Accessibility in Computer Science

Posted on February 6, 2015 by Aman Yadav

During January 23-24, 2015, I attended an AccessComputing meeting (Alliance for Access to Computing Careers) that focused on ways to increase participation of students with disabilities in computing courses. As an educator, it was a useful meeting where I learned not only about the importance of focusing on meeting the needs of EVERY student, but also about the useful resources AccessComputing provides for CS educators. Richard Ladner, who leads the alliance makes a strong argument for why we should support all students stating, “when more citizens have access to computing opportunities, and when computing fields are enhanced by the perspectives of people with disabilities, we all benefit.”

AccessComputing offers a number of resources and tools that educators could incorporate in their classrooms. The website has resources on how to web pages accessible by following these 30 accessibility tips and how to apply the principles of universal design to make sure computing facilities are accessible. If you have students who need accommodations in your classroom, visit AccessComputing accommodations section to “find tools and resources for assessing the accessibility of your lab or department and developing accommodation strategies”. Another useful resources is the knowledge base, where you can learn about specific disability related issues.

Top Secret Rosies: The Female Computers of WWII

Posted on February 5, 2015 by Stephanie Hoeppner

I showed the film Top Secret Rosies: The Female Computers of WWII in 3 of my classes for CS Ed Week (although it was a different week due to exams – such the life of education). I had heard good things about the film from several other computer science teachers and thought it would be a great history/cs topic. I also found the website http://www.topsecretrosies.com/ very helpful for resources including a study guide and other reference links. But enough about my decisions, it is the reactions to the film from my students that made this such a worthwhile experience.

The most profound remark occurred while the film was discussing how the women did not get credit for their work and it was showing how a picture was cropped so that it was just the man with the machine and not the women. One of my male students remarked out loud “that’s not fair!” I think he startled himself just as much as some around him because it was an impromptu emotional reaction. After the film this led to several comments about how none of them knew women did so much and why no one else knows about this.

During the film the students had questions to to fill out as well as opinions questions to answer. Here are some of the best comments:

“I don’t get why they stopped and had a family instead of staying in computers”

“Why didn’t they stay in computers if they were doing well?”
“I think it is weird only one stayed in computers”
“Did men take back over all the jobs when the war was over?”

“I didn’t know women started all the programming”

“I think it would be hard to know your calculations killed people”

“Its cool that computers used to be knobs and levers.”

“I didn’t know computers was a name for people”

As you can see many students were surprised and actually upset that the women left computing for family and other opportunities. The students collectively felt if the women started the job and were doing well then they should have stayed with it. Some of them were also struck by the concept that what the women were doing with the calculations led to people being killed in the war. This actually opened up a great conversation about understanding the consequences of your work and actions. We discussed that people can have a far reaching effect when they are programming and it can be anything from bombs dropping to corporations making money, etc. There were several other conversations centered around beginning computing, the people, the machines, and how different it is today. Overall I would say this film had a much further impact that I would have thought. The students learned history that included the women “computers” and also learned about the impact of war, computing, and jobs during that time period.

If you haven’t used this in your classes I would highly suggest it and my best advice would to not preface the film and just let them come to understandings and realizations on their own. You might just be surprised what they say!

CSTA Computational Thinking (CT) Task Force

Posted on February 4, 2015 by Irene Lee

Why was the Computational Thinking (CT) Task Force formed?

One of the primary purposes of the CSTA is to support K-12 CS educators. Thus, it’s important that the CSTA be aware of current developments in computer science education, including Computational Thinking (CT), so we can take advantage of new opportunities and new partnerships. The CT Task Force was formed to advise the organization about how to connect with and respond to new Computational Thinking initiatives.

Who are the members of the CT Task Force?

In July 2014, the CT Task Force re-assembled with these members:

Irene Lee, Chair (Santa Fe Institute, Project GUTS)
Fred Martin, Co-Chair (University of Massachusetts Lowell)
J. Philip East (University of Northern Iowa)
Diana Franklin (University of California, Santa Barbara)
Shuchi Grover (Stanford University)
Roxana Hadad (Northeastern Illinois University)
Joe Kmoch (University of Wisconsin-Milwaukee)
Michelle Lagos (American School of Tegucigalpa)
Eric Snow (SRI International)

What does the CT Task Force do?

