. Sheryl Sandberg’s book, Lean In, has provoked greater dialogue across professional sectors, and research firms like McKinsey and Catalyst, alongside business schools like Kellogg, Harvard, and MIT, are doing the research we have long needed that shows why it’s economically valuable to have gender-inclusive and balanced teams, and how unconscious bias is operating everywhere to block progress. Long-standing groups who work for gender equality in technology fields, like National Center for Women & Information Technology and the Anita Borg Institute, are getting much more mainstream access to senior executives and others to help educate for change. Research now proves that gender-diverse teams and leadership make better products, companies, organizations, families, communities, and countries.

People across the world responded to the idea Vivek, Tavinder, Farai, Neesha, and their team had to collaboratively create this book—hundreds of women were able to efficiently contribute their personal stories. These are important accounts of their own difficult experiences with the real and perceptual historic biases we have inherited and how they are moving to write our next chapter. Thank you to everyone who has shared useful stories, broad experiences, deeply troubling challenges, success breakthroughs, and critical insights.

Sharing these personal stories and so many more is a big part of the solution.

Making these problems visible through real day-to-day experiences, both the hardship and examples of potential paths forward, show us the hopeless reality and the hopeful ways out.

The stories, the realities that each woman faces, are a powerful way to elicit empathy, allow us to understand much more specifically the challenges, and encourage all of us to look deeper at these issues and evolve.

We see two important opportunities for the future here: The first is championing and supporting organizations whose direct mission is to support women. Organizations like Astia, Women 2.0, Vital Voices, the Global Fund for Women, and UP Global are working directly to ensure more women have access to the opportunities they deserve. We both sit on the boards of some of these organizations and are fortunate to witness firsthand how tremendous leadership in action can lead to direct results.

In June 2013, UP Global hosted the Startup Weekend Women’s Edition SF and, with 85 percent women, clocked in with the highest number of women ever at a startup weekend. Many shared how they had long considered participating in a startup weekend event, but once they heard that one was specifically for female entrepreneurs, they jumped at the opportunity and never looked back. UP Global is working on a new initiative with support from Google for Entrepreneurs and Blackstone Foundation called Startup Women, an effort to increase participation of women across UP Global’s programs and help 1,500 women-led startups launch this year.

The second layer is thinking about increasing diversity as a thin underlay across all the work we do globally. We saw this with Manos Accelerator, a new tech accelerator for Latino startup founders; they made a conscious decision to ensure they filled their pipeline with both male and female founders, and subsequently their first class of startups featured five of the seven teams with a female founder. Google for Entrepreneurs launched the global #40Forward effort this year to increase representation of women in forty startup communities with forty partners. Organizations did everything from simply tweak the time of day of their events to launch women-focused accelerators. It’s not just about one organization or one community—the ideas is to shift the way we think about inclusion across the board.

There is enormous potential to tackle the world’s toughest challenges with women and men working together on solutions, tremendous opportunity to improve our communities and our countries and together to elevate our global human condition through entrepreneurship and “10X thinking.” It requires courage, rolling up our sleeves, and moving outside of our comfort zone and our traditional ways of thinking.

Gloria Steinem said, “Don’t think about making women fit the world—think about making the world fit women.” As an industry, we are just at the start of understanding this insight and how we might change and adapt our tech culture to better accommodate so many more innovators. If not now, when?

If not us, who? Take action.

We are the ones we’ve been waiting for.

Excerpted from Innovating Women: The Changing Face of Technology by Vivek Wadhwa and Farai Chideya. Copyright 2014 by Vivek Wadhwa and Farai Chideya. Excerpted by permission of Diversion Books. All rights reserved. No part of this excerpt may be reproduced or reprinted without permission in writing from the publisher.

Speak Up: Do Your Part to Support CS Education and Educators

With people starting to make plans for CS Ed Week and the recent spotlight on making CS count for graduation I think it is important to remember the needs of the teachers. In order for CS to count and for there to be CS ED Week activities you need to have teachers who are teaching CS and/or who are raising awareness for it. You also need K-8 teachers who are given the freedom to incorporate CS into their elementary and middle grades curriculum. You need teachers.

While we need teachers, the teachers need the administration and the local, state, and national governance boards to recognize certifications, preparatory programs, and many other form of professional development for CS. Until CS teachers are recognized and supported as other content areas are, we will run the gamut of types of CS programs in our schools from full curriculum to nothing.

We have made much headway with CS but we still need stronger support through certifications and legislation. I think that sometimes we need to better educate ourselves of the landscape of CS and use successes to our advantage. For example, Ohio has had a computer science certification for many years. I have been teaching for 16 years and it was in place way before me. Others could use the example of our certification as a starting point for conversation with their state education boards. It is completely plausible to ask your state why Ohio recognizes CS certification, has for a long time, and yours does not. Okay so it may not be that easy but you never know. Last year CSTA put out a document that took a look at all of the states, what they recognize, and information about CS. It was called Bugs in the System:Computer Science Teacher Certification in the U.S. and is a fantastic resource if you are trying to raise CS awareness in your state.

So maybe you are thinking that you are not in a position to talk to your state education board and that is fine. However, with resources from other states you can also go to your local administration and board and propose that you start CS or improve your CS offerings. Use the states around you with CS certifications or programs as a selling point. If the states near you are doing something, you can propose that your school get ahead of the rest of your state and begin a CS program/ increase your program. The idea of being “first” at offering something or getting ahead of other places appeals to many schools.

I think as we approach CS ED Week we need to take a look around us at what is going on in classrooms and states around the nation. Even look at other countries and the CS curriculum they are creating. Use this information to show someone, whether local or on a bigger stage, that CS is happening, it is on the move, and it will be a part of our futures. How fast it becomes a part of our schools’ future depends largely on us. It depends on our passion, our resources, and how many people we can reach.

So spend some time on the CSTA website and find some resources that you can use as you are planning events and talking to your administration. There is a whole organization (CSTA) supporting you and standing with you as you advocate for CS.

Good LUCK!

Moving Students Toward a “Growth Mindset” in Computer Science

At a recent mathematics educators’ conference during which I was both an attendee and presenter, I was bombarded with sessions about the current education theory, Growth Mindset. I had been introduced to this theory at several local edCamps that I have attended over the last few months.

Growth Mindset was coined by Carol Dweck, Stanford University psychologist. “In a growth mindset, people believe that their most basic abilities can be developed through dedication and hard work—brains and talent are just the starting point. This view creates a love of learning and a resilience that is essential for great accomplishment. Virtually all great people have had these qualities.” (http://mindsetonline.com/whatisit/about/index.html) She defines the counterpart, a fixed mindset, “as the belief that traits are just givens. People have a certain amount of brains and talent and nothing can change that. If they have a lot, they’re all set, but if they don’t… So people in this mindset worry about their traits and how adequate they are. They have something to prove to themselves and others.” ( http://mindsetonline.com/whatisit/themindsets/index.html)

I attended a Mindset session presented by Jo Boaler, (http://www.youcubed.org/) Stanford Professor of Mathematics Education.  She discussed the growth mindset activities that she used with junior high students that were attending a summer school program due to poor grades in math. She demonstrated a problem that contained 3 sets of blocks that increase in number each step.
mindset2Revised
The students were asked to describe the pattern.  There were different descriptions that were given.  Some examples included a volcano, where the left and right sides increase.  Another description was to add a row across the bottom.

I assigned the same problem to my computer science students.  They also described the increase as a volcano and increasing from the bottom.  We discussed how we could write a program to calculate the number of blocks from their descriptions and different approaches that could be used.  I decided that this exercise was so successful that I would try a few more.  Fawn Nguyen created the website http://www.visualpatterns.org/ that has 160 patterns.  I began using those as Do Now activities to help students build their pattern recognition.  The students have found different approaches to each pattern.  We then discuss how these could be programmed.  As the students are working on these problems, I walk around the room and if they are stuck I ask the students how they see each pattern growing and describe it to me.  I suggest that they use their description to build an equation.

