You belong in this world of computer science education—and because of you, adults of the future will understand how to responsibly participate in high-tech environments with confidence. Districts, cities, and states are moving toward computer science requirements for all K-12 classrooms, even in courses that were not previously associated with technology. These new requirements leave many teachers feeling anxious and unprepared when it comes to integrating computer science into existing curriculum. This book is here to support educators in that shift by inviting them to explore computer science and coding in an approachable and unintimidating way. Let′s All Teach Computer Science: K-12 is a source of inspiration and empowerment for educators who are moving into this technological wonderland. Kiki Prottsman has more than 15 years of experience in computer science education, and her insight informs thoughtful discussions on promoting creativity, problem-solving, and collaboration in students. The book positions computer science in a way that supports other essential skills–such as reading, writing, and mathematics– by providing customizable frameworks that help to seamlessly integrate computer science into core subjects. This book: Provides powerful insights for creating innovative and inclusive learning environments Offers practical examples of integrating computer science into traditional subjects like math, history, art, and more Highlights the importance of addressing implicit biases and promoting computer science as an inclusive field for all students Includes insights on classroom technology and educational technology, as well as AI and its role in education Encourages educators to work together to nurture digital innovators while recognizing potential challenges and frustrations Let′s All Teach Computer Science is an essential guide that equips K-12 teachers with the knowledge and tools necessary to begin teaching computer science immediately–and does so in an enