Why Little Johnny Can’t Compute (And Why It Matters)
Mark Nelson Computer Science Teachers Association
Objectives Access to computer science education in K-12 has implications for equity, the national economy, and national security. Global education systems are in reform as mandates to introduce coding or computer science are introduced into pre-university curricula at many levels. In this session we will provide context for recent developments, highlighting select challenges and opportunities, plus implications for faculty research.
* State of CS education today (mostly US, some global) – stage setting
* Legislative highlights (STEM Act; ESSA) – some faculty implications
* CS For All Consortium – Clear faculty/research opportunities
* Standards and Framework for K-12 CS Education – clear faculty/research opportunities
* CSTA Key initiatives: CPD Pipeline (professional development), CS is (equity/awareness), CSTAR (Research) – multiple faculty/research opportunities
* Ways in which attendees could engage in any or all of the above
* I have a short interactive exercise I might throw in there as well. I need to give a little more thought to its adaptation.
Mark R. Nelson, Ph.D., MBA, CAE
Mark is the Executive Director of the Computer Science Teachers Association (CSTA), a dynamic professional organization with more than 24,000 members committed to empowering and advocating for K-12 CS teachers worldwide. Mark has been a consultant, a CIO, an entrepreneur, a university faculty member, and a research fellow, in addition to other roles. He has received awards for accomplishments in teaching, research, service, and practice.
Targeted Attendees Faculty members interested in the state of K-12 CS and IS education.
Recommended Citation: Nelson, M., (2016). Why Little Johnny Can’t Compute (And Why It Matters). Proceedings of the EDSIG Conference, (2016) n.4168, Las Vegas, Nevada