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1. The State of the Field of Computational Thinking in Early Childhood Education. OECD Education Working Papers. No. 274

Author

Organisation for Economic Cooperation and Development (OECD) (France), Bers, Marina Umaschi, Strawhacker, Amanda, and Sullivan, Amanda

Abstract

Computer programming and associated Computational Thinking (CT) skills are essential to thriving in today's academic and professional world. There has been a growing focus globally on fostering CT skills as well as on introducing computer programming concepts and languages beginning as early as kindergarten and pre-primary school. Tools, curriculum, and frameworks to promote CT in the early years must be designed and implemented in ways that engage children who cannot yet read and write, who learn through play, and who have a short attention span and limited working memory but also strong natural curiosity. This review summarises empirical and theoretical literature on the state of the field of CT as it relates to early learning and development, a time when young children are being introduced to foundational skills, such as literacy and numeracy, which can carefully be complemented by an exploration of CT.

Published
2022
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2. Annual Proceedings of Selected Research and Development Papers Presented at the Annual Convention of the Association for Educational Communications and Technology (40th, Jacksonville, Florida, 2017). Volume 1

Author

Association for Educational Communications and Technology, Simonson, Michael, and Seepersaud, Deborah

Abstract

For the fortieth time, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Jacksonville, Florida. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains 19 papers dealing primarily with research and development topics. Fourteen papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. Volume 1 contains the following 19 papers: (1) Gamification for Change: A New Approach to Investigate Students' Attitudes toward Educational Gamification in Online Learning Environments (Sumayah Abu-Dawood); (2) Facilitating Higher Levels of Thinking and Deeper Cognitive Processing of Course Text Using Reciprocal Teaching Strategies in Asynchronous Discussion Forums (Jenifer R. Marquis and Ginger S. Watson); (3) Online Learning Design and Implementation Models: A Model Validation Study Using Expert Instructional Designers (Ann Armstrong and Albert Gale); (4) Tracking the Design and Development of a Six Module miniMOOC for Quality Graduate Supervision (Hawazen Alharbi and Michele Jacobsen); (5) Diversity Training in Organization Settings: Effective and Ethical Approaches for Change Leaders (Ashley McArthur and Nancy B. Hastings); (6) Hey, Want to Play? "Kahooting" to Win the Learning Game (Papia Bawa); (7) An Examination of Prior Knowledge and Cueing Effects in an Animation (Ismahan Arslan-Ari); (8) Teacher Perceptions of the Adaptation of the New Computer Science (CS) Curriculum: An Evaluation of CS Curriculum Implementation (Suhkyung Shin, Jongpil Cheon, and Sungwon Shin); (9) Multimedia Video Resolution, Camera Angle, and the Impact on Instructor Credibility and Immediacy (Miguel Ramlatchan and Ginger S. Watson); (10) The Effects of Visible-Annotation Tool on the Learning Process and Learning Outcome in CSCL (Yoonhee Shin, Jaewon Jung, and Dongsik Kim); (11) Pre-Service ICT Teachers' Recommendations for School Internet Safety (Sanser Bulu, Melike Kavuk-Kalender, and Hafize Keser); (12) Turkish Schools' Readiness for Preventing Cyberbullying (Melike Kavuk-Kalender, Hafize Keser, and Sanser Bulu); (13) Examining Technology Integration Decision-Making Processes and Identifying Professional Development Needs of International Teachers (Medha Dalal, Leanna Archambault, and Catharyn Shelton); (14) Integrating Learning Analytics into Workforce Education to Develop Self-Assessment Competency (Lin Zhong); (15) Ensuring Academic Integrity in Online Courses: A Case Analysis in Three Testing Environments (Berhane Teclehaimanot, Sue Ann Hochberg, Diana Franz, Mingli Xiao, and Jiyu You); (16) Changing Student Performance and Perceptions through Productive Failure: Active Learning for Applied Chemistry in Pharmaceutics (Dan Cernusca and Sanku Mallik); (17) The Construction of Sentiment Lexicon in Educational Field Based on Word2vec (Xiang Feng and Longhui Qiu); (18) Blended Instruction by Using Simulation Method Teaching to Enhance Digital Literacy for Student Teachers in Thailand (Sumalee Chuachai); and (19) Social Network Use Preferences of Pre-Service ICT Teachers (Omer Faruk Islim and Nese Sevim Cirak). (Individual papers contain references.) [For Volume 2, see ED580817.]

