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The words "Programming is the second literacy" were coined more than 40 years ago [13], but never came to life. The paper develops and details that old slogan by proposing that the mainstream mathematics education in schools should merge with education in computer science/programming. Of course, this means a deep structural reform of school mathematics education. We are not talking about adapting the 20th century mathematics to the 21st century—as it outlined in [10, 19], we mean the 21st century mathematics education for the 21st century mathematics. To the best of our knowledge, this paper is perhaps the first known attempt to start a proper feasibility study for this reform. The scope of the paper does not allow us to touch the delicate socio-political (and financial) sides of the reform, we are looking only at general curricular and didactic aspects and possible directions of the reform. In particular, we indicate approaches to development of a Domain Specifiic Language (DSL) as a basis for all programming aspects of a new course. [ABSTRACT FROM AUTHOR]

This article offers Ancestral Computing for Sustainability (ACS) to dismantle the logics of settler colonialism that affect accessibility, identities, and epistemologies of computer science education (CSE). ACS centers Indigenous epistemologies in researching CSE across four public universities in the United States. This paper describes Ancestral Computing for Sustainability and explores reflections of two students engaging as researchers in ACS inquiry. Drawing on Indigenous methodologies and Participatory Action Research, they share their reflections as co-researchers in ACS through storywork. These critical reflections include their relationship to computing, observations of the interdependent work within ACS, ethics and sustainability, and their experiences within the focus groups. The article ends with recommendations for furthering ACS as a decolonial approach that centers Indigenous epistemologies in CSE. Recommendations for CSE education include Ancestral Knowledge Systems and adding sustainability as a topic within computing education pathways and building student-faculty relationships based on trust is recommended to foster students' academic and personal growth within CSE education and research. [ABSTRACT FROM AUTHOR]

In this paper, we describe the design, development, and implementation of a curriculum based on teaching computer science using an industry-standard game-design software: Unity 3D. We discuss the theoretical underpinnings of our instructional design process and steps we have taken to introduce complexity and maintain student motivation. We discuss the challenges of this implementation and possible solutions and detail the additional steps related to teacher professional development, which is a key element for success of new and innovative curricular implementations such as ours. [ABSTRACT FROM AUTHOR]

In this article, we present a conceptual framework for teaching computer science (CS) to address the unique challenges faced by marginalized groups. The framework is grounded in feminist standpoint theory and describes three key practitioner-focused areas aimed at broadening participation and increasing participation in CS education (CSEd). These principles are 1) Creating dialogic and dialectical relationships with the CS community, 2) Embracing intersectionality in CSEd, and 3) Framing CS education as a lived experience. It also offers a distinct perspective in that it is concerned with how both sides of the dialogue (i.e., the oppressed and the oppressor) grow and change in relation to one another. The strategies, along with the framework detailed in this paper, provide scholars and educators with new avenues for unpacking underrepresentation in CSEd and potential methods to address it. [ABSTRACT FROM AUTHOR]

Policy emphases on early childhood and elementary computer science education have led to the development of many developmentally appropriate computer science and robotics tools, pedagogies, and high-quality curricula. One example is the integrated Coding as Another Language pedagogy for coding, literacy, and social and emotional learning. The pedagogy was initially developed for students in kindergarten and early elementary school and has not previously been aligned to prekindergarten learning frameworks or used in the prekindergarten setting. In this paper, we describe a pilot program if the CAL pedagogy could be successfully used for the prekindergarten setting. The study used a design-based method to adapt the Coding as Another Language curriculum for the prekindergarten setting and a mixed-methods protocol to evaluate the program at a preschool site serving children experiencing homelessness in classrooms that are part of the local school district’s universal prekindergarten program. Students were assessed using the Coding Stages Assessment of coding knowledge and the TechCheck-PreK assessment of computational thinking. Teachers completed semi-structured interviews over the course of the project. Teachers reported overall positive experiences teaching the curriculum including for English language learners, although some reported challenges integrating the curricula in their bilingual classrooms. Children participating in the program significantly improved on their coding knowledge by 4.60 points on the Coding Stages Assessment, p < .0001. These findings suggest that the Coding as Another Language pedagogy can be successfully integrated with preschool learning frameworks and implemented in preschool classrooms. [ABSTRACT FROM AUTHOR]

