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This paper expands on knowledge of computing identity by building on what is known about prior identity models in science and mathematics education. The model theorizes three primary sub-constructs that contribute to the development of a computing identity: belief in one's performance/competence, interest, and recognition in computing. Drawing on data from a nationally representative survey of more than 1,700 college students at 22 colleges and universities, the study tested the alignment of the theorized model to the measures on the survey. Confirmatory Factor Analysis was used to validate whether the appropriate measures loaded on the three separate sub-constructs. Criterion-related validity was also established by testing whether the computing identity measures predicted the choice of a computer science career. The results reveal that a computing identity proxy based on the theorized measures was a highly significant predictor of students' computer science and information technology career choice (p < 0.0001). In addition, this work also established criterion-related validity by showing gender differences that had been found by prior work in computing. Finally, the theorized measures were found to be reliable and internally consistent. The educational understanding of computing identities may provide an important tool to help researchers and practitioners improve student persistence in computer science.

This paper introduces the concept of digital structural violence and examines the negative role it could have in future learning systems. To address it, we propose a new interdisciplinary research agenda at the intersection of three current but disparate lines of work that: (1) Use the concept of epistemic privilege to theorise the inclusion of marginalised learners in the design of learning systems, and utilise participatory action research and emancipatory methodologies to pragmatically ensure this happens; (2) Support young learners and teachers to understand and build their own artificial intelligence algorithms; and (3) Develop sustainable interdisciplinary links with computer science to address digital structural violence at the algorithmic level and to make its societal implications and underlying processes more widely understood, especially by teachers. Taken together, these provide for a material form of resistance to digital structural violence and a theoretically and methodologically coherent future research agenda for building just learning systems.

In this essay, Mingda Sun, a high school student from Connecticut, recounts her summer research internship opportunity at the Center for Quantitative Medicine of UConn Health. She discusses her learning experiences, the challenges she faced, and the encouragement she received from her mentors and peers and explains how this month-long internship helped her overcome her fears of the unknown, as the project was related to concepts that were new to her, like mathematical biology and computer science. Being part of a research team and committing herself to exploring new opportunities reaffirmed Sun's career aspirations in science research in a STEM field. Her reflection offers helpful insights for students, educators, and researchers who are realizing the benefits that lab-based internship opportunities offer to both high school students and their instructors.

A common recommendation in critiques of datafication in education is for greater conversation between the two sides of the (critical) divide -- what might be characterised as sceptical social scientists and (supposedly) more technically-minded and enthusiastic data scientists. This article takes the form of a dialogue between two academics representing these different perspectives -- Dragan Gasevic (a data scientist who is one of the founders of the 'learning analytics' field) and Neil Selwyn (a social scientist and long-time critic of educational technology). Over the course of a six-month email exchange, we explore various arguments for and against the datafication of higher education. Thus, we are able to add a computational dimension to well-worn social criticisms of data representativeness, reductionism and injustice, as well as exploring social tensions inherent in technical claims to data-based precision, clarity and predictability. Crucially, these exchanges allow us to explore ways in which our two viewpoints converge, and therefore highlight opportunities for productive inter-disciplinary exchange and collaboration.

Interdisciplinarity is becoming increasingly important in education. With the rapidly evolving job market, an interdisciplinary education can prepare students for the flexibility and broad knowledge base required to adapt. At the University of Pisa, we recognized the value of an interdisciplinary educational environment during our participation in the European project EINFOSE, where we harmonized the entry requirements for master programs in Information Science. Prior to this project, we had been building study programs in Digital Humanities and Data Science, whose intersection organically nurtured a diverse learning space. Through this lens, we will reflect on the obstacles constituted by disciplinary barriers and stress the importance of a flexible and open 'ecosystem' for education. These conclusions will be supported by data analysis on the careers of our students over the last eight years.

Computational Thinking (CT) has recently been addressed as one of the key skills for the twenty-first century. Integrating CT into different subject areas of K-12 education is also now widely accepted to improve the quality of instruction. In that sense, it is important to enable educators and researchers to recognize how to integrate computational thinking into K-12 classrooms and to study how students learn to think computationally in social studies courses. Besides, providing good practice on CT helps to develop common ground for the teaching of computational thinking in social studies subject areas. Hence, the purpose of this paper is to provide a framework for social studies teachers with regard to how CT can be integrated into K-12 classrooms for social studies. Moreover, a practical implementation idea is also suggested based on this framework. This paper is expected to provide an insight to social studies teachers who want to integrate CT into their classroom in the future and support them in teaching context.

Pair programming is a form of collaborative learning in computer science that involves two students working together on a coding project. Previous research has identified mostly positive outcomes from this practice, such as course grades and the quality of the resulting code. Pair programming may also facilitate interactions that improve the climate for women and Students of Color, thereby reducing equity gaps in achievement and persistence. However, the existing research findings are inconsistent, which may reflect limitations in research design and/or challenges with implementing pair programming in an ideal manner. The present study sought to provide rigorous evidence through a cluster-randomized trial with 1,530 undergraduates in 96 lab sections across three different introductory computer science courses. Within the full sample, pair programming was unrelated to virtually all outcomes. However, pair programming actually led to poorer outcomes among White students, including grades within the introductory course, attempting or completing subsequent computer science courses, and majoring or minoring in computer science. These negative effects were generally driven by White students whose partners had either low or high levels of prior programming experience.

The past five or so years have been marked by a proliferation of educational initiatives, programmes, and toys designed to introduce children to coding and to develop their skills and interest in computer science. This article takes a critical approach to this movement, focusing specifically on ways dominant discourse surrounding the coding movement constructs children, girls, and coding and puts pressure on parents to assist their children in becoming valuable to neoliberal economies. The first part of the article reviews research concerning children and coding, the STEM skills gap, and gender divides in computer science. This part concludes with a discussion of neoliberal ideologies which frame these areas of debate. The second part analyzes 71 news articles published in a six-month period in 2018 that report on coding initiatives and related toys, including Robotics Engineer Barbie™. This part of the article reveals ways these coding initiatives are framed as being essential to the future labour market, as solutions to gender parities in Computer Science fields, and as a way to create confident girls for the future workforce. The article concludes with connections to neoliberal ideologies which frame the role of parenting in the age of digital technologies.

The COVID-19 pandemic is a historic global event that has extended to all parts of society and shaken the core of what we know and how we live. During this pandemic, the work of STEM professionals has taken center stage. Through our close observations of how the events of the pandemic have been unfolding across the globe, we propose an instructional framework that emerged out of the real-time responses of STEM professionals to explain the pandemic and find solutions. This framework centers on data science, computer science, and multidisciplinary convergence as tools for engaging K-12 students in complex societal problems like the pandemic. In this theoretical position statement, we propose our framework that is grounded in three areas: (a) data science and computer science, (b) multidisciplinary convergence, and (c) orientation and support for science teachers specifically and STEM teachers broadly to prepare them for fundamentally different roles. Using data and computer models, students find phenomena and problems compelling, appreciate the power and potential of STEM subjects, and explain phenomena and design solutions to real-world problems. Then, through multidisciplinary convergence, individuals and societies integrate STEM disciplinary knowledge and practices to make informed decisions and take responsible actions. As STEM teachers engage students in explaining phenomena and solving complex societal problems with data science and computer science through the convergence of multiple STEM subjects, teachers take on roles that are fundamentally different from the roles they have traditionally played.

Background and Context: Sports and technology are often pitted as being at odds with one another. While there are several educational activities that make reference to sports we seldom see sports used as an authentic context for learning computing. Objective: We describe the design of Data in Motion, a curriculum that considers the bi-directional opportunities for sports to improve learning of STEM and for STEM to help improve participants' athletic performance. Method: We implement Data in Motion as a five-day summer camp with 33 participants, grades 2-6. We observe the ways that the experience changes students' perceptions of the connection between sports and technology through student surveys, observations and artifact analyses. Findings: Across the pool of participants, we saw significant changes in the ways that students conceptualized the connection between technology and athletic performance. We also saw students who are not interested in sports demonstrate high engagement in the experience. Implications: Practice-linked learning, specifically in the context of sports and technology, is a generative space for students to authentically explore interests in both disciplines. Researchers and practitioners should consider this intersection as a potential space to broaden modes of participation in computer science.

Introduction: In this article we propose a qualitative analysis tool--a coding system--that can support the formalisation of the information-seeking process in a specific field: research in computer science. Method: In order to elaborate the coding system, we have conducted a set of qualitative studies, more specifically a focus group and some individual interviews, and have analysed their results. Analysis: We provide a detailed description of how the qualitative studies were performed and how the subsequent analysis, refining and validation phases were carried out until we obtained the proposed coding system. Results: The coding system is presented as a list of hierarchically categorised codes that try to cover the full information-seeking process performed by researchers in computer science. In order to facilitate the understanding and later use of the codes, we also include a detailed description of each, together with real examples of use extracted from the qualitative studies. Conclusions: We present a complete list of 169 codes categorised into 13 categories that can help other researchers to analyse further qualitative results related to the information-seeking process, both at the process level and at the user level. In our case, these codes will be in the near future the seed to design a system that can adapt its functionality, visualisation and interaction based on the task at hand, the user and the context of use.

This study is primarily focused on assessing the students' logical thinking and cognitive levels in an online collaborative environment. The aim is to investigate whether the online collaboration has significant impact to the students' cognitive abilities. The assessment of the logical thinking involved the use of the online Group Assessment Logical Thinking (GALT) test that has been conducted in two phases; before and after the online collaborative activities. The sample of respondents for this study is sixty first year Diploma in Computer Science students from Universiti Teknologi MARA (UiTM) Perlis, Malaysia where they were divided into fifteen collaborative groups. These collaborative groups were then engaged in a 3-hour session of collaborative activities via the Online Collaborative Learning System (OCLS). The results for this study has revealed that the online collaborative learning has significant impact to the students' logical thinking levels with the increment of 21.7% high logical thinkers with p-value<0.05 (sig. 2-tailed). Meanwhile, the investigation of the students' cognitive levels is being done by monitoring the students' abilities to solve the given questions via OCLS. The questions have been previously constructed according to the Bloom's taxonomy cognitive domain. The results have also revealed that the students at the early stage of learning programming are able to solve complex programming problems at the cognitive level Application and Analysis. There was also a strong correlation between students' logical thinking skills with their abilities to solve problems in an online platform with r = 0.631, significant at 0.012.

This paper presents findings from empirical study on assessing third year students' academic performance and development of generic skills through participatory teaching. Generic skills inventory and academic performance were utilized as measuring instruments where as activities of participatory learning used as an independent variable. The main purpose of the paper was to explore the extent to which participatory teaching contributes to students' acquisition of generic skills and obtaining outstanding academic standing. Outstanding academic achievement and development of generic skills much depend on the instructional strategies employed in teaching and learning. Participatory learning approaches are those, which put students at the center of the teaching and learning activities. Through participatory teaching strategies, the acquisition of generic skills becomes more enjoyable, meaningful and exciting. The study identified that participatory teaching is an effective way to foster generic skills of students as it has a significant influence on development of students' generic skills and to improving students' academic performance. The result of the correlation analysis shows the strong positive relationships between the variables of academic performance, generic skills as well as activities of participatory teaching. As result of this, this study proves that participatory teaching produces two core outcomes (better academic performance and possession of generic skills) expected students develop during academic course. A comprehensive model of generic skills development was proposed which consists of the three constructs investigated which are indicating the strength and the direction of their relationships.

Bitcoin, Litecoin, Dogecoin, et al "cryptocurrencies" have enjoyed a meteoric rise in popularity and use as a way of performing transactions on the Internet and beyond. While gaining market valuations of billions of dollars and generating much popular press in doing so, little has been academically published on the Computer Science/Information Systems (CS/IS) foundations of this phenomena. This paper describes these foundations. In doing so, it is hoped that the success of the cryptocurrency payment systems can be used to demonstrate to CS/IS students how computer theory can be integrated into other disciplines with dramatic results.