Published
2017

3. Case Study: Creation of a Degree Program in Computer Security. White Paper.

Author

Belon, Barbara and Wright, Marie

Abstract

This paper reports on research into the field of computer security, and undergraduate degrees offered in that field. Research described in the paper reveals only one computer security program at the associate's degree level in the entire country. That program, at Texas State Technical College in Waco, is a 71-credit-hour program leading to an Associate of Applied Science in Network Technology degree and focuses heavily on computer networks and operating systems, containing courses that prepare individuals for careers on corporate security teams. The majority of computer security and information security training is offered in master's and doctoral-level programs. The paper proposes Norwalk Community College (NCC) in Norwalk, Connecticut, develop a new degree program at NCC. It also details the process of developing the degree program, starting with advisory committee members' development of a knowledge and skills list for entry-level computer security professionals, identification of the components that could be taught in a formal program of study, and the packaging of knowledge and skills components into logical course delivery units. The paper argues for development of similar programs at other community colleges. (NB)

Published
2002

4. Seeking Solution: High-Performance Computing for Science. Background Paper.

Author

Congress of the U.S., Washington, DC. Office of Technology Assessment.

Abstract

This is the second publication from the Office of Technology Assessment's assessment on information technology and research, which was requested by the House Committee on Science and Technology and the Senate Committee on Commerce, Science, and Transportation. The first background paper, "High Performance Computing & Networking for Science," published in 1989, framed the outstanding issues; this background paper focuses on the federal role in supporting a national high-performance computing initiative. Chapter 1, "High-Performance Computing and Information Infrastructure for Science and Engineering," discusses the goals of the initiative, the government's role, the structure of federal policy, major strategic concerns, and long-range planning needs. Chapter 2, "Policy Considerations for High-Performance Computing," describes the difficulties and barriers to advancing computer technology, providing access to resources, and expanding and improving usage. The purposes of these centers are also discussed in this section. Chapter 3, "High-Performance Computers: Technology and Challenges," discusses the research and development process and the evolution of computer technology. Brief descriptions of national and other high-performance computer facilities are appended. (KR)

Published
1991

5. Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Educational Technologies (5th, Sydney, Australia, December 11-13, 2017)

Author

International Association for Development of the Information Society (IADIS), Kommers, Piet, Issa, Tomayess, Isaias, Pedro, and Hol, Ana

