Girls Learning Computer Science Principles with After School Games

2015 ◽  
Author(s):  
Carolee Stewart-Gardiner ◽  
Gail Carmichael ◽  
Elisabeth Gee ◽  
Lorri Hopping
Keyword(s):  
Computer Science ◽  
After School

Girls, Games, and Intrepid Exploration on the Computer

2011 ◽  
pp. 727-732 ◽  
Author(s):  
Jill Denner ◽  
Steve Bean
Keyword(s):  
Middle School ◽  
Computer Science ◽  
Learning Environments ◽  
After School ◽  
School Program ◽  
Middle School Girls ◽  
Women's Participation ◽  
After School Program ◽  
School Girls ◽  
Problem Solvers

One way to increase women’s participation in technology is to create more female independent problem solvers on the computer, or what Sherry Turkle (cited in Margolis & Fisher, 2002) calls “intrepid explorers.” Studies of students who persist in computer science have shown the importance of being “intrepid”—having the desire to explore without fear of breaking the computer, and the confidence to solve problems and deal with setbacks (Margolis & Fisher, 2002). An intrepid explorer is creative and fearless about trying new things on the computer. However, how do people become intrepid explorers? How can learning environments support them? This article addresses these questions by describing ways to support girls to explore intrepidly on computers. These strategies are grounded in previous research as well as our own research on an after school program for middle school girls.

scholarly journals The Impact of Children’s Long-Term Participation in STEM Clubs on Their Attitudes towards STEM Subjects

2019 ◽  
pp. 20-29
Author(s):  
Cem Kagar ◽  
Teslime Kagar
Keyword(s):  
Computer Science ◽  
Research Method ◽  
Quantitative Research ◽  
After School ◽  
Age And Gender ◽  
Children’S Perspectives ◽  
And Gender ◽  
The Impact ◽  
School Club

In this report, we investigated the impact of after-school STEM clubs on children’s attitudes to STEM-related subjects. 236 children aged 8-12 took part in this study. For the purpose of this study, a quantitative research method was adopted where a survey prior to the STEM activities and at the end of 30 weeks of the after-school club have been used to make sense of children’s perspectives on STEM-related subjects. The study also explored whether the age and gender of the children would influence their attitudes towards these subjects.Keywords: STEM, Engineering, Cross-curricular, Computer Science, Primary education

scholarly journals Models of using immersive teaching technologies in the practical activity of a teacher of informatics

2021 ◽  
Vol 18 (2) ◽  
pp. 152-161
Author(s):  
Alexey I. Azevich
Keyword(s):  
Science Teacher ◽  
Computer Science ◽  
Professional Growth ◽  
Mixed Reality ◽  
Educational Practice ◽  
Learning Technologies ◽  
After School ◽  
Immersive Learning ◽  
Augmented Virtuality ◽  
Immersive Technologies

Problem and goal. Virtual, augmented mixed reality and augmented virtuality are becoming integral attributes of the immersive educational environment, disposed to continuous learning and comprehensive development. The relevance of the study of models of using immersive technologies in the activities of a computer science teacher is beyond doubt, because they are the real embodiment of new methodological ideas and approaches. Methodology. In the course of the research, the analysis of models of immersive learning technologies for the practical activities of a computer science teacher was carried out. On its basis, a set of computer tools and equipment has been proposed that allows introducing immersive technologies into educational practice. Results. Methodological recommendations on the use of virtual, augmented and mixed reality technologies both in informatics lessons and after school hours are presented. The key topics of the computer science program, in which it is advisable to use immersive technologies, have been identified. Methodological approaches to the transformation of informatics teaching in the context of digitalization of education have been formulated. Conclusion. The results of the study indicate that immersive learning technologies can be successfully applied both in informatics lessons and outside the classroom. They not only contribute to the immersion of students in an interactive environment, but also increase the interest, motivation and quality of their knowledge. Lessons using immersive technologies open up new opportunities for a computer science teacher for professional growth, methodological and subject self-improvement.

Smart Textile as a Creative Environment to Engage Girls in Technology

2018 ◽  
pp. 850-861
Author(s):  
Daniela Reimann
Keyword(s):  
Computer Science ◽  
Technology Education ◽  
Wearable Computing ◽  
After School ◽  
Media Art ◽  
Electronic Textiles ◽  
Research Project ◽  
Media Technologies ◽  
Smart Textile ◽  
Flexible Applications

In the context of the convergening media technologies, the concept of mobile media embedded in wearable material was introduced. The terms of Wearable Computing, Fashionable Technology, and Smart Textile became key words at the intersection of media, art, design, computer science, engineering and the shaping of technology by the users themselves. Though media artists and designers explore wearable computing for some time now, only little research has been undertaken into Smart Textile in education in Germany (e.g., the after school workshop program held at DiMeB at the University of Bremen). However, Smart Textile is not common at school, especially not in the context of artistic processes in general MINT (MINT is a German acronym for the subjects of Mathematics, Computer Science, and Technology) education in classroom settings. In order to research the interplay of electronic textiles, wearable technology, hard and software tools, such as the Arduino LilyPad, a programmable board designed for stitching into clothing and flexible applications, are scrutinized. In the research project, contemporary media art works in the field of Fashionable Technology are explored to inpire interdisciplinary technology education form an artistic perspective. A learning-through-design-approach using electronic media for sewing, hacking the traditional model of technology education (Reimann, Daniela, Fütterer Werner, Biefang, & Sebastian, 2010). In the paper, the conceptual framework for the research project “Artistic approaches to Engage Girls and Young Women in Technology and Engineering in Education at School and University (Acronym: IBP-GirlsLab)” is presented. It aims to engage girls in technology and engineering by integrating artistic processes as well as a more playcentric approach to technology and engineering education in order to engage girls in shaping technology, is discussed.

