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This article suggests a song debugging activity that brings together two key ideas - the analogy between learning and debugging and the pedagogical potential of music in Computer Science Education (CSE). The paper can be viewed as the fourth in a series of papers published in inroads about the course Methods of Teaching Computer Science in the High School, but it can also stand on its own merit, since it discusses issues that are relevant to CSE in general.

This article continues our previous manuscript, published in the December 2003 issue of inroads. Both articles address the "Methods of Teaching Computer Science in the High School" course (hence forth abbreviated MTCS). In this article we present an active learning based teaching model that can support the construction of the prospective computer science teacher's professional perception as a future computer science teacher.

This article focuses on a "Methods of Teaching Computer Science in the High School" course (abbreviated MTCS). It presents the rationale and need for the course, and suggests optional course frameworks and implementations that are not limited to a particular programming language, programming paradigm, level of students, or curriculum.

In this paper, we describe a six years experience of summer seminars for high-school computer-science (CS) leading teachers in Israel. The seminars, called "On the frontier of computer science", featured encounters between CS researchers and teachers, as well as pedagogy discussions and workshops. The result of these innovative seminars is that they helped strengthen the local leading teachers' community above and beyond expectations.

This article focuses on the practicum, one of the more important parts of computer science teacher preparation. During this stage, the prospective teachers practice the teaching of computer science in a high school setting before becoming actual computer science teachers. The practicum is highlighted in this article from three angles: the prospective teacher's perspective, the MTCS course perspective and the university mentor's perspective. For each perspective we illustrate the importance of the practicum by explaining how it bridges a specific gap. These gaps are illustrated by two examples that focus on content and pedagogical aspects of computer science education.

Recursion is a powerful concept, appearing in almost every introductory course in computer-science (CS). CS educators and educational researchers often refer to difficulties in learning recursion, and suggest methods for teaching recursion. However, the research literature barely addresses the unique ways in which students relate to this interdisciplinary concept and the particular learners' language concerning recursive phenomena. The gap is most apparent when seen through a constructivist lens, where the students' prior knowledge and idiosyncratic conceptions should be referred to and reflected upon in order to serve as a basis for further knowledge construction. This paper reports on a study in which a collaborative classification of several recursive phenomena is used to facilitate the construction of recursion. The students' discourse was analyzed, as a step toward understanding the students' ways of speaking recursively. Preliminary results indicate some basic aspects of recursion in the student discourse, although the students apparently talk a very different language from that of the experts, as used by books and teachers.

The 17th Annual Conference on Innovation and Technology in Computer Science Education (ITiCSE 2012) took place in Haifa, Israel on June 3-5. ITiCSE 2012 was among the official Centenary events of the Alan Turing Year and all three keynotes were related to the Turing Centenary.

Every teacher would like to have students that are motivated towards autonomous learning with self-enthusiasm. This Tip presentation will offer one method for achieving such a goal.For three consequential years (1998-2000) I was teaching a "computing literacy teaching methods" course for CSE students in the Technion. The focus of the course was on computing teaching methods and learning processes.A major part of the course was devoted to a project the students had to develop. They had to collect data, analyze it, organize and represent it to their colleagues. They had to work in small teams and could choose their own topic as long as they were using different computing tools such as Internet, email, spreadsheet, and others.The projects ranged topics such as: Wine, women in Islam, Michelangelo, UFO, wedding traditions, Greek mythology, and Marathon history.