Abstract

These proceedings contain the papers and posters of the 5th International Conference on Educational Technologies 2017 (ICEduTech 2017), which has been organised by the International Association for Development of the Information Society and co-organised by the Western Sydney University, held in Sydney, Australia, 11-13 December 2017. ICEduTech is the scientific conference addressing the real topics as seen by teachers, students, parents and school leaders. Scientists, professionals and institutional leaders are invited to be informed by experts, sharpen the understanding what education needs and how to achieve it. Full papers presented in these proceedings include: (1) Bibliometric Science Mapping as a Popular Trend: Chosen Examples of Visualisation of International Research Network Results (Eugenia Smyrnova-Trybulska, Nataliia Morze, Olena Kuzminska and Piet Kommers); (2) Optimize Knowledge Sharing, Team Effectiveness, and Individual Learning within the Flipped Team-Based Classroom (Chung-Kai Huang, Chun-Yu Lin, Zih-Cin Lin, Cui Wang and Chia-Jung Lin); (3) Design and Development of an Interactive Multimedia Simulation for Augmenting the Teaching and Learning of Programming Concepts (Leonah L. Baloyi, Sunday O. Ojo and Etienne A. Van Wyk); (4) Introducing Tablets in a Portuguese School: A Micool Project Case Study Analysis (Miriam Judge); (5) College Communicative Teaching and e-Learning: A Training Scheme (Charito G. Ong; (6) Tested Strategies for Recruiting and Retention of STEM Majors (Sadegh Davari, Sharon Perkins-Hall and Krishani Abeysekera); (7) Redesigning Learning Spaces: What do Teachers Want for Future Classrooms? (Neuza Pedro); (8) Peer Instructions and Use of Technological Tools. An Innovative Methodology for the Development of Meaningful Learning (Oriel A. Herrera and Patricia Mejías); (9) It Doesn't Matter What is in Their Hands: Understanding How Students Use Technology to Support, Enhance and Expand Their Learning in a Complex World (Peter Bryant); (10) A Comparative Study on Social Media Addiction of High School and University Students (Ali Simsek, Kemal Elciyar and Taner Kizilhan); (11) Computer Literacy Teaching Using Peer Learning and under the Confucian Heritage Cultural Settings of Macao, China (Kelvin Wong, Ana Neves and Joao Negreiros); (12) Applying Sensors to Investigate Gender Differences in Beginning Tennis Players (Chih-Hung Yu, Jye-Shyan Wang and Cheng-Chih Wu); (13) Using Arduino to Teach Programming to First-Year Computer Science Students (Wee Lum Tan, Sven Venema and Ruben Gonzalez); (14) Dimensions of Self-Perceived Employability in First Year IT Students (Amy Antonio and David Tuffley); (15) Challenges for a New Generation of STEM Students (Krishani Abeysekera, Sharon Perkins-Hall, Sadegh Davari and Amanda Smith Hackler); (16) Developing a Gesture-Based Game for Mentally Disabled People to Teach Basic Life Skills (Mohammad Javad Nazirzadeh, Kürsat Cagiltay and Necdet Karasu); (17) Learning Group Formation for Massive Open Online Courses (MOOCs) (Sankalp Prabhakar and Osmar R. Zaiane) and (18) ICE: An Automated Tool for Teaching Advanced C Programming (Ruben Gonzalez). Short papers presented include: (1) MOOC as a Laboratory of Culture Shock: Helping Non-U.S. Students Integrate into All-American Virtual Environment (Valeri Chukhlomin and Anant Deshpande); (2) The Use of Mobile Devices Outside of the Classroom for Self-Directed Learning among Female EFL Students in Saudi Arabia (Fatimah Albedah and Chwee Beng Lee); (3) Communication Scaffolds for Project Management in PBL (Shigeru Sasaki, Masayuki Arai, Kumiko Takai, Mitsuhiro Ogawa and Hiroyoshi Watanabe); (4) Digital Pedagogies for Teachers' CPD (Matthew Montebello); (5) Sensing Locally in the Global Environment: Using Sensors in Teachers' Education (Maria João Silva, António Almeida, Bianor Valente, Margarida Rodrigues and Vítor Manteigas); (6) The Use of a Digital Badge as an Indicator and a Motivator (Jun Iwata, John Telloyan, Lynne Murphy, Shudong Wang and John Clayton; (7) Exploring the Education Potential of Minecraft: The Case of 118 Elementary-School Students (Thierry Karsenti and Julien Bugmann); (8) Digital Story Creation: Its Impact towards Academic Performance (Charito G. Ong); and (9) Collaborative Peer Feedback (David A. Smith). Posters include: (1) A System for Class Reflection Using iPads for Real-Time Bookmarking of Feedbacks into Simultaneously Recorded Videos (Taira Nakajima); (2) Roles, Strategies, and Impact of MOOCs on Flipping Business Education (Chung-Kai Huang, Chun-Yu Lin, Zih-Cin Lin and Cui Wang); and (3) Gamifying Outdoor Social Inquiry Learning with Context-Aware Technology (Morris Siu-Yung Jong, Tom Chan, Vincent Tam and Ming-Tak Hue). Individual papers include references, and an Author Index is included.

Published
2017

6. Paper-and-Pencil Programming Strategy toward Computational Thinking for Non-Majors: Design Your Solution

Author

Kim, Byeongsu, Kim, Taehun, and Kim, Jonghoon

Abstract

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.