This week I had the students view a Kahn Academy video about “Growth Mindset” https://www.khanacademy.org/youcanlearnanything

The students answered 3 questions online and explained the why behind their answer.  The 3 questions were:

  1. Do you agree with Sal Khan that you can grow your mind?  Why or Why not?
  2. Do you agree with Sal Khan that you learn more from your mistakes?  Why or why not?
  3. Finally, how will this change your work in the computer science class?

Then each student responded to  2 other student posts.

I have just started with working on activities to help the students to move toward a “Growth Mindset”. A few other strategies I need to do is to remind the students that it is “ok” to make mistakes because they can learn more from the mistakes rather than just get the correct answer.  I also need to investigate how to reward effort in my class.  I had started awarding points for extending the code that we did together in class.  I feel that this is a step in the right direction.  Additionally, I want to create a display that “rewards” improving and effort.  Maybe I can implement that second semester.

What activities can you suggest to move students toward a “Growth Mindset”?

To the Stars

InnovatingWomenExcerpt | Innovating Women: The Changing Face of Technology

To the Stars
Anousheh Ansari

Anousheh Ansari is a serial entrepreneur and cofounder and chairman of Prodea Systems, a company that will unleash the power of the Internet to all consumers and dramatically alter and simplify consumers’ digital living experience. Prior to founding Prodea Systems, Anousheh served as cofounder, CEO, and chairman of Telecom Technologies, Inc. On September 18, 2006, Anousheh became the first female private space explorer, the fourth private explorer to visit space, and the first astronaut of Iranian descent. She is a member of the X Prize Foundation’s Vision Circle as well as its Board of Trustees. She is a life member in the Association of Space Explorers and on the advisory board of the Teachers in Space project.

I immigrated to the United States from Iran, a teenager who didn’t speak a word of English. Growing up in Iran, my head was always in the clouds. At night I would spend hours watching the stars, wanting nothing more than to become an astronaut, to fly to space and touch them. My mind was filled with a future where starships would fly to every corner of the universe. I would be the science officer aboard the Starship Enterprise, traveling through wormholes and exploring strange new worlds and new civilizations—to boldly go where no one has gone before. I dreamed of a future with time machines, parallel universes, teleportation and a United Federation of Planets. I was fascinated by all these possibilities because when you’re a child, everything is possible—there are no boundaries, and everything is a puzzle to be solved, every dark corner an opportunity for discovery.

When I arrived in the United States, the realities of life put me on a completely different path. I went to school and studied electrical engineering while working full-time. My family moved to the United States with nothing but hopes for a new life and a better future, so finding a job to support myself and my family was important. I found a job at a major telecommunications company, MCI, and started my career as an engineer. Working at MCI was a great experience—I learned the ins and outs of the corporate world while learning a lot about the telecom industry.

President Roosevelt once said: “Far better it is to dare mighty things, to win glorious triumphs, even though checkered by failure, than to rank with those timid spirits who neither enjoy nor suffer much, because they live in the gray twilight that knows neither victory nor defeat.” I like to believe that’s how I live my life, and so, a few years later, after meeting my husband at MCI, we both left the company and started on our road to entrepreneurship.

Building a company from scratch and growing it is exciting, but also a big challenge. It is very much like raising a child: while it’s very rewarding, it also has its share of ups and downs. As a female CEO of a tech company, I learned that even though I lived in one of the most advanced western societies, certain prejudices against women in leadership positions, especially in high tech, still persevered. However, my philosophy has always been to do my best in everything I set my mind to and let my work speak for itself. This has proven to be a most successful strategy and has turned many skeptics into believers and friends.

