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The article looks at the introduction of computer programming into high school classes other than mathematics or computer science classes, focusing on the authors' project of creating Task-Specific Programming (TSP) languages, also called teaspoon languages, that teachers and students in classes such as history can learn quickly and then use for tasks related to their subject. They note that TSP languages are a type of domain-specific programming languages (DSLs).

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.

The authors discuss the role of computers in thinking and education. They mention children's ability to think and solve problems computationally, presents examples of children thinking and performing using computers, and the need to redesign computer use to incorporate more comprehensively in education

The article examines the state of computer science education in U.S. high schools. Statistics on the number of U.S. high school students having taken a computer science course are presented, a proposed graduation requirement for computer science education in New York City, Chicago, Illinois, and Arkansas is scrutinized, and the question of why computer science education is important is raised.

The article questions the utility of computer science education in promoting or diminishing opportunity and social inequality. The author considers the inequities allegedly inherent in college preparation as well as in the mastery of "foundational concepts". Definitions of computational thinking for mathematics and science education are criticized and options for computer science education approaches are outlined.

The article discusses efforts to equalize educational opportunities in computer science (CS) for lower-income students in the U.S., including in regard to social privilege in the country. An overview of Massive Open Online Course (MOOCs), including the authors' perspective that it did not equalize education, is provided.

Information is provided on the 2016 Computer Science (CS) New Faculty Teaching Workshop that prepares college faculty for teaching computer science. Topics, including women students in STEM education majors, academic integrity, syllabus development, active learning in the classroom and classroom size, are discussed.

The author discusses efforts to develop computer science (CS) education into a STEM (science, technology, engineering, and mathematics) education discipline. Topics include U.S. President Obama's January 2016 announcement of the CS for All initiative to make computing education available to all U.S. students, U.S. Congress' pass of the STEM Education Act of 2015 which made CS part of STEM, and the invisibility of computation in children's daily life.

The article examines a cyberattack on the SolarWinds company with a focus on the history of foreign infiltration into U.S. governmental and defense computer systems and the alleged futility of firewalls and other protective software measures promising impregnability is contrasted with a proposed shift in cybersecurity and data protection philosophy. A letter to the editor in response to an article on computer science education is also offered.

The author discusses his thoughts concerning the expansion of participation in, and access to, computer science (CS) education for racial minorities in the U.S. The author argues that the structure of CS education is designed to limit access to knowledge, that CS education policies and operations need to change to meet societal needs, and that CS must establish a meritocracy.

The authors argue for U.S. state-level activism to broaden access to computer science education in relation to the coalition Expanding Computing Education Pathways (ECEP) Alliance. Topics include teaching credentials in career-technical education (CTE) fields, the use of policy reports and stakeholder meetings to build support for change, and the creation of statewide coalitions to promote computer science (CS) education.

An excerpt from an article posted on the journal's blog is presented, which explores the transition to distance learning and virtual conferencing since the outbreak of the coronavirus pandemic in 2020.

The article discusses the failure of the One Laptop per Child Project and artificial intelligence. It mentions the book "The Charisma Machine" by Morgan Ames which covers the failure of the project developed by Nicholas Negroponte, the lack of humility in the project, and how artificial intelligence has provided advances in medicine.

The author discusses the importance of training K-12 teachers in computer science (CS) education in order to permit colleges and universities to offer CS, computer programming, and STEM education courses to undergraduate students.

In this article the author considers indicators that U.S. K-12 students will study computer science. Topics discussed include the addition of programming to children's computer games, insights on the overall projected populations of school children in the U.S. and details on the learners of computing versus other learners of STEM.

The authors discusses the relative paucity of U.S. high school and college students who are interested in computer science (CS) as a field of study and the experience of teaching first-year college students CS. The article examines steps being taken in U.S. states such as California and Texas to promote interest in CS among students and implementing CS education.