Published
2013
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7. Score Prediction from Programming Exercise System Logs Using Machine Learning

Author

Tanaka, Tetsuo and Ueda, Mari

Abstract

In this study, the authors have developed a web-based programming exercise system currently implemented in classrooms. This system not only provides students with a web-based programming environment but also tracks the time spent on exercises, logging operations such as program editing, building, execution, and testing. Additionally, it records their results. For educators, the system offers insights into each student's progress, the evolution of their source code, and the instances of errors. While teachers find these functions beneficial, the method of providing feedback to students needs improvement. Immediate feedback is proven to be more effective for student learning. If the final course score could be predicted based on early data (e.g., from the 1st or 2nd week), students could adapt their study strategies accordingly. This paper demonstrates that one can predict the final score using the system's operational logs from the initial phases of the course. Furthermore, the score predictions can be revised weekly based on new class logs. We also explore the potential of offering tailored advice to students to enhance their final score. [For the full proceedings, see ED636095.]

Published
2023

8. Outlining Purposes, Stating the Nature of the Present Research, and Listing Research Questions or Hypotheses in Academic Papers

Author

Shehzad, Wasima

Abstract

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.

Published
2011

9. Gendered Career Expectations of Students: Perspectives from PISA 2006. OECD Education Working Papers, No. 57

Author

Organisation for Economic Cooperation and Development, Sikora, Joanna, and Pokropek, Artur

Abstract

This paper provides a comprehensive overview of adolescent career plans reported in PISA 2006. Its main focus is on the differences in the status and area of employment expected by girls and boys in high school. In almost all countries, girls lead boys in their interest in non-manual, high status professional occupations. This can be seen as a vertical dimension of gender segregation in occupational preferences. Students also differ by gender in selecting particular fields of employment within status categories. These differences make up the horizontal segregation of students' expectations and, in PISA 2006, are prominent in the gendered choices of specific subfields of science. Both the vertical and the horizontal dimensions must be considered to appreciate the cultural and institutional factors which promote and reinforce systematic divides in career choices of adolescent boys and girls. Appended are: (1) Additional descriptive tables; (2) Occupational titles comprising science, engineering/computing and health employment; (3) Plans to enter socio-cultural professions; (4) Missing data; and (5) Additional information on methods. (Contains 8 figures, 18 tables and 2 footnotes.)

Published
2011
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10. ICTs and Gender. OECD Digital Economy Papers, No. 129

Author

Organisation for Economic Cooperation and Development, van Welsum, Desiree, and Montagnier, Pierre

Abstract

This document provides an overview of the gender distribution of ICT and ICT-related employment in OECD countries, and ICT employment patterns are contrasted with overall employment to highlight differences. The authors discuss participation in ICT-related education and training, and differences in ICT access and use by gender. Overall, participation rates of women in employment tend to be significantly lower than those for men, although their labour market participation is increasing in most countries. In general, there is a lower share of women in managerial positions, but a higher share than men in many professional occupations, especially in health care and education. In contrast to these general patterns, the gender distribution of ICT employment is an outlier in terms of both women's participation and shifts in the share of women in ICT-related employment. Women have low shares of ICT-specialist employment and these shares rarely show an increase. Among ICT-using occupations women tend to have higher shares of office and secretarial occupations and lower shares in scientific and professional ones. Women have increased their share in higher education, across most areas of education, particularly in the arts, education and health-related education. However the share of women remains low in engineering and even lower in computer science. Although informal assistance from colleagues and learning-by-doing are important ways of acquiring computer skills for all, for women more formal types of training courses may be relatively more important than for men in some countries. ICT access by women tends to lag that of men: although gaps are generally declining, they remain large in older age groups, and in areas of newer technologies. There are also differences in from where men and women access the Internet. Men are more likely to access from both home and work in many countries; women are more likely to access from educational establishments. Women are more likely to engage in shopping and health-related activities; men are more likely to play games and visit sports pages. These differences are present for all age groups. This analysis suggests that for both equity and efficiency reasons gender differences in ICT occupations, education, access and use need to be addressed, that further, more detailed, analytical work on the evolution of ICT occupations, education and use should be undertaken and that the effects of policy on women and ICTs should be analysed in detail. (A bibliography is included. Contains 9 footnotes, 36 figures and 3 tables.)

Published
2007
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