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Reflective practice is an essential catalyst through which the benefits of teaching and learning can be reaped. Through it, weaknesses and strengths can be identified in a way that helps raise the level of addressing challenges that may arise as well as overcome them. This paper presents the critical reflective practices among computer science secondary school teachers from their point of view in Riyadh, Saudi Arabia. To this extent, the study aims to determine the degree of critical reflective practices among computer science secondary school teachers in Riyadh from their perspective. The paper also seeks to investigate the effects of variables such as gender, qualifications and experience on the perceptions of the aforementioned teachers, towards the critical reflective practices among computer science secondary school teachers. The study tool is a questionnaire which consisted of two dimensions and was distributed to a population of 739 participants. From this, the study sample comprised (223) computer science teachers working in secondary school in Riyadh. The findings revealed that there is no significant difference in the estimation degree concerning the critical reflective practices due to the gender. From the results, it was also established that there is no significant difference in the degree of estimation in relation to the critical reflective practices due to educational qualification variables. On the contrary however, there is a significant difference in the degree of estimation in regard to the critical reflective practices due to the years of experience variable. These differences were evident in a group of those with more than 10 years of experience. The other findings produced by the study highlight that the participants are in agreement about the importance of critical reflective practices. The degree of reflective practice, which is from the participants' point of view, is considered to be of a high value. The majority of the subjects opted to agree with the practice of reflection after a training session. It was determined from the results that some of the most common strategies favored by practitioners involved the communal practice of mind reflection with individuals from outside the school.

The use of digital media among student community has increased their level of distraction during classroom teaching. Capturing their attention in classrooms, has become a cumbersome task for teaching faculty. Therefore, most of the academic institutions have resorted to the use of activity-based learning for science and engineering students that were originally used for teaching school students. This paper presents a comparative study on the effectiveness of different teaching learning methods applied to three groups of engineering students in Computer Science and Bio-Technology, evaluated by conducting tests and feedbacks. Also, a comparative study was performed to assess the effectiveness of conventional and modern evaluation tools. The results show that the subject understanding level of the students increased by 67-76% when any of the activity-based learning method was used. The study confirms the potential use of activity-based method for teaching learning and ICT tools for performance evaluation, for engineering students.

Cultural heritage is no longer something that can only be experienced in a museum exhibition. Digital tools have facilitated the distribution of material relating to artefacts, both in its representation and in presenting its context. This paper describes how digital modelling techniques can be synthesised with 3D scanning to digitally restore artefacts and create authentic replicas of their original states. The digital artefacts can then be used to assist the process of interpreting these artefacts in diverse forms, both in the museum and outside the museum. The study looks at Pictish sculpture as a case-study, restoring 3D models of two stones, and creating varying opportunities for their interpretation. As part of this study, new interactive tools, a virtual reality environment, and a virtual tour are built to assist immersive interpretation of the Pictish sculpture. The application of these digitised objects serves as an opportunity for informal learning. These applications were evaluated during a drop-in session. Findings show that all participants enjoyed the immersive mode of learning with 89% also showing a willingness to learn more about the topic.

In this paper, we continue describing the project and the experimentation of "Ricerca Operativa Applicazioni Reali" (ROAR; in English, Real Applications of Operations Research), a three-year project for higher secondary schools, introduced. ROAR is composed of three teaching units, addressed to Grades 10, 11, and 12, respectively, having the main aim to improve students' interest, motivation, and skills related to Science, Technology, Engineering, and Mathematics disciplines by integrating mathematics and computer science through operations research. In a previous paper, we reported on the design and implementation of the first unit, started in Spring 2021 at the scientific high school IIS Antonietti in Iseo (Brescia, Italy), in a Grade-10 class. Here, we focus on the second unit, carried out in Winter/Spring 2022 with the same students, now in a Grade-11 class. In particular, we describe objectives, prerequisites, topics and methods, the organization of the lectures, digital technologies used, and a challenging final project. Moreover, we analyze the feedback from students and teachers involved in the experimentation.

In our post-pandemic world, where the majority of higher education institutions have transitioned back to in-person classes, this paper argues that we must not return to pre-COVID teaching practices. Instead, we have the obligation and opportunity to create an educational experience and environment that better facilitates learning and instruction. This paper presents post-COVID best practices for employing technology in higher education based on an original survey and follow-up interviews of seventeen computing instructors at our institution. After a literature review, we describe four general categories of practices that enhance the post-COVID classroom: online student activities, digital instructor notes, remote classroom participation and collaboration, and a paperless classroom. For each of these categories, we provide vignettes to illustrate scope and intent. We also offer recommendations for addressing digital dishonesty, required infrastructure, institutional support, and being prepared to seamlessly return to a blended or fully remote environment in the event of another crisis. Finally, we identify additional emerging technological challenges and opportunities that require further effort. Overall, this paper emphasizes the need for a shift towards improved practices in the classroom rather than just a return to pre-pandemic norms. We believe implementing these recommendations will result in a more flexible, accessible, and robust post-COVID educational experience.

Over 60 years of technology development, transformation of educational policy and curriculum innovation in Ireland have resulted in the introduction of the Computer Science (CS) subject in Post-Primary (PP) Education. CS has always been conceived digitally and the Digital Learning Experiences (DLE) enacted through its curriculum are strongly interconnected to the opportunities and limitations offered by Digital Spaces (DS). However, key challenges have been identified for the successful implementation of CSE, from teachers' digital competencies and educational strategies in the classroom to learners' varying experiences of CSE. Through a systematic literature review of the educational policies and practices in Ireland's Educational System, this paper documents the digital evolution from the 1960s accounting for the CS curriculum. The literature review identifies key themes in how DS have been conceptualised through CSE, responding to learners' needs and teachers' skills and competencies, informed by emerging societal demands by providing evidence on the disparity between educational policy and practice for DS. Building upon the identified themes, this paper emphasises the importance of the design and implementation of DLE in DS such as the CS subject that considers historical lessons learned to respond to the uncertainties of the digital future.

Collaborative learning has numerous benefits such as enhancing learners' critical thinking, developing social skills, and improving learning gains. While engaging in this interactive process, learners' satisfaction toward their partners plays a crucial role in defining the success of the collaboration. However, detecting learners' satisfaction during an ongoing collaboration remains challenging, and there are no automatic techniques to predict learners' satisfaction. In this paper, we propose a multimodal approach to automatically predict peer satisfaction for co-located collaboration with features extracted from 44 middle school learners' collaborative dialogues. We investigated three types of features extracted from learners' dialogues: 1) linguistic features indicating semantics and sentiment; 2) acoustic-prosodic features including energy and pitch; and 3) visual features including eye gaze, head pose, facial action units, and body pose. We then trained several regression models with each of those features to predict the peer satisfaction scores that learners received from their partners. The results revealed that head position and body location were significant indicators of peer satisfaction: lower head and body distances between partners were associated with more positive peer satisfaction. Next, we investigated the influence of multimodal feature fusion methods on peer satisfaction prediction accuracy: early fusion versus late fusion. We report the comparison results between models trained with (1) best-performing unimodal features, (2) multimodal features combined by early fusion, and (3) multimodal features combined by late fusion. This line of research reveals how multimodal features from collaborative dialogues are associated with peer satisfaction, and represents a step toward the development of real-time intelligent systems that support collaborative learning.

Few high schools offer Information Technology (IT)) as a subject in South Africa. This paper used Bourdieu's conception of cultural capital to investigate the reasons why many public schools are shunning away from including IT in their curriculum. Data were collected using a questionnaire and analysed using ANOVA, to determine whether cultural capital influences choosing IT as one of the subjects in the school curriculum. The results showed that public high school principals view IT as a subject that should be done in schools where there is medium-to-high cultural capital status. It is a challenge for schools with low cultural capital to offer IT among their subjects as it is not practiced by the community or society in which the schools exist. The paper concludes by recommending that there is room for the so-called 'low cultural capital' schools to offer IT among their subjects despite the challenges they are facing. Cultural capital does not hinder students' performance. Students from low cultural capital communities can achieve good grades even though they learn under difficult circumstances of inadequate educational resources.