Although I became a very successful entrepreneur, I still felt that something was missing in my life, and that was my passion for the stars. While I kept my dream alive in my heart and continued to study and learn about space, I wanted to do more. I didn’t want to become one of those people who would just complain about what’s wrong in this world—I wanted to do something about it and to change it. Sometimes it is easier to take risk when you have very little to lose, but as a successful entrepreneur, taking risk and daring to do big things takes on a whole new meaning. I think most people in my shoes would have given up on their so-called crazy dream and stayed in their comfort zone instead of stepping out and facing uncertainty and potential failure. But for me, it wasn’t just a dream. It was a burning passion that gave me a sense of purpose and direction in life.

I’ve always believed that if you want something bad enough in your heart, the universe conspires to help you achieve it. I consider myself a very lucky person, as one of the few who is living out a childhood dream, but as Louis Pasteur said: “Chance favors a prepared mind.” For me, a series of fortunate events led me to Star City, Moscow, and ultimately, to the stars.

It all started with meeting Peter Diamandis, the founder of X Prize Foundation. He is, like me, crazy about outer space, and wanted to do something about opening up access to space. Peter had launched a $10 million competition for anyone not affiliated with a government agency to build a spaceship that could go to space twice within two weeks. It sounded crazy, but to me it was the first opportunity to be part of changing the future for millions of people who shared my dream of space travel.

Peter came to visit us and tell us about his prize, and without hesitation, we saw the value in what he was doing and partnered up with him. The prize was launched as the Ansari X Prize and had twenty-six teams competing from seven countries, each with their own unique and innovative approach on how they would reach one hundred kilometers into space. Ultimately, in a great historic moment, the team from Mojave Aerospace won the prize in October of 2004. After their success, no one would ever again question the power of a small group of focused innovators to achieve seemingly impossible tasks.

On that same day, Virgin Galactic was born, and we knew that our goal of launching a new industry was achieved. Many changes have occurred as a result of the prize, as well as all of the regulatory reform that came from our efforts with the X Prize. NASA started warming up to partnership with small private companies as well as using incentive prizes to bring a wide range of innovative approaches to solve many technical challenges.

On the first anniversary of the Ansari X Prize, I got an invitation to go learn about the Russian space program and train as a backup. I couldn’t have been happier. Even though it was one of the coldest winters in Moscow, I didn’t care. This was my chance to be part of the space program and get one step closer to my dream. Many people told me I was crazy—that I’d freeze in the Moscow winter, that training on a Russian military base alone was not safe. They even questioned my sanity, but I didn’t care. I was like a kid in a candy store: I couldn’t wait to get on the plane and meet all of the astronauts and cosmonauts in person, to walk in the hallways where Yuri Gagarin walked, to visit where Tereshkova—the first woman in space—prepared for her historic mission. To me, this was the opportunity of a lifetime, and I would not miss it.

So I went and trained as hard as I could. I was faced with some resistance when I first arrived in Star City, but after a couple of months of hard work, when they realized how serious I was about my training and how passionate I was, all of the instructors became my best friends and advocates. I worked tirelessly and trained for nine months as a backup for a Russian Soyuz mission to the International Space Station—and just three weeks before the flight, I was told that a primary crew member failed one of his medical exams and that I could take his seat.

I spent eleven glorious days in space. I saw Earth as a beautiful blue ball in the vast velvety darkness of space and felt its warmth and energy. I saw a sunset and a sunrise every ninety minutes, and billions of shining stars surrounded us.

There is nothing else like it out there. When you look at Earth from above, you have a new perspective. You can see how insignificant we are compared to the universe that surrounds us, and even more, how insignificant the things we fight over are. Floating in space, from my safe haven among the stars, I saw a world without division—just one Earth—in a vast universe. From my vantage point, the boundary lines separating countries and people had become blurred and then invisible. I knew that back on Earth these imaginary lines were very much present and causing all sorts of problems—but up there, the lines did not matter, did not exist.