The article focuses on a new strategy for teaching introductory computer programming. The National Science Foundation's Information Technology Research program was developed in response to the President's Information Technology Advisory Committee report. Even in the down-turned economy, there are still huge numbers of information technology jobs going unfilled. Despite the increase in computer science enrollments there are lots of indications that is not being done to meet the demand for a diverse, well-educated, large work force of computer science professionals. A new strategy for teaching introductory computer programming to attract students have been proposed. Learning scientists have found over and over again that engaging the students is critical to deep learning. Engaging students is critical for them to learn something well enough to use it again in a new situation. College students today have been called the Nintendo generation or the MTV generation

The author addresses some of the issues facing the computer education research (CER) community. Topics discussed include National Science Foundation's (NSF) funding of efforts to create a CER in the U.S. and Europe, research issues to be faced by CER in areas of broadening participation, students and learning, computing in primary and secondary education and tools, underrepresentation of women and minority groups in computing, the importance of interventions to make computing available for females, minorities and low-income students.

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 author offers advice on how to reduce the wait time for college students seeking to meet with their computer science advisors. Topics covered include peer instruction, classroom environments, and pair programming methods of instruction.

The authors discuss the difficulty of getting into a computer science class and political warfare in cyberspace. Topics include an increase in undergraduate enrollment despite the inability of U.S. computer science departments to keep pace with the demand, and the need for an international code of conduct in cyberspace imposing constraints on infrastructure attacks and political warfare by the United Nations.

The article presents blog posts adapted from the website http://cacm.acm.org about the role of variables in computer programming and the direct instruction approach in computer programming education. The relations of variables to constants and values is addressed. Comments on the use of examples in computer programming instruction are presented.

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 author reflects on Human-Centered Computing (HCC), a subdiscipline of computer science that combines technology and social science. Information is provided on HCC graduate degrees that cover topics such as human-computer interaction (HCI), cognitive science, and artificial intelligence (AI). The author notes the subject is similar to the technology forecasts made by computer scientist and psychologist J.C.R. Licklider in the 1960s and analyzes the demographics of computer science students.

The article discusses the question of whether the U.S. education system is in a state of crisis or not. A report by the U.S. National Academy titled “Rising Above the Gathering Storm, Revisited: Rapidly Approaching Category 5” is cited as arguing that the U.S. economy is at risk because of poor STEM (Science, Technology, Engineering and Mathematics) education. Contrary arguments are also described.

In this article the authors discuss securing funding commitments for improving computing education research. The authors believe that a form of domain-specific education research is needed to improve the research base. The computing education research funding in the U.S. through the National Science Foundation's directorates Computer and Information Sciences and Engineering and Education and Human Resources are examined. Several suggestions for improving computing education are offered.

In this article the author discusses the lessons that can be derived from high-demand computer science courses that are created for students pursuing non-computing degrees. The history of teaching computing to every student at Georgia Institute of Technology (Georgia Tech) is given. The creation of Georgia Tech's College of Computing is also discussed.

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.

An introduction is presented in which the author discusses an article published in the journal about the grading of computer science (CS) students, and the concept of what is referred to as the Geek Gene and the bimodality of CS grades.

The article presents the author’s views on the question of programming programming languages as an idea with significant educational implications and looks into the Cambridge Analytica and Facebook scandal. Topics discussed include the claim that political data firm Cambridge Analytica used personal data from the social networking site Facebook to profile voters, Facebook's failure to notify users whose data had been collected, and Facebook's reaction over its protection of user data.

The article discusses the opportunity costs of choosing to become a computer science (CS) teacher in the U.S. in relation to salaries. Topics include the recruitment of people with Ph.D.'s in computer science into industry jobs rather than higher education, the lack of available class in CS when faculty shortages exist, and the report "Assessing and Responding to the Growth of Computer Science Undergraduate Enrollments" by the U.S. National Academies of Sciences, Engineering, and Medicine.

The authors discuss the growth of cyber attacks on infrastructure and the ability of beginning computer science students to evaluate their teachers fairly. Topics include the growth of cyber terrorist interest in power grids and automated system controls, and the use of a Teaching Practices Inventory or evidence-based methods to evaluate teachers in order to eliminate bias.

The article discusses natural language processing and the teaching of computer programming in public schools. Topics include the computer program word2vec's ability to give manipulations of word representations that resemble semantics produced by vector math, and educational historian Larry Cuban's argument that computer programming education advocates blending the roles of school in preparing citizens and preparing workers as computing is necessary in society.

The article presents a blog post from http://bit.ly/2qiMahP that discusses growing interest in computer science (CS) majors by U.S. undergraduate students, also offering a reply and a response to the reply. Topics include the report "Generation CS: Computer Science Undergraduate Enrollments Surge Since 2006" by the organization Computing Research Association (CRA), the lack of gender and racial diversity in CS programs, and problems with software developer bootcamp programs.