Purpose: Supporting community college transfer students represents a critical strategy for broadening participation in STEM. In addition to being a racially diverse group, students who pursue STEM degrees by way of community college report frequent interests in graduate study and academic careers. Thus, supporting and expanding transfer students' PhD interests can help to diversify the STEM professoriate. This study aims to identify the experiences that predict PhD interests among students who transferred into the computer science major from a community college. Design/methodology/approach: Relying on longitudinal survey data from over 150 community college transfer students throughout their first year at their receiving four-year university, we used regression analysis to identify the post-transfer college experiences that predict early interest in PhDs. Findings: We found that receiving information about PhDs from a professor strongly predicted PhD interest among transfer students. Relationships with other variables indicate that the provision of information about graduate school was more likely to occur for students who participated in undergraduate research experiences than for those participating in internships. Descriptive data document inequities in who has access to these types of experiences. Originality/value: This paper provides new insight into how STEM departments can develop targeted efforts to ensure that information about PhD training is equitably available to all transfer students. Working to ensure that faculty equitably communicate with students about PhD opportunities may go a long way in countering potential deterrents among transfer students who may be interested in such pathways.

In this paper we discuss the types of knowledge used by six middle school students as they engaged with a debugging task designed to integrate ideas from computer science, mathematics and science. Our findings show that the computational thinking practice of debugging is a rich source of opportunities to integrate these different disciplines. The analysis illustrates how the types of knowledge the students did and did not use at each step of the debugging process were related to their ability to succeed at each step. Our work contributes to theory and practice by uncovering implications for studying debugging through two refined frameworks and for designing debugging tasks to support transdisciplinary learning.

Recently, researchers have proposed to leverage technology-supported data (log files) to investigate temporal and sequential patterns of interaction behaviors in learning processes. There are two major challenges to be addressed: clarifying the positioning of interaction levels and identifying the evolution of the interaction action patterns in learning processes, particularly for students with differing achievements. This paper explores the use of sequential pattern mining to address the evolution of student action patterns in Massive Private Online Courses (MPOCs) and compare these patterns between different achievement groups. The study was conducted with first-year undergraduate computer science students enrolled in a computer application course at a traditional open university in one of the Chinese provinces (N = 1375). The results showed the development of various action patterns in each phase of the course and the distinct action patterns for high-achieving and low-achieving students. The findings of study provide a new perspective for instructors and students to understand interaction patterns at the fine-grained level, and can help instructional designers develop learner-cantered courses and platforms to improve online learning.

In higher education institutions, critical race theory (CRT) is known to be associated with fields that study racial disparities or systemic oppression such as law, education, and ethnic studies. The impression that CRT is unrelated to fields like business or computer science may have led scholars and practitioners from these disciplines to put their focus on elsewhere than on racial inequality and its implication in their research and practice, despite apparent need. To counter such fallacy, this review article--focusing primarily on the US context--discusses CRT literature in fields where its presence is less known which are nevertheless among the major domains of higher education institutions: health sciences, computer science and information technology, sports, business, and religion. By discussing example research of how scholars have utilized CRT in different fields to challenge the race-neutral thinking that often obscures structural racism, this paper exposes racism's ability to alter manifestations and to appear through various shapes and forms within the higher education context. Initial recommendations on how educators may engage in further discussions or actions will also be considered. This paper concludes that racist ideologies are often hidden behind discipline-specific vocabulary or technical language, and it is by tackling the ideologies at work underneath the technicalities can we address the chameleon-like nature of racism more effectively.

Access Foundation Programmes are a widening-participation initiative designed to encourage engagement in higher education among underrepresented groups, including those with socioeconomic and educational disadvantage. In particular, mature students enrolled in these programmes experience greater difficulties making the transition to tertiary education, especially when they opt to study disciplines traditionally considered difficult. Computer programming is perceived as a traditionally difficult subject with typically lower pass rates and progression rates than other subjects. This paper describes the first of a three-cycle action research study examining the perceived effects of a structured Peer Assisted Learning (PAL) Programme for mature students enrolled in a computer science programming module for an Access Foundation Programme in an Irish University. The focus of this qualitative study was to evaluate the perceived effect of a PAL programme on learning and whether it offered a positive learning support structure. Findings from our study suggest that PAL programmes have an overall positive effect on subject comprehension as well as enhanced learner confidence for mature Access Foundation students. Furthermore, PAL sessions offered students a support structure that helped with their transition and acculturation to tertiary education. This study also highlights the importance the PAL leader's role has on the perceived effectiveness of the PAL sessions as well as the impact of the students' shared history on the near-peer bond. The study concludes that the implementation of PAL programmes for Access Foundation Programmes has the potential to offer mature students a supportive learning environment and to improve their learning experience.