Back on Earth, I am focused on my new company, Prodea Systems, which was launched on the same day I launched into space. At Prodea, we are trying to change how people use technology and make it easy and seamless so everyone, from any place, using any device, can enjoy and benefit from the use of technology. As I work to bring this to people all over the world, I am constantly reminded of that beautiful image of our planet and how we are all the same, with similar wants and needs.

In parallel, through my work with the X Prize Foundation and other organizations, I continue to make space more accessible to everyone so that anyone who wants to can have the opportunity to experience what I experienced. I want to make access to space safe and inexpensive so that we can fully benefit from the resources in space to better our lives here on Earth. We have also expanded the use of incentive prizes to solve the biggest challenges humanity faces. Whether at the bottom of the ocean or out in space, in the smallest building block of our bodies or the depth of the sun, we’re turning every challenge into an opportunity to advance human life and make our planet a better place for all of us to live together.

We live in a unique time, one that may become a pivotal point in the history of mankind. As humans, never before have we had so much potential to build or to destroy, to grow and seed the universe with our species or to annihilate, to give life or propagate death. Over centuries we have mastered skills and technologies that have given us enormous individual power and shrunk time and space between us, but with great power comes great responsibility, and we must use our imaginations to take risks, break all the boundaries, and challenge the status quo. We cannot be afraid because fear is death—a life in fear is a life not lived. Take it from someone who has been all the way down in the gutter and all the way up to the stars, someone who has gone from one high to a new low and then back up again. The journey is life, and how we live it is our choice. Let’s make the journey worthwhile.

Excerpted from Innovating Women: The Changing Face of Technology by Vivek Wadhwa and Farai Chideya. Copyright 2014 by Vivek Wadhwa and Farai Chideya. Excerpted by permission of Diversion Books. All rights reserved. No part of this excerpt may be reproduced or reprinted without permission in writing from the publisher.

CS Teachers on the Front Line in Protecting Student Privacy

Data, Personally Identifiable Information (PII), and privacy appear in the news nearly a daily. The article, “Privacy, Data Combination, and Why PII Can Be a Red Herring,” caused me to think about how valuable you as a CS teacher can be in helping other teachers, administrators, and school boards in making decisions about the companies and tools being used to store student data…including grades, educational programming labels, subjective assessments, and comments.

You are probably one of the more informed individuals in your school when it comes to understanding data and how it can be analyzed and used. You probably also have a deeper than typical understanding of where data can end up as revealed in the privacy policies of these companies and tools regarding user ownership and control of their data.

I must admit that this article made the hair on the back of neck stand up. I had not thought about many of the implications and possibilities of student data escaping to the wild, nor the not-so-remote possibility that it can happen more easily than we might think.

The author, Bill Fitzgerald, suggests that “we need to start looking at privacy, data collection, the lack of understanding of abusive dynamics, trends of tech and EdTech funding by venture capitalists, as related.” Even though privacy issues can seem overwhelming, as a CS educator not only do you understand data concepts but are able to help others understand the fine print and think about the questions to ask before putting student data in the hands of third party companies. Fitzgerald offers several suggestions for addressing privacy issues:

  • We start improving privacy when we call out abusive dynamics online.
  • We start improving privacy when we let a vendor know we will not be using their app with students because of their privacy policies.
  • We start improving privacy when we talk to our colleagues about how privacy – and respect for student data – informs our tech choices.
  • We start improving privacy when we talk to our schools, our school boards, and our elected officials about the ways that current practice needs to improve.

Let us know about your experiences and challenges in protecting student data.

Pat Phillips
Editor, The CSTA Voice

What do you want your students to know?