The cybersecurity curriculum has grown dramatically over the past decade: once it was just a couple of courses in a computer science graduate program. Today cybersecurity is introduced at the high school level, incorporated into undergraduate computer science and information systems programs, and has resulted in a variety of cybersecurity-specific graduate programs. However, is that even enough? Is cybersecurity so broad that education needs to be more specialized? Employers want graduates who can hit the ground running: not in the broad field of cybersecurity but in some very specific areas. This paper is structured as follows. First, we will provide a brief overview of the current approaches to cybersecurity education including government standards bodies such as the National Initiative for Cybersecurity Education (NICE) framework, the upcoming changes in the National Information Assurance (IA) Education and Training Programs (NIETP) Center of Academic Excellence (CAE) designation requirements, and the Department of Labor competency model. Second, we will present a framework for curriculum changes, which we use to determine the viability of information technology/information systems (IS/IT) curriculum changes to our departmental educational offerings. We examine relationships with other departments and how cybersecurity is enhanced by other domain knowledge. Then we discuss the three specialties we plan to introduce in the cybersecurity graduate curriculum: cybersecurity data analysis, cyber intelligence, and health care information security and privacy. Finally, the future cybersecurity curriculum directions are presented and discussed.

The purpose of this study was to determine the factors motivating pre-service teachers for online learning within the context of ARCS motivation model. The study, in which the phenomenology model was used, was carried out with 52 pre-service teachers attending the department of Computer Education and Instructional Technologies at the Education Faculty of Çanakkale Onsekiz Mart University in Turkey. The participants were experienced in online learning. In the study, the data were collected with an open-ended questionnaire within the framework of the ARCS motivation model. The research data were analyzed with descriptive analysis and examined fewer than four themes (attention, relevance, confidence and satisfaction). Also, for each theme, sub-themes were obtained. The most frequent factor motivating for online learning was "relevance to individual differences" found under the theme of "confidence". As for the least frequent motivating one, it was "flexibility" found under the theme of "relevance".

The purpose of this study was to justify of the formation technique of representation of modeling methodology at computer science lessons. The necessity of studying computer modeling is that the current trends of strengthening of general education and worldview functions of computer science define the necessity of additional research of the problems relating to study of computer modeling bases within the basic course of computer science. Such necessity is caused by that "Mathematics and Computer Science" education range is a backbone line of the course. Consideration of modeling issues within computer science course is the basis of cogitative operations development called in pedagogies as methods of mental actions or intellectual abilities. But at schools and in pedagogical higher education institutions of Republic of Kazakhstan this section of computer science course is not considered properly. The issues related to a formation technique of basic concepts of modeling, and also usage of applied software environments for development and research of models except an Excel editor are not developed. Practically there are no techniques creating a broad view on concept of model, there is no methodically acceptable models' typology. The research results indicate that when disclosing the material on themes about modeling stages the process is should be considered as cyclic, there is need of interpretation of models' relevance concept, "undelivered", "vital" tasks are should be considered, which fully reflect intersubject links.

With the quick emergence of computers and related technology, Electronic-learning (E-learning) and Information Communication and Technology (ICT) have been extensively utilized in the education and training field. Miscellaneous methods of integrating computer technology and the context in which computers are used have affected student learning in many different ways. Integration of technology can help to create courses that are easier and more effective for learners, especially if ICT and E-learning are integrated into the educational process. ICT, when used in a sufficient and suitable manner, can help learners to understand IT better. Moreover, it can help learners to use the absolutely necessary skills which can guarantee success in empowering the learners with IT awareness and skills which are essential for success in today's knowledge economy. This study aims to conduct a survey on the role of E-learning and ICT courses in educational environment. By having ICT courses available online via E-learning, every learner will adapt and be comfortable with the continuous upcoming technologies and innovations.

