Computer scientists still are in high demand in the U.S., people of color still are disproportionately underrepresented in the field and whether and how computer science (CS) is taught varies wildly, according to a new report on the state of Kindergarten-through-high school CS education. Authored by Paulo Blikstein, assistant professor of education and (by courtesy) computer science at Stanford, the report — Pre-College Computer Science Education: A Survey of the Field — was commissioned by Google to shine a light on where CS education stands today and where it needs to go. “CS education has the
“Our stories that we tell are so powerful because when we are the one’s telling it, we have control over our stories and the messages that we are sending.” — Alejandra Ramirez Bermudez I am regularly in awe at the goodwill our students extend faculty, myself included, as they attempt to make sense of and successfully complete our idiosyncratic assignments. Too often, students hear faculty respond to any confusion students might have by telling them to “read the syllabus” or “read the assignment,” as if none of the faculty have ever tried to put together an
As I shared in a previous post, I’ve spent this semester working with 84 incredible freshmen and 10 writing mentors, exploring digital culture and identities in our first-year writing course. We read blogs by Audrey Watters, watched films like “The Internet’s Own Boy,” we tracked and analyzed our digital selves, and were moved by the digital activism of people like Esra’a Al Shafei, Alicia Garza of #blacklivesmatter, and Jose Antonio Vargas of Define American. We used these resources, and other models of digital civic engagement, to inform our own research. A few weeks ago, students turned
The eagerly anticipated schedule of the inaugural Connected Learning Summit has been unveiled. The Aug. 1-3 event, to be held at the Massachusetts Institute of Technology Media Lab, features keynote and plenary sessions by leaders in academics, industry and nonprofit organizations; presentations on innovative learning projects and research; interactive workshops on technology research and design, games and other media; a lively “hall of failure,” featuring honest postmortems on projects, programs and products; smart, fast, performative “ignite” sessions; a community showcase evening event for working papers, tech demos, and ideas; and fireside chats with luminaries across fields.
Editor’s note: This is the third part of a three-part post featuring the fourth interview in a multi-part series with participants in the Race, Memory, and the Digital Humanities Conference. The series features public intellectuals discussing digital literacy issues. Jessica Marie Johnson is one of the country’s leading scholars on black code literacy. I’ve had the privilege of teaching with her at the Digital Humanities Summer Research Institute. At the conference my campus organized, she recently gave this thought-provoking and inspiring keynote address. (See Part 1 and Part 2 of DML Central’s introduction to Professor Johnson.) Computing