This year, we are focusing on CT in K-8 teaching and learning. This is a pressing need, and we would like to understand the scope of what is being called “computational thinking” in K-8: how it is being defined, what tools and curricula are being used to teach computational thinking, and how it is being assessed. Task Force members also participate on related efforts, such as developing proposals for providing professional development in CT through the CSTA.

How does the CT Task Force serve the CSTA membership?

We serve the membership by:

1) Writing, publishing and disseminating papers on CT

2) Coordinating efforts to inform K-8 educators about CT

3) Making presentations on CT at educational conferences

4) Updating the CT webpage on the CSTA website

We welcome suggestions and contributions from the CSTA membership on ways the CT Task Force can better serve you.

Teaching and learning with “gift code”

Posted on February 3, 2015 by Fred Martin

Last month I co-taught a two-and-a-half day workshop introducing students to building apps with MIT App Inventor. Some of our students had prior programming background, and others did not.

Here, our goal as teachers was to get our students engaged in their own original projects (rather than teaching any specific set of computing concepts).

I’ve done a bunch of workshops like this, with learners of all ages, and we’ve developed the concept of “gift code.” (Thanks, Michael Penta!)

With gift code, a student describes their idea to you, and you translate it back to them in the form of working code.

Ideally, gift code has the following properties:

It’s short. I’ll dictate the code and have the student type it in (or in the case of App Inventor, select and configure the code blocks). It really has to be small so neither of us gets impatient.

It works. The premise is that the student will understand the computational ideas in the code by seeing them work. Often the code will combine a bunch of concepts together—ideas that would be hard to explain individually, but make sense when combined into a working unit.

It’s the student’s idea. This is pretty important—the code should embody the student’s idea! But it’s OK to simplify what they said, as long as it demonstrates the essence of what they wanted.

It’s extensible. This is crucial. In a few minutes, I’m going to walk away and work with another student, and I want my student now to understand enough so that they can keep going. It’s fine if their next step is a copy-paste of the same code structure—e.g., adding a new condition-action rule.

It’s really fun when it works. Students are empowered because they can get complex things working quickly.

In the best case, an hour after receiving gift code, a student has full ownership over it. They understand it, they have added to it, and they don’t even remember that I gave it to them. (That’s totally fine with me.)

Do you use gift code in your own teaching?

Fred Martin
CSTA University Faculty Representative

Computing and The Super Bowl

Posted on February 2, 2015 by Laura Blankenship

Most people think of sports as the antithesis of computing. Computing is all indoor activity, staring at a screen and sports is outdoors, running around on a field or track and usually involves the use of balls, nets, rackets and other equipment. But modern sports involves a lot of computing power. There’s a ton of CS in just a single game.

Let’s start with the football. While there’s still some hand work involved in making a football, much of the process is done by machines that are calibrated and run by computers. Most manufacturing of any kind today involves specialized robotics to put things together. Designs for the templates and the machines themselves are often made using CAD software. Check out this video and see if you can spot the computing.

Now let’s move on to the field. Fields must be carefully groomed and accurately marked, which is often done by robots or other computerized methods, but what most of us watching at home see is that magic first down line. Creating that line uses a variety of computing tools. First, a 3D model of the field is created, because each field is slightly different. Next, the color of the field is recorded as the shades of green also vary, and the first-down line relies on green-screen technology to work. Camera computers send position information to another computer, where a person basically right-clicks in the correct location to generate the line. Wikipedia has a decent explanation of the process:

Each set of camera encoders on a camera transmits position data to an aggregator box that translates the digital information into modulated audio where it is sent down to the corresponding camera computer in the truck. This data is synchronized with the video from that camera. At the camera computer the camera position data is demodulated back to digital data for use by the program that draws the “yellow line” over the video.

Separately, the chroma-keying computer is told what colors of the field are okay to draw over (basically grass) and that information is sent to the camera computers.