scholarly journals Self-sustaining Crowdsourcing: Beyond the Wikipedia Model to Make pK-12 Computer Science Education Universal in Developing Countries

10.29007/gcg8 ◽  
2020 ◽  
Author(s):  
Armando Sanchez ◽  
Javier Peraza
Keyword(s):  
Developing Countries ◽  
Computer Science ◽  
Social Impact ◽  
After School ◽  
Science Courses ◽  
The Public ◽  
Computer Science Courses ◽  
For Profit ◽  
School Time ◽  
Teachers And Parents

Progracademy (PRG) is a program that seeks to make universal the development of 21st-century competencies (6Cs) -with emphasis on computational ones, in underprivileged pK-12 students of developing countries. PRG proposes a self- sustaining crowdsourcing solution applied to education, with the two key innovative components: i) extra-supported online Computer Science courses (MaxiMOOCs on Collaborative Programming) for pK-12 students who work in teams during school time (PRG Lab) and/or after school (PRG Club), and ii) an online platform that empowers and coordinates online volunteers, teachers, and parents in order to support students. PRG is a solution for underprivileged schools’ severe limitations of resources and institutional capacity to develop 6Cs in students. PRG’s seeks a quadruple social impact at scale and cost-effectively: i) achieve students’ 6Cs educational objectives, ii) build capacity in the schools’ teachers and administrators to educate in 6Cs, iii) develop 6Cs in the volunteers that support the students, and iv) mobilize sustainable support from the for-profit sector and civil society to the public education system. After a successful pilot in a Venezuelan school belonging to the largest educational NGO in Latin America –Fe y Alegria, PRG is now being piloted in Ecuador in two schools from the same NGO.

Smart Textile as a Creative Environment to Engage Girls in Technology

2015 ◽  
pp. 205-217 ◽  
Author(s):  
Daniela Reimann
Keyword(s):  
Computer Science ◽  
Technology Education ◽  
Wearable Computing ◽  
After School ◽  
Media Art ◽  
Electronic Textiles ◽  
Research Project ◽  
Media Technologies ◽  
Smart Textile ◽  
Flexible Applications

In the context of the convergening media technologies, the concept of mobile media embedded in wearable material was introduced. The terms of Wearable Computing, Fashionable Technology, and Smart Textile became key words at the intersection of media, art, design, computer science, engineering and the shaping of technology by the users themselves. Though media artists and designers explore wearable computing for some time now, only little research has been undertaken into Smart Textile in education in Germany (e.g., the after school workshop program held at DiMeB at the University of Bremen). However, Smart Textile is not common at school, especially not in the context of artistic processes in general MINT (MINT is a German acronym for the subjects of Mathematics, Computer Science, and Technology) education in classroom settings. In order to research the interplay of electronic textiles, wearable technology, hard and software tools, such as the Arduino LilyPad, a programmable board designed for stitching into clothing and flexible applications, are scrutinized. In the research project, contemporary media art works in the field of Fashionable Technology are explored to inpire interdisciplinary technology education form an artistic perspective. A learning-through-design-approach using electronic media for sewing, hacking the traditional model of technology education (Reimann, Daniela, Fütterer Werner, Biefang, & Sebastian, 2010). In the paper, the conceptual framework for the research project “Artistic approaches to Engage Girls and Young Women in Technology and Engineering in Education at School and University (Acronym: IBP-GirlsLab)” is presented. It aims to engage girls in technology and engineering by integrating artistic processes as well as a more playcentric approach to technology and engineering education in order to engage girls in shaping technology, is discussed.

scholarly journals Secondary Computer Science Teachers’ Pedagogical Needs

2020 ◽  
Vol 4 (1) ◽  
pp. 33-52
Author(s):  
Olgun Sadik ◽  
Anne Ottenbreit-Leftwich ◽  
Thomas Brush
Keyword(s):  
Computer Science ◽  
Science Teachers ◽  
Comparative Method ◽  
Management Strategies ◽  
School Setting ◽  
The United States ◽  
After School ◽  
Student Centered ◽  
Constant Comparative Method ◽  
After School Program

The purpose of this study is to identify secondary computer science (CS) teachers’ pedagogical needs in the United States. Participants were selected from secondary teachers who were teaching CS courses or content in a school setting (public, private, or charter) or an after-school program during the time of data collection. This is a qualitative study using CS teachers’ discussions in Computer Science Teachers Association’s (CSTA) email listserv, responses to open-ended questions in a questionnaire, and discussions in follow-up interviews. Content analysis, thematic analysis and constant comparative method of qualitative data analysis were used to analyze the data. The most common pedagogical need expressed was learning student-centered strategies for teaching CS and guiding students’ understanding with the use of scaffolding and team-management strategies in CS classes. Furthermore, addressing students’ beliefs in CS and their preconceptions in math and reading were important factors influencing teaching CS effectively in secondary schools.

PTSD Can Persist Months After School Shooting

2009 ◽  
Vol 42 (2) ◽  
pp. 22 ◽  
Author(s):  
PATRICE WENDLING
Keyword(s):  
School Shooting ◽  
After School
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