Learning computer programming is one of the main requirements of many educational study plans in higher education. Research has shown that many students face difficulties acquiring reasonable programming skills during their first year of college. In Saudi Arabia, there are twenty-three state-owned universities scattered around the country that provide free college education for Saudi students. Through a quick glance at the website of these universities, we found out that almost all of them offer the same course description and requirements for the computer-programming course. The poor performance of students in these programming courses, however, is always a hot topic during educational gathering held on the country; it is always mentioned that students' performances differ from a university to another and between different regions of the country. The main objective of this research is to investigate the reasons behind the major discrepancies in the performance of students in computer programming course in three main regions of Saudi Arabia: East, West and North. For the purpose of this research, we designed a questionnaire to be filled by a random sample of students from each region considered in this study. The questions on this questioner are related to a set of indices such as socio-economic indices, learning environments indices, and the quality of teaching offered indexes. This paper presents our findings on the difficulties students face while learning computer programming in some regions of Saudi Arabia.

Distributed learning is derived from the concept of distributed resources. Different institutions around the globe connected through network and the learners are diverse, located in the different cultures and communities. Distributed learning provides global standards of quality to all learners through synchronous and asynchronous communications and provides the opportunity of flexible and independent learning with equity, low cost educational services and has become the first choice of the dispersed learners around the globe. The present study was undertaken to investigate the challenges faced by the Faculty Members of Department of Business Administration and Computer Science at Allama Iqbal Open University Islamabad Pakistan. 25 Faculty Members were taken as a sample of the study from both Departments (100% Sampling). The study was qualitative in nature and interview was the data collection tool. Data was analyzed by thematic analysis technique. The major challenges faced by the Faculty Members were: bandwidth, synchronous learning activities, irregularity of the learners, feedback on individual work, designing and managing the learning activities, quality issues and training to use the network for teaching learning activities.

The advent of massive open online courses (MOOCs) has created opportunities for learning that are clearly in high demand, but the direction in which MOOCs should evolve to best meet the interests and needs of learners is less apparent. Motivated by our interest in whether there are potential and purpose for archived MOOCs to be used as learning resources beyond and between instructor-led live-sessions, we examined the use of a statistics MOOC and a computer science MOOC, both of which were made available as archived-courses after a live-session and for which enrolment continued to grow while archived. Using data collected from surveys of learner demographics and intent, the course database of major learner activity, and the detailed clickstream of all learner actions, we compared the demographics, intent, and behaviour of live- and archived-learners. We found that archived-learners were interested in the live-MOOC and that their patterns of use of course materials, such as the number and sequence of videos they watched, the number of assessments they completed, their demonstration of self-regulatory behaviour, and their rate of participation in the discussion forums, were similar to the live-learners. In addition, we found evidence of learners drawing on an archived-MOOC for use as reference material. Anticipated areas of impact of this work include implications for the future development of MOOCs as resources for self-study and professional development, and in support of learner success in other courses.

Computer Science (CS) courses comprise both Programming and Information and Communication Technology (ICT) issues; however these two areas have substantial differences, inter alia the attitudes and beliefs of the students regarding the intended learning content. In this research, factors from the Social Cognitive Theory and Unified Theory of Acceptance and Use of Technology were selected as important motivating factors in students' behavior and attitude towards CS courses. This hybrid framework aims to a) investigate the influence of these factors on students' intention to study CS and b) identify potential differences on these effects among ICT and Programming based courses. Responses from the total of 126 Greek students, (71 attending ICT courses and 55 attending Programming Courses) were used to measure the variables and to identify the differences between ICT and Programming students. Results revealed the influence of most of the motivating factors, on students' intention to study CS and indicated the moderating effect in the enrolment with ICT or Programming course on the relationship among students' Perceived Behavioral Control and their intention to study CS. The outcomes of this study are expected to open new avenues to understanding students' intentions to pursue computing and IT related careers.