That’s a lot of computation for one line!

The broadcast itself also involves a ton of computing. Nowadays, the SuperBowl is live streamed in addition to being broadcast on regular television. And it’s being streamed for free, so the algorithm to handle that many simultaneous streams is going to be complex. According to the senior VP of digital media for NBC, Rick Cordella, the live Super Bowl stream will be available at variable bit rates ranging between 500 kilobits per second up to 5 megabits per second, delivered as an HLS stream.

Fans in the stadium won’t be able to stream the game, but there is an app available for them, allowing them access to those famous commercials and to different camera angles (http://bit.ly/167zQCA)

For many footballs fans, besides watching the games on television, participating in fantasy football online is a huge part of their interaction with the game. All of that involves some serious programming, using data collected from real games to create the outcomes for the fantasy ones. The fact that there is data to be collected that’s available through an API is of course, another way the game uses computing power. Many teams use that data to improve their performance and select players for the next season.

So while you’re watching the Super Bowl tonight, or watching any sports game, really, think about all the computing power that makes the game possible.

More Than Just Jobs

Posted on January 30, 2015 by Alfred Thompson

If you followed the media attention around Computer Science Education Week and Hour of Code you might be forgiven for believing that the need for more students to study computer science is all about jobs. But of course we don’t really expect every CS student to become a professional developer any more than we expect every student taking an English course to become a professional writer. Just like almost all jobs need people who can read, write and do figures most jobs today require some knowledge of how computers work.

We run a real risk of alienation and of setting false hopes and goals if jobs are all we talk about as a reason to learn computer science. Fortunately there are other reasons.

We also hear a lot of talk about teaching critical thinking and problem solving skills. We sure to a lot of problem solving and critical thinking in computer science. The research is mixed on how much of that transfers to other areas though. I don’t think there is much doubt that it is good exercise for the brain at least.

In my opinion the best reason for more students learning computer science it to understand the world in which they live. This is much the same reason we give for learning physics and biology and chemistry for students who are not going to become professionals in those fields. We, and especially our students, live in a world where computers are ubiquitous. Understanding something about how they work and what they can do is important knowledge.

The objection I hear frequently is that students learn to drive cars without being able to repair an internal combustion engine. And there is truth there but that is not what we are trying to do. Our students do understand how wheels work, how combustion works, and such concepts as force being related to mass and velocity. They generally find that useful, at least at a subconscious level, when doing advanced driving techniques like stopping.

Frequently we hear talk about adding an A for art making STEM into STEAM. Fortunately there is art in computer science. Developing software is at its heart a creative endeavor. Thought computing we can explore the beauty of fractals for example. We can create visualizations of data that make things much more clear to visual learners and thinkers.

And if students really want to go into the field full-time there is probably no better way to change the world for the better. And that is good motivation for almost anyone.

Alfred Thompson, At-large Member, CSTA Board

Thinking Beyond College to Help Tech-Savvy Students Achieve Career Success

Posted on January 29, 2015 by admin

Author: Janice M. Tkaczyk, M.Ed., CAGS, National Director Counselor and Academic Relationships at Universal Technical Institute

It’s only January, but the end of the school year will be here before you know it. And with the end of the school year comes a crossroads for many students. While a majority of graduating seniors are ready to pack up and head to college, many others are still figuring out what they want to do with their lives post high school. It can be a trying time for students who are unsure what type of career they want to pursue or success they want to achieve. It’s likely that several of these students are sitting in your computer science (CS) lab right now, and it’s time to start talking to them about their options.

Not every student wants to attend college, and more specifically, not every CS student wants to be a computer engineer. A four-year degree is not the only way to an in-demand career in a high-tech industry, yet many students are simply unware of the good-paying technical jobs that exist today. Students who chose to enroll in CS courses, which are typically not required to graduate, do so because they have a passion for technology and problem solving. We need to embrace this passion by providing students with the tools and resources they need to make smart decisions about their futures to pursue a career that will lead to long-term success, and we must start including options that do not require a four-year degree.