Purpose: The purpose of this paper is twofold: to identify and map contemporary research on advanced technology implementations for problem-solving purposes in the manufacturing industry, and to further understand the organizational learning possibilities of advanced technology problem-solving in the manufacturing industry. Design/methodology/approach: This paper outlines a scoping review of contemporary research on the subject. The findings of the review are discussed in the light of theories of contradicting learning logics. Findings: This paper shows that contemporary research on the subject is characterized by technological determinism and strong solution-focus. A discussion on the manufacturing industries' contextual reasons for this in relation to contradicting learning logics shows that a Mode-2 problem-solving approach could facilitate further learning and expand knowledge on advanced technology problem-solving in the manufacturing industry. A research agenda with six propositions is provided. Originality/value: The introduction of advanced technology implies complex effects on the manufacturing industry in general, while previous research shows a clear focus on technological aspects of this transformation. This paper provides value by providing novel knowledge on the relationship between advanced technology, problem-solving and organizational learning in the manufacturing industry.

The paper discusses a certain type of competitions based on distance interaction of a participant with simulation models of concepts from discrete mathematics and computer science. One of them is the "Construct, Test, Explore" (CTE) competition, developed by the authors, the other is the Olympiad in Discrete Mathematics and Theoretical Informatics (DM&TI). The tasks presented in this paper are generally devoted to the concept of a graph isomorphism. Most of the tasks are verified automatically.

The importance of updating, expanding and improving what is taught in cybersecurity curricula is increasing as the security threat landscape becomes more dangerous, breaches become more frequent, and the number of deployed Internet of Things (IoT) devices, known for their security challenges, grows exponentially. This paper argues that a profile of "T-shaped" skills, which is known to be desirable in many consulting and design professions, is being reflected in the latest manifestations of cybersecurity curriculum design and accreditation. A model of learning that yields "T-shaped" professionals combines the ability to apply knowledge across domains (breadth) with the ability to apply functional and disciplinary skills (depth). We present the design of a junior- or senior-level cybersecurity course in which the horizontal stroke of the "T" (representing breadth) spans knowledge areas that cut across the people, process and technology triad. The vertical stroke of the "T" (representing depth) is provided by two aspects of the course design: first, learning the foundational principles of cybersecurity, including practical examples from cryptography and network security; and second, applying the principles of cybersecurity to a semester project, allowing students to expand the core "T" of the course to satisfy their own passions and interests. Our paper concludes with student and instructor reflections on the implementation of this cybersecurity course, as well as broader implications of the lessons learned after the initial offering of this course.

Contributions: The underrepresentation of women in computer science (CS) majors has long been a focus of attention in many academic documents, the majority of them from the United States and Europe. There is, however, a lack of information about educational interventions (EIs) for women in computing in Latin America. The contribution of this article is to cover this gap and describe what researchers in Latin American countries have been publishing about the recruitment and retention of women in the CS field. Background: Many EIs targeting female students at different educational levels--K-12, undergraduate, and graduate--have been undertaken to increase the participation of women in computing in Latin America. However, descriptions of these activities rarely are included in international academic databases. Research Questions: This literature mapping addresses two main research questions (RQ) about the topic of women in computing in academic publications in Latin American countries: RQ1) what are the characteristics of the publications about women in computing in Latin America? and RQ2) what are the published interventions to recruit and retain women in computing in Latin America? To answer RQ1, six subquestions were created covering year, language, country of origin, document type, and professional track. Furthermore, for RQ2, two subquestions were created involving educational level and the use of software development with a female theme. Methodology: This investigation used the systematic literature mapping process. To achieve a broad coverage of papers, the following sources were included: Scopus, Web of Science, Google Scholar, EBSCO, the proceedings of the Latin American Women in Computing Conference (LAWCC), and those of the Women in Technology (WIT) workshop colocated with the annual conference of the Brazilian Computer Society (SBC). The included papers were published in the last decade (2010-2020) and written in English, Portuguese, or Spanish. Findings: The literature mapping encompasses 197 academic documents, 48.2% of which were written in Portuguese, 28.7% in English, and 23.1% in Spanish. The papers originated from 15 of the 20 Latin American countries. Brazil and Costa Rica have the highest number of publications overall. The documents describe initiatives to increase the participation of women in computing majors that cover the entire educational spectrum, from K-12 to graduate programs, but papers targeting populations in higher education have started to appear recently.