While there have been very limited studies of the educational computing literature to analyze the research trends since the early emergence of educational computing technologies, the authors argue that it is important for both researchers and educators to understand the major, historical educational computing trends in order to inform understandings of current and future eLearning trends. This study provides the findings of an analysis of 2,694 journal articles published between 1977 and 2005 in four major, international educational computing journals. It provides the platform for a subsequent analysis for the period 2006-2013 and beyond, as future educational computing research is published. The journal articles analyzed were categorized according to their research themes. Subsequently, clustering analysis, multi-dimension scale analysis, and research diversity analysis were performed on the categorized results to explore the research trends. The research literature analysis confirmed that there were identifiable evolutionary trends dating from 1977, and, importantly, the analysis highlighted that each key breakthrough in technology was accompanied by increased educational research about those technologies to inform educational practices. Importantly, two major driving forces of the historical trends identified were technologies and pedagogical approaches. The paper concludes with explanations of how these trends from 1997-2005 have shaped the current focus on Technological Pedagogical Content Knowledge (TPACK) needed for effective current and future eLearning.

Dunlap, The University of Alabama, USA ABSTRACT In the electrical and computer engineering (ECE) curriculum at The University of Alabama, freshmen are introduced to fundamental electrical concepts and units, DC circuit analysis techniques, operational amplifiers, circuit simulation, design, and professional ethics. The two credit course has both lecture and laboratory components that address these topics. The laboratory has been used, in this project, to provide students an experience in design. In one of the laboratory assignments, students work in teams to design and build products giving attention to both function and aesthetics. Creativity is an important attribute for engineers practicing their profession in a global society. The creative process was exercised in the design lab by progressively engaging students through various stages including: brainstorming, formation of a construction plan, producing schematic representations, and implementing their design. In a twoyear period, four laboratory exercises were developed to provide design experiences in our introductory ECE course. Assessment results show that the majority of students enjoy several aspects of the laboratory on design and creativity. At the same time, they consider this lab to be one of the most difficult ones due to its open-ended nature. Students who experienced the creative lab were somewhat more likely to state they would continue in their major. Overall, the project team concluded that the creative lab was valuable and did raise awareness of the creative process.

Writers of research articles are expected to present research information in a structured manner by following a certain rhetorical patterns determined by the discourse community. Failures to keep to the writing standard and rhetorical pattern are likely to lower the acceptance rate. While producing a research article is understandably a complex task, it is even more difficult if one is writing in his or her second or third language. Even if grammatical mistakes can be ironed out by a language editor, researchers are on their own when it comes to rhetorical presentation of their research ideas. The available research writing guidelines constructed in the native speaker context often fall short in addressing rhetorical aspects related to cultural issues that have been known to influence most non native English (NNE) writings. Motivated by the complexity of rhetorical presentation in research articles and the problems on writing research articles by NNE writers, this paper is aimed to explore the rhetorical moves used by the Malaysian writers in the introduction section of Computer Science research articles for journal publication. CARS model (Swales, 2004) is used to analyze the rhetorical moves in the introduction section of Computer Science research articles by the Malaysian writers. The study begins with a corpus compilation of five research articles (RA) by the writers followed by move analysis use in the CARS model (Swales, 2004) was conducted to analyze the articles. The analysis revealed that majority of the writers adopted most of the rhetorical strategies in Swales model (2004). The paper concludes that CARS model is suitable in identifying the rhetorical moves in the RA by Malaysian writers.

Many researches have shown that different approach needed in analysing linear and non-linear reading comprehension texts and different cognitive skills are required. This research attempts to discover the relationship between Science Stream students' reading competency on linear and non-linear texts in Malaysian University English Test (MUET) with Multiple Intelligence Theory as well as aims to reveal the prominent type of Multiple Intelligence that significantly predicts the Science Stream students' performance on the different texts of reading component. In collecting the data, the researcher used two instruments namely the Reading Comprehension of Malaysian University English Test (MUET) and Multiple Intelligence Questionnaire. The participants were 60 diploma students joining in UiTM Alor Gajah Melaka and they were chosen to represent the Science Stream group. Furthermore, the result of the correlation testing showed positive correlation of the total score in MUET reading component as well as in linear text section with Music-Rhythmic, Bodily-Kinaesthetic and Interpersonal Intelligence.