Post-secondary technical education is a smart option for many students. It provides them with the skills they need for in-demand careers, including those in the manufacturing, health care and transportation industries. Technical schools offer practical, high-tech and industry-specific training that is simply not available in many traditional academic settings. For example, Universal Technical Institute (UTI) prepares students for long-term and rewarding careers in the transportation industry. These jobs are in-demand, pay well, can’t be outsourced and offer plenty of opportunities to move up. UTI has a single goal: to give students an education that sets them up for a successful career.

And now you might be thinking, “What does this have to do with computer science?”

There’s long been a stigma that a career in the transportation industry is a “dirty” job. While this was true decades ago, the modern day repair shop is more like a high-tech computer lab than you may think.

The high-end cars of today have more than 40 sensors and 50 computers all interacting as we drive. The sophisticated network in our car doesn’t just give us a warning when we’re encountering a crash, it fully applies the brakes, rolls up the windows, tightens the seatbelts, closes the sunroof and adjusts the seats to a safer position – all because one system can talk to the entire car. But that’s just one element of the sophisticated computer systems in today’s vehicles. Advanced technologies also help clean up car emissions. With fuel injection, a closed loop feedback system and our newest catalytic converters todays cars turn CO, HC, and NOx into CO2 and H2O. This gives us better performance, lower emissions and good fuel economy. Pretty impressive, and it takes a highly skilled technician to know how to maintain and fix these sophisticated systems. Yesterday’s mechanic is today’s service technician.

At UTI, students learn on the latest high-tech vehicles, and our curriculum is rooted in STEM and presented in practical ways that work for hands-on learners. We have partnerships with more than 30 manufacturers to deliver an education that’s built around employers’ needs and gives our students the technical and professional skills it takes to be successful in today’s transportation industry. While many college graduates are competing for a handful of jobs in their field or moving back home, transportation service technicians are in demand.

It’s time to empower students who are fluent in technology, geniuses at fixing things and action-oriented to make decisions about their future that will lead to success and happiness. For too long, we’ve pressured students to take the “right” path – attend college, earn a degree and land a good job. But as educators, we know that there is not a one size fits all approach for every student. We need to help students who have a passion for technology and mechanics, but perhaps don’t excel at book learning, pursue a career that makes them happy and leads to a lifetime of success.

Janice M. Tkaczyk, M.Ed., CAGS, is the National Director for Counselor and Academic Relations at Universal Technical Institute. She spent 35 years in public education, 30 as the Guidance Director at a regional, technical high school. She has been professionally active at the local, state and national levels and is an Adjunct Professor at UMass Boston in the Master’s Program for professional school counselors.

The Certification Committee

Posted on January 28, 2015 by Tammy Pirmann

The Certification Committee is primarily concerned with issues surrounding teacher certification for Computing teachers. Our most recent effort was the publication of the white paper, Bugs in the System: Computer Science Teacher Certification in the U.S.. This was a substantial effort of members from almost every state! You can see the state map that resulted from this work, where each state has a color code based on whether or not that state has a certification for HS, for MS or no certifications at all. One of the criteria is Computer Science as a required course, but not one state had that in 2013.

Currently, we are working on a public response to the Teacher Preparation Regulations being proposed by the U.S. Dept of Education. Public comments close on February 2, 2015.

On our website, you will find the Certification section at the bottom of the left side navigation. We currently have two links, one to the resources which include downloadable PDFs of our two white papers as well as information on a methods course for teacher prep programs. The second link is to an interactive map of the United States. Each state contains answers to three questions: Is Computer Science a required course? Is there a Middle School Computer Science teacher certification? and Is there a High School Computer Science teacher certification? Soon, we will be adding a link to this page to allow our members to self-report changes to these questions for their state. Advocacy for Computer Science education is having an effect on this data, and we would like to keep this information current.