Culturally-relevant computing has been discussed as a way to promote K-12 Computer Science education and address ongoing challenges related to diversity, equity, and inclusion. What is not well understood about the practice of culturally-relevant computing, however, is how to bring together existing cultural frameworks and Computer Science curricula effectively. To help address this area, focus group interviews were conducted with ten (n = 10) in-service Computer Science teachers working in the multicultural context of Hawai'i. The focus group sessions were designed to reveal teachers' perceptions of the principles and processes involved in designing and implementing culturally-relevant CS lessons and resources. Results revealed a number of key themes, including important variations in the practitioners' philosophical and operational approaches to culturally-relevant computing. The paper ends with a detailed discussion of the findings and their implications for designers, practitioners, and researchers working in Computer Science education. [ABSTRACT FROM AUTHOR]

Implementing computer science education in an elementary classroom is at the forefront of computing education. Nevertheless, the literature on K-12 Computer Science (CS) education offers limited guidance for developing elementary CS curricula that lead to multiple career paths through project-based learning. Particularly, more research is needed on culturally responsive elementary school computing that leverages students' cultural references to create a more equitable CS education that acknowledges one's identity, culture, or background in the curriculum planning. This paper offers an approach for designing culturally responsive computing for upper elementary students from a highly diverse, low socio-economic school district using a research-practice approach. The approach can be adapted for other schools that face unique diversity and curricular challenges. [ABSTRACT FROM AUTHOR]

Current research surrounding online computer science education emphasizes the need for high-quality professional development opportunities. However, there is a gap in research in the inclusion of online computer science educators to identify needs and strategies that make the online computer science courses effective. Through a Research-to-Practice Partnership (RPP), this paper examines the instructional strategies and recommendations from online Computer Science teachers. This study seeks to better understand (1) What design, facilitation, and assessment strategies do teachers use to teach programming online? and (2) What recommendations do teachers have for those interested in teaching programming online? The feedback teachers provided during the study assisted in identifying the current needs in online AP Computer Science. The participants suggested additional ways the RPP could support teachers in strengthening their practice, which has assisted in the production of high-quality professional development to support novice teachers entering the field of Computer Science. [ABSTRACT FROM AUTHOR]

The final issue of TechTrends for 2023 features two columns and ten original papers that focus on the use of educational technologies to enhance teaching and learning. The articles cover topics such as artificial intelligence (AI), analytics, personalized learning, and broadening access to computer science education. One paper discusses a virtual librarian chatbot that uses IBM Watson to provide customized assistance to library users, while another explores an automated classroom analytics system called TEACHActive. The issue showcases emerging AI technologies and their potential applications in education, as well as learner-focused approaches enabled by education technology. The findings presented in this issue have implications for the design of responsive learning environments that prepare all students for future success. [Extracted from the article]

This paper presents a game-design workshop built around a digital art installation featuring video games displayed over a real-world skyscraper to stimulate students' interest in computer science and a study testing its short-term effects on improving middle school students' computational thinking (CT) skills and attitudes towards computing. Following a STEAM approach, the workshop aimed to engage participants in age-appropriate activities that focus on CT skills through the lens of creating their own game. A web-based game design interface that allows students to code and play games as simulated on a skyscraper was developed to support the workshop's core activities. The web environment also featured step-by-step tutorials and fully functional games to promote the accessibility of the learning materials for a diverse body of students and educators around the globe. The results of the study indicated that the workshop helped students improve their CT skills and differentially influence their attitudes towards computing. In particular, the workshop experience led students from underserved community districts to lower their attitude ratings, whereas the reverse pattern was observed for students from more affluent districts. The workshop reportedly informed students' perception of computing as a profession and their appreciation of the analytical effort required for developing functional games. Qualitative analysis of artifact-based interviews indicated that students could begin to make abstractions and devise algorithms by associating variables through conditional statements while solving problems related to game development. Interview analysis also revealed that students took pride in the effort that they made during the workshop. [ABSTRACT FROM AUTHOR]