The article discusses the relation between discovery learning and direct instruction in introductory-level computer science (CS) education in light of the importance of student motivation, a discussion taken from the January 9, 2017 blog post "'Figure It Out' Isn't Enough: Striking a New Balance Between Understanding, Problem-Solving, and Design in Introductory CS Classes," located at http://bit.ly/2jvlDd0.

The article discusses the alleged Russian cyberattack on the 2016 U.S. presidential elections and the benefits of computing labs designed to support computational literacy in students. Topics include the U.S.' status of having the poorest cyberdefenses among leading developed countries, tips on teaching children literacy from the book "Proust and the Squid: The Story and Science of the Reading Brain," and the use of various learning activities to teach children to read and write computer programs.

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 several papers presented and awards distributed at the 2016 International Computing Education Research (ICER) in Melbourne, Australia, and the significance of television series "Star Trek" and "Star Trek" movies and films upon the 50th anniversary of "Star Trek" network television premiere. It discusses papers by scholars such as Elizabeth Patitsas on computer science (CS) grades, scholars Alex Lishinski, Aman Yadav, Jon Good, and others on the topic of gender differences and CS students, and a paper by scholars Craig S. Miller and Amber Settle.

The article discusses teaching computer science to Science and Technology Entry Program students at Union College's Kenney Community Center and the benefits of Jython Environment for Students, the text editing software for Python programming language. Topics include the use of a visual perception card game to analyze how human's solve problems versus how to program computers to solve problems, data representation inside computers, and the use of JES to facilitate programming in Media Computation.

The article presents excerpts from blog posts at the website of the computer science periodical "Communications of the ACM" http://cacm.acm.org on topics including the AlphaGo artificial intelligence program written to solve the game of go, computer science research, and demographic influences on computer science and problem solving aptitude.

The article discuses the initiative Computer Science for All announced by U.S. President Barack Obama that aims to give every student an opportunity to learn computer science. Topics tackled are the proposals of leaders of the Expanding Computing Education Pathways (ECEP) Alliance, the challenges to computer science education in states and territories including funding and the growing number of teachers, and the need for programs to broaden participation in computing.

The article offers the author's insights on various aspects related to computer science (CS) education. Among the topics discussed include the role of information technology for CS education, the implication of the Inverse Lake Wobegon Effect for CS learning among students, and the relevance of using sampling error for computing curriculum.

The blog post "A Call to Action for Higher Education to Make AP CS Principles Work," located at http:/bit.ly/1YFwWv0, noting the relation of higher education computer science (CS) courses to the Advanced Placement (AP) examination for CS Principles (CSP).

The article presents a reprint of two blog posts, one published by Moshe Y. Vardi on September 11, 2015, entitled "The Future of Work: But What Will Humans Do?" found at http://bit.ly/1geYbLj and the other by Mark Guzdial on August 14, 2015, entitled "Be It Resolved: Teaching Statements Must Embrace Active Learning and Eschew Lecture," found at http://bit.ly/1RkVbuC.

The article explores the impact of the variety of learning outcomes and definitions on the teaching of computer science in the U.S. The author reflects on his experience dealing with the problem caused by many different learning outcomes while teaching computer science at the Georgia Institute of Technology in Atlanta, Georgia. He also discusses the adoption of "Exploring CS" and "Advanced Placement in Computer Science Principles," two computer science courses for high schools being promoted by the National Science Foundation (NSF).

A blog post from the website of the periodical "Communications of the Association for Computing Machinery (ACM)" on the topic of evidence-based education in computer science is presented.

Two blog posts from the publication's website are presented, one on strategies for effective teaching of college computer science courses and one on the challenge and the importance of rendering computer programming languages easier to learn and to use for non-specialists.

The article discusses how to teach programming to beginner computer science students, focusing on the paper "Why minimal guidance during instruction does not work: an analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching" by P. A. Kirschner, J. Sweller, and R. E. Clark. Topics include the best practices for teaching problem-solving skills, whether the approach of minimal guidance works, and the alternative methods of cognitive load theory and worked examples. The article also includes a conversation between readers and the author on the topic.