Who is on the Certification Committee?
Chair – Tammy Pirmann
Members – Deborah Seehorn, Aman Yadav, Stephanie Hoeppner, and Lissa Clayborn

A Resource for your Careers Unit

Posted on January 19, 2015 by Pat Phillips

Probably at some time during the next semester, you will guide your students through a unit on “career explorations.” Certainly, there are lots of resources out there to learn about CS careers, job prospects, pay, and education. The challenge comes in putting together a cohesive…not to mention up-to-date… series of lessons.

While cleaning off my work desk (an annual end-of-the-year event in my life), I found a suggestion on a scrap of paper I had torn from Tech & Learning several month ago that might just fit the bill.

The site reference is econedlink (http://www.econedlink.org/) from the Council for Economic Education. The specific lesson plan is “The 411 on College Education” (http://www.econedlink.org/lessons/index.php?lid=1103&type=student).

The lesson includes objectives such as:

The relationship between level of education and the average unemployment rate
Level of education and median weekly income
Choosing and financing college
College as an investment in human capital

The online lesson is designed to be used by students and includes activities, assessments, and an extension activity—all with links to reliable sources of information. Take a look…it might be a resource to complement career exploration in your classroom.

Q&A: Running for the CSTA Board

Posted on January 16, 2015 by Dave Reed

The deadline for applying to run for the CSTA Board of Directors is rapidly approaching (Feb. 1). In case you were on the fence about applying for the board, here are answers to five of the most common questions that potential candidates ask:

Q: How much work is involved in being a Board member?
A: You have probably seen the phrase “the CSTA Board is a working board” in several places. What this means is that members of the Board are expected to help carry out the business of the organization – not just advise or supervise. This includes two face-to-face board meetings, one held in conjunction with the CSTA Annual Conference and another held in the late fall. While these meetings are packed and productive, most of the Board’s business is conducted throughout the year by committees, with individuals working from home and coordinating via phone conferences. The time commitment can vary by task, e.g., the work conducted by the Elections & Nominations Committee is concentrated around setting up and running the annual elections, and is light during other times of the year. On average, I would guess that the workload averages out to 2-4 hours per week.

Q: Are Board members expected to cover their own travel expenses to meetings?
A: No, expenses for travel are reimbursed (within reason) following CSTA’s travel policy guidelines. This includes travel, hotel, and meals at Board meetings. It also includes expenses related to attending the CSTA Annual Conference, since Board members are expected to attend this event and help out by proctoring sessions and assisting with registration. A copy of the travel policy is provided to all newly elected Board members.

Q: Why are there different positions on the Board, such as 9-12 Representative and At-Large Representative?
A: The mission of CSTA is a broad one, promoting K-12 CS education and supporting the interests and professional development of our 18,000+ members. It is essential that the Board have a diversity of perspectives and experiences to address the issues and challenges that arise in the organization’s business. Each position has requirements to ensure that key perspectives are represented on the Board. For example, the 9-12 Representative is required to be a “9–12 classroom teacher who is currently teaching computer science at the high school level.” Once on the Board, all members are equal in status and welcome to contribute to all initiatives.

Q: If I apply for a position, does that automatically mean I will be on the ballot?
A: Unfortunately, no. According to the CSTA bylaws, the election ballot will list at most two candidates for each open Board position. If more than two qualified candidates submit applications, the Elections & Nominations Committee is charged with selecting the two most outstanding candidates to be placed on the ballot. Committee members independently rank the candidates using a rubric that considers factors such as leadership skills and experience, understanding of core issues in CS education, and alignment of goals to CSTA’s mission. While this model does sometimes mean that highly qualified candidates do not make the ballot, it does allow for us to keep the ballot size manageable while still providing detailed statements from each candidate.

Q: Why should I consider running for the CSTA Board?
A: Serving on the CSTA Board of Directors is an extremely rewarding opportunity to give back to the teaching community. Board members help to set the vision for the organization and work to promote CS education on a global scale. Their work supports and provides professional development for CSTA’s more than 18,000 members. In addition, working closely with other amazing educators is rewarding in itself.

Download the 2015 CSTA Nominations Form at http://csta.acm.org/About/sub/AboutFiles/2015Election.html.

Dave Reed
Chair-elect, CSTA Board of Directors