Corporate entrepreneurship is a critical area of curricula for computer science and information systems students. Few institutions of computer science and information systems have entrepreneurship in the curricula however. This paper presents entrepreneurial health informatics as a course in a concentration of Technology Entrepreneurship at a leading institution of technology. In the concentration, and in the course, students are learning to be business entrepreneurs in interdisciplinary fields, such as health. This paper can be beneficial to educators in schools of computer science and information systems desiring to enrich offerings to be contemporary with the demands of industry.

This article summarizes the findings of a systematic review of 15 group and two single-subject experimental design studies that evaluated the effectiveness of phonological awareness interventions for dual language learners (DLL) in preschool through second grade. Studies were evaluated using a "Consumer Reports"-like rating system. Each study was rated on quality indicators for design characteristics, measurement and reliability, evaluation of treatment effects, and external validity. The effects of phonological awareness interventions for Latino children who are DLL in the early and primary grades are promising, although the studies' results are tempered by conceptual limitations. Most studies demonstrated acceptable design characteristics and implementation fidelity. Few studies included measures of social validity and consumer satisfaction. Although the review did not identify a single treatment approach to be superior, preliminary evidence suggests that children can benefit from phonological awareness instruction that is explicit and allows for multiple response opportunities. The results of this review also indicate that children who are DLL benefit from bilingual phonological awareness instruction without detracting them from acquiring English phonological awareness skills.

Computational Thinking (CT) is an increasingly relevant concept that researchers are promoting in formal learning contexts. In their mission to prepare teachers to integrate CT into K-12 schooling, teacher educators would benefit from understanding the different kinds of preconceptions of CT that their students bring to the classroom in order to design learning experiences that build upon that preexisting knowledge. In this systematic literature review of 24 articles, I aim to identify the different types of preconceptions that teachers hold around CT. Results show that teachers hold preconceptions that can affect how they define CT. Specifically, they can conflate CT with (1) technology integration, (2) computer science or programming, (3) other non-specific problem-solving strategies, and (4) "thinking like a computer". They also may hold preconceptions around teaching and learning CT. Specifically, the literature shows they believe CT is a difficult topic to understand that often cannot feasibly be integrated into K-12 education due to curriculum and instruction constraints. In this article, I identify this initial list of preconceptions, demonstrate their presence in the literature, and propose ways for teacher educators to build upon them without antagonizing "incorrect" initial definitions that teachers may hold. Implications and limitations of this work are discussed.

Data are becoming increasingly important in science and society, and thus data literacy is a vital asset to students as they prepare for careers in and outside science, technology, engineering, and mathematics and go on to lead productive lives. In this paper, we discuss why the strongest learning experiences surrounding data literacy may arise when students are given opportunities to work with authentic data from scientific research. First, we explore the overlap between the fields of quantitative reasoning, data science, and data literacy, specifically focusing on how data literacy results from practicing quantitative reasoning and data science in the context of authentic data. Next, we identify and describe features that influence the complexity of authentic data sets (selection, curation, scope, size, and messiness) and implications for data-literacy instruction. Finally, we discuss areas for future research with the aim of identifying the impact that authentic data may have on student learning. These include defining desired learning outcomes surrounding data use in the classroom and identification of teaching best practices when using data in the classroom to develop students' data-literacy abilities.

Students' summer experiences during college potentially influence their postsecondary outcomes and job placement. Little is known, however, about how college students spend their summers. Drawing from prior research, current strands of literature, and Pierre Bourdieu's theory of societal reproduction, the author suggests that scholars explore the possibility of a "Summer Divide." The author's argument is twofold: (1) focusing on the summer might provide further insight to students' postsecondary outcomes and (2) class hierarchies might be further reified during the summer.

