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The authors discuss the issues of overenthusiastic programmers and computational thinking. They mention programmers who haven't learned to microtask and want to completely overhaul a project's architecture, the question of human-computer interfaces, and programming within a domain.

The article discusses computer science education as of August 2013, arguing that research supports instruction methodologies such as pair programming, media computation, and peer instruction. Topics include the computer science requirements of the Georgia Institute of Technology and the potential social and collaborative aspects of computer science.

The article discusses research into how computer programming concepts can be made accessible to non-programmers. Effective educational methods need to draw upon insights from a variety of fields including computer science, education, and psychology. In a study performed by Lance A. Miller during the 1980s it was revealed how non-programmers rarely resort to control flow when approaching multi-step tasks. Subsequent experiments by John Pane and others at Carnegie Mellon University showed that object-oriented thinking does not come naturally to humans.

The article examines issues relating to computer science (CS). Particular focus is given to the steps needed to reach the goals of CS access for all, and to the aesthetics of programming. Additional topics discussed include the Expanding Computing Education Pathways (ECEP) alliance, the President's CS for all initiative in the U.S. and criteria for program elegance including minimality, accomplishment and modesty.

The article discusses the 2030 education goals, perspectives, and challenges for K-12 computer science (cs) education. It reports that most states in the U.S. are working towards computer science requirements for grades K-8, with elective courses available for 9-12. It warns that computer science classes must expand beyond just coding to appeal to a wide array of student, regardless of gender or race. Topics include computer literacy, the impact of changing computer technologies on society, and making cs a part of an interdisciplinary approach to education.

In this article the author explains how computer programming skills can boost the efficiency and creativity of scientists and engineers. He presents the story of his friend who works in oceanography and mechanical engineering but spends 95% of his time in front of the computer writing programs to collate and analyze data collected in the field. He also cites several reasons to learn computer programming including discovering more creative solutions, working 10 times faster, and communicating effectively with programmers.