Background: The coronavirus pandemic has caused a shift in how many teaching, learning and research activities are conducted internationally. Lockdowns compelled all education sectors, including higher education (HE), to adopt a variety of online learning practices at short notice. As these changes in practice have implications beyond the pandemic, more needs to be understood about settings across the globe where the move to online may pose particular challenges. This study brings a focus to how lecturers in a college of education in Nigeria responded to the professional demands of lockdowns and developed strategies for managing educational activities that have relevance during and beyond the pandemic itself. Purpose: The aim of the study reported in this paper was to examine lecturers' perceptions of the management of teaching, learning and research activities during a lockdown, drawing out longer term implications. Methods: Data were collected through in-depth, one-to-one interviews with six lecturers from a college of education in Nigeria. Interview data were analysed qualitatively. Findings: Detailed analysis indicated that lecturers' strategies included encouraging students to engage in self-directed learning, as they uploaded learning materials on messaging groups and the college's e-learning platform. However, lecturers felt that the quality of teaching and assessment was compromised by factors including: irregular power supply, poor internet connection, high data costs and some students' limited digital skills. A particular concern was students' lack of interaction on the online platforms, which lecturers perceived to result in a more passive teaching and learning process. Lecturers also experienced difficulties undertaking research activities. A range of strategies and implications for the ongoing management of educational activities was discussed. Conclusions: The study offers insights into how some of the challenges encountered could be addressed to support sustainable online and blended teaching and learning in the longer term, in settings internationally where there are barriers to accessing online teaching and learning. Crucial aspects include strengthening educational technology training for lecturers and students, enhancing e-learning platforms for teaching practical courses, and enabling lecturers to develop beneficial and valuable online resources.

Despite being in a digital age, the diversity of young people choosing to study and work in computing is of ongoing concern, especially low numbers of girls. This paper aims to determine the profile of students who are more likely to aspire to be computer scientists and provide insights into the key factors that shape their aspirations in this area. We draw on questionnaire data from 4,983 secondary school students in England, in schools that have a higher-than-average uptake of GCSE Computer Science (a national exam taken by students at age 16). Amongst students who have chosen to study GCSE Computer Science, girls have a lower odds of aspiring to be a Computer Scientist compared to boys. Amongst younger students yet to pick their GCSE options, there are significantly more girls than boys wanting to work in digital art. Multivariable regression analysis identified 10 factors that were associated with aspirations to become a computer scientist. These include being a boy, being of Asian ethnicity, currently studying GCSE Computer Science, having a parent in computing, as well as having higher 'coding self-belief', elevated levels of 'family support' and aspiring towards 'technical jobs'. Implications for practice and curriculum design are discussed.

We introduce "Ricerca Operativa Applicazioni Reali" (ROAR; in English, "Real Applications of Operations Research"), a three-year project for higher secondary schools. Its main aim is to improve students' interest, motivation, and skills related to Science, Technology, Engineering, and Mathematics disciplines by integrating mathematics and computer science through operations research. ROAR offers examples and problems closely connected with students' everyday life or with the industrial reality, balancing mathematical modeling and algorithmics. The project is composed of three teaching units, addressed to grades 10, 11, and 12. The implementation of the first teaching unit took place in Spring 2021 at the scientific high school IIS Antonietti in Iseo (Brescia, Italy). In particular, in this paper, we provide a full description of this first teaching unit in terms of objectives, prerequisites, topics and methods, organization of the lectures, and digital technologies used. Moreover, we analyze the feedback received from students and teachers involved in the experimentation, and we discuss advantages and disadvantages related to distance learning that we had to adopt because of the COVID-19 pandemic.

This paper explored the attitudes and roles of computer science (CS) teachers in elementary and high schools in Croatia in the period from completely online to "normal" schooling. The research was conducted in two phases to gain insight into the adaption of online education in schools. The first part of the research was a quantitative study conducted during online education in 2019/2020 among 538 elementary and high school informatics teachers across Croatia. Data were collected from an online survey. The second part of the research was a qualitative study conducted in 2022, employing interviews for data collection. The interview questions were designed based on the survey results mentioned above. The results showed that CS teachers had a significant role in implementing online schools, acting as implementers of tools for online teaching and as helpdesk IT support to other teachers. Still, formal education nowadays is affected by online schooling, and some online practices are now adopted into regular teaching. Therefore, the findings can serve as a guideline for future education related to the digital competencies of teachers and students.