As I was rethinking some of my courses and the approach to take with my students this year I thought about why I want them to take my classes. While I had lots of great philosophical answers and typical CS catch phrases, I kept coming back to I want them to know how to think and to have fun. Those really are two of my core beliefs as I look at lessons and assignments. I want them to be in awe of what computer science is and what it can do. I want them to be excited. I want it to change the way they think about things. I love the #3 reason in the article Six Reasons Why Studying CS is Worth It. I laughed when I read it because I break everything down in my mind as well. This is what I want my students to do. Do I want them to major in CS? – sure that would be fantastic but if they don’t, I want them to think like a computer scientist and I want them to know that solving problems can be exciting and fun.

So what do you want your students to do with computer science? Is it different for different courses? Do you find that you focus solely on programming or do you encourage them to think about other perspectives of computer science? Here are some resources* I use to broaden my students thinking and how they should look at computer science in the world around them.

  • Blown to Bits – I use different chapters in different classes. I use this to also fulfill my districts reading and writing across the curriculum requirement.
  • Videos of CS from University of Washington – I use the Pathways in computer science to dispel the concept of CS people sitting behind a computer in a cubicle.
  • Luis Von Ahn – I don’t have a specific link because there is so much out there. In one of my classes we start talking about captchas and I let the students complain about them and how sometimes they can’t read them, etc and then I tell them about what really is going on and show them a talk he gave about it. We then talk about computer scientist are people who can solve larger problems. Again this is not the stereotypical geek image of CS and they see what it is doing. I also go on to show them Duolingo and the students are amazed.
  • Code.org – of course I also use the viral video that shows famous people talking about code but I only use this when we are specifically coding as I want my students to understand the multiple facets of computer science.
  • CSTA Resources – There also are several great videos and resources from our own CSTA website. There are posters and past those link are videos and resources about careers in CS.

Many of these resources still point students to a career in CS and above I claimed I know they all will not. What I think these resources do is show how problem solving, computational thinking, and aspects of computer science are different than what my students believe them to be. I think some students do not want to go into CS because they have a misconception of what it really is. So yes I love CS, I love teaching, but most of all I want my students to see the excitement and wonder of the world through the lens of CS and how the skills they learn could aid them in anything they chose to do.
(* There are many resources out there and I am only listing ones I frequently use – feel free to comment below this blog with your own resources)

Stephanie Hoeppner
9-12 Representative

Book/Resource Review: The Cryptic Case of the Coded Fair

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Cryptic Case of the Coded Fair

Cryptic Case of the Coded Fair

The key to engagement in tech is to get children involved at a young age. Maybe there is a child in your life that is interested in puzzles, and just needs the support to know that being nerdy is okay? The most important thing that kept me in the technology field was being given access to classes, games, puzzles and having parents in STEM. An important resource that I wish I’d had, are age appropriate books about computer science. When growing up, there were books about everything from nature to athletics to medicine, but never computing. I am thrilled to see books like this available for kids!

The Cryptic Case of the Coded Fair by Barbara & Robert Tinker and Penny Noyce, is the most recent book in a series for 9-13 year olds about the Galactic Academy of Science (G.A.S.). In this book G.A.S. is attempting to save a science fair from Dr. G, the evil genius who is trying to discredit real science by sending encrypted messages to corrupt judges. In order to crack Dr. G’s messages, two middle schoolers, Ella and Shomari, are recruited to travel through time to learn about different ciphers and codes from different historical figures in encryption. They meet figures like Julius Caesar and Alan Turing, and are taught how they developed different coding techniques. Throughout the book there is also an interactive portion, where students can try out different ciphers with challenges online. Things like interactivity with a book can help expand ideas, while also keeping a child engaged.

While I am a bit beyond the age range for this book, I really enjoyed it! I learned something new while being immersed in a captivating story. Books like this can help children who may be hesitant about computing to see an interesting application, learn more about the field and maybe explore further possibilities.

By Julie Hubschman

Julie Hubschman is a junior Interdisciplinary Major in Human-Computer Interaction at Goucher College in Baltimore, MD. She is currently spending a semester in Scotland. She loves tech and robots named Jimmy.