Computational thinking has been popularized in the last decade, particularly with the emphasis on coding education in K-12 schools. The core idea of computational thinking has a close relationship with technology and engineering education (TEE). TEE has emphasized the use of computing skills to solve problems, and integrative STEM education encourages the adoption of math and science to solve engineering problems. Therefore, this article will examine the relationship between computational thinking and TEE and address a way to teach computational thinking using an engineering-design instruction model. This article will present a practical approach to teach computational thinking strategies to TEE students using an unplugged learning experience. The unplugged approach has been addressed to teach core concepts of computer science through engaging games, puzzles, or solving real-life problems, using simple computer algorithms (CS Unplugged, n.d.). The lesson, titled "C-Boat," was designed to incorporate a hands-on engineering design activity with computational thinking practices. In the "C-Boat" lesson, students will use the computational thinking approach to accurately predict the outcome of their solution in the problem-solving process. This lesson shows how students apply mathematics and scientific knowledge and explains the relationship between scientific/mathematical knowledge and engineering design.

Purpose: The purpose of this study is to investigate the narratives of 93 Black women in computing in the USA to identify salient themes that are at the intersection of race and gender in the field of computer science. Design/methodology/approach: The study uses a multi-method approach with a survey to describe the sample and a series of focus groups for in-depth analysis of themes. The qualitative methodology uses a grounded theory and consensual qualitative research approach with a research team that includes computer scientists and social scientists to collect and analyze data. Given the highly technical field of computer science and the intersectional experiences of the participants, this approach was optimal to capture and code data through the lens of Black women in computing. Findings: The authors found four main themes that represented specific needs for Black women in the computing community. The first is the importance of linking Black women in computing (i.e. their recruitment, retention and career growth) to the bottom line of organizational and personal accountability. The second is effective cultural and educational supports for Black women in computing across pathways, starting in middle school. The third is to provide leadership development as a part of their educational and workplace experience. The fourth is a collection of empirical research and scholarship about and for Black women as a part of the computing literature. Originality/value: Black women comprise one of the most underrepresented subgroups in the area of computer science in the USA. There is very little research about Black women in computing. To promote broadened participation in computing, there is a critical need to understand the narratives of successful Black women in the space.

This paper focuses on peer learning as a process to develop PhD students' disciplinary and scholarly skills. PhD students' experience is not usually framed in terms of peer learning, because peer learning is more often studied and applied at the undergraduate level. This contribution builds on an ethnography of a research team to show the potential of peer learning over the course of the doctorate. A socio-constructivist conceptualisation of learning, inspired by activity theory, guides the analysis. The contribution of this paper is threefold. First, it proposes an original definition of learning that highlights process and practice, and shows how to work with it. Second, it demonstrates how peer learning unfolds in the interplay between structured and emergent types of interactions. Third, it provides scholars with insights into the conditions facilitating peer learning and stimulates debate around the initiatives that institutions can put in place to support PhD students.

This study explores Portuguese academics' acceptance of employability as a purpose for higher education further to the Bologna reforms, focusing on their understandings of employability and their teaching practices. The data were gathered through focus groups in which participated around 70 academics from 3 disciplinary areas, belonging to different institutional types. Findings suggest that there are different degrees of acceptance of employability as a purpose for higher education, varying by discipline and type of institution. Irrespective of the differences in perceptions of employability, all academics engage in teaching practices associated to the development of employability, although with different ends in mind. While Computer Engineering and Management academics aim to train professionals fitting into specific employment, for Arts academics such teaching methods aim to introduce students to artistic practice. These findings warn against equating employability with crude indicators of employment and using it as a performance indicator.

The purpose of this study was to assess the efficacy of the design of a first year introduction to digital fluency course primarily for a library and information technology cohort at a Canadian university using an educational action research method and apply the findings to the second "question-plan-observe-evaluate" cycle of the action research process in order to improve the next iteration of the course. Results include 1) recommendations to adopt a more suitable textbook, 2) use strategies recommended for cohort learning and, 3) reconceptualization of 'digital fluency' from a computer science principles perspective to a plurality of digital literacies as conceptualized in contemporary literature.