There is growing attention to the potential for developing professional learning experiences for content area teachers to infuse computational thinking (CT), which refers to the set of problem-solving practices related to the computer science discipline, into their classrooms. Although research has begun to document professional learning models and supports for CT infusion, an understudied area for both research and practice is how in-service teachers come to lead CT infusion efforts through determining curriculum, supporting their colleagues, and designing school and district-wide programs, once the professional development (PD) and related learning experiences are over. In this paper, we document findings from the final year of a five-year PD project, in which a subset of middle and high school content area teachers and teacher teams (n=12) proposed, designed, and carried out their own CT infusion projects. Using a practitioner inquiry framework, we analyze teachers' choices in project types (curriculum development, teacher PD, and activities designed to connect in-school and informal learning), motivating factors for applying for the grant, their inquiry processes, and their perceptions of project impact. We discuss suggestions for supporting teacher-led CT infusion, including taking incremental approaches that develop teacher knowledge over time, building both discipline-specific and interdisciplinary teacher communities, and engaging multiple stakeholders to build the culture necessary for CT infusion. We conclude with general implications for creating structures to sustain and extend researcher-practitioner partnerships.

The ability to analyse aspects of visual culture--works of art, maps or plans, graphs, tables and X-rays--quickly and efficiently is critical in decision-making in a broad range of disciplines. Eye tracking is a technology that can record how long someone dwells on a particular detail in an image, where the eye moves from one part of the image to the other, and the sequence the viewer uses to interpret visual information. These MP4 recordings can be played back and graphically enhanced with coloured dots and lines to point out this natural and fluent eye behaviour to learners. These recordings can form effective pedagogical tools for learning how to look at images through the eyes of experts by mimicking the patterns and rhythms of expert eye behaviour. This paper provides a meta-analysis of studies of this kind and also provides the results of a cross-disciplinary project which involved five different subject areas. The consensus arising from our meta-analysis reveals an emerging field with broad concerns in need of more integrated research. None of the studies cited in this article are interdisciplinary across the sciences and arts and, while some of them address higher education in medicine and computing, there are no interdisciplinary studies of how eye tracking is important for teaching in arts and science subjects at undergraduate and postgraduate levels. In addition, none of the studies address how learning practitioners find these eye recordings useful for their own understanding of learning processes. This establishes the unique contribution of this project.

The paper-and-pencil programming strategy (PPS) is a way of representing an idea logically by any representation that can be created using paper and pencil. It was developed for non-computer majors to improve their understanding and use of computational thinking and increase interest in learning computer science. A total of 110 non-majors in their sophomore year were assigned to either a Logo or a PPS course with attendance being 2 hours per week for 15 weeks. To measure the effectiveness of PPS, the Group Assessment of Logical Thinking and a self-assessment survey pre- and post-test were used. Findings indicated that PPS not only improved students' overall logical thinking as much as did Logo programming learning, but also increased scores on one more subscale of logical thinking than did the Logo course. In addition, PPS significantly helped students understand the concept of computational thinking and increased their interest in learning computer science.

Driving research questions from the prevailing issues and interests and developing from them new theories, formulas, algorithms, methods, and designs, and linking them to the interests of the larger audience is a vital component of scientific research papers. The present article discusses outlining purposes or stating the nature of the present research, and listing research questions or hypotheses in the introduction of academic papers. This corpus-based genre study focuses particularly on Move 3 of the model "occupying the niche." The results indicating disciplinary variation show that the writers of Computer Science (CS) research articles, over the years have developed an increased use of outlining purpose/stating the nature of the present research, having the characteristics of purposive, descriptive, extension of the previous work, contrast to the existing work, brevity, complexity, and a description of methodology. It also shows that listing research questions or hypothesis may have distinctively different functions in developing genres as compared to the established ones such as physics.

Computing has become essential in modern-day problem-solving, making computational literacy necessary for practicing scientists and engineers. However, K-12 science education has not reflected this computational shift. Integrating computational thinking (CT) into core science courses is an avenue that can build computational literacies in all students. Integrating CT and science involves using computational tools and methods (including programming) to understand scientific phenomena and solve science-based problems. Integrating CT and science is gaining traction, but widespread implementation is still quite limited. Several barriers have limited the integration and implementation of CT in K-12 science education. Most teachers lack experience with computer science, computing, programming, and CT and therefore are ill-prepared to integrate CT into science courses, leading to low self-efficacy and low confidence in integrating CT. This theoretical paper introduces a novel instructional approach for integrating disciplinary science education with CT using unplugged (computer-free) activities. We have grounded our approach in common computational thinking in STEM frameworks but translate this work into an accessible pedagogical strategy. We begin with an overview and critique of current approaches that integrate CT and science. Next, we introduce the "Computational Thinking through Algorithmic Explanations" (CT-AE) instructional approach. We then explain how CT-AE is informed by constructionist writing-to-learn science theory. Based on a pilot implementation with student learning outcomes, we discuss connections to existing literature and future directions.

The paper presents the conceptual framework and operational indicators of the Learning Management System in virtual spaces supported by ICT. The framework of the management system has three layers that are operational, management-operative, and management-decision. The conceptual foundation of the system is related to the Science of Education, the Science of Computing and the Science of Administration, and takes into account the representative model of the teaching-learning process of the student in virtual spaces supported by ICT. The dimensions, characteristics, variables, and indicators of the management system are assembled on the model in question. The indicators presented in the article correspond to 153 indicators of the operational layer. These were evaluated internationally with a confidence level of more than 90%. The operative indicators are contained in the dimensions of identification, academic, pedagogical-didactic, formative, of assessment of the virtual learning, and technological of the system of management of the virtual learning. The importance of the indicators presented ensures the success of the operational phase of the management system. Therefore, once the operation of the system is guaranteed, the success of the management-operative and management-decision layers of the system is assured. The correct fulfillment of the layers above guarantees the achievement of both the student's learning in the virtual course and the institution that offers virtual teaching through virtual learning platforms supported by ICT.

The development of student identities--their interests in computer science, perceptions of the discipline, and sense of belonging in the field--is critical for broadening participation of underrepresented groups in computing. This paper reports on the design of portfolios in which two classes of high school students reflected on the process of making electronic textile projects. We examine how students expressed self-authorship in relation to computer science and how the use of reflective portfolios shaped students' perceptions of computer science. In the discussion we consider how reflective portfolios can serve as ideational resources for computer science identity construction.

In a course of the degree of computer science, the programming project has changed from individual to teamed work, tentatively in couples (pair programming). Students have full freedom to team up with minimum intervention from teachers. The analysis of the working groups made indicates that students do not tend to associate with students with a similar academic performance, perhaps because general cognitive parameters do not drive the choice of academic partners. Pair programming seems to give great results, so the efforts of future research in this field should focus precisely on how these pairs are formed, underpinning the mechanisms of human social interactions. [Paper presented at the International Conference on University Teaching and Innovation (CIDUI): Learning and Teaching Innovation Impacts (9th, Bellaterra, Barcelona, Spain, Jul 5-7 2016.)]

Introduction: Studies have indicated that users' text highlighting behaviour can be further manipulated to improve the relevance of retrieved results. This article reports on a study that examined users' text highlight frequency, length and users' copy-paste actions. Method: A binary voting mechanism was employed to determine the weights for the feedback, which were then used to re-rank the original search results. A search engine prototype was built using the Communications of the ACM test collection, with the well-known BM25 acting as the baseline model. Analysis: The proposed enhanced model's performance was evaluated using the mean average precisions and F-score metrics, and results were compared at the top 5, 10 and 15. Additionally, comparisons were also made based on the number of terms used in a query, that is single, double and triple terms. Results: The findings show that the enhanced model significantly outperformed BM25, and the rest of the models at all document levels. To be specific, the enhanced model showed significant improvements over the frequency model. Additionally, retrieval relevance was found to be the best when the query length is two. Conclusions: Users' post-click behaviour may serve as a significant indicator of their interests, and thus can be used to improve the relevance of the retrieved results. Future studies could look into further extending this model by including other post-click behaviour such as printing or saving. [Paper presented at the Information Seeking in Context (ISIC): The Information Behaviour Conference, Part 1 (11th, Zadar, Croatia, September 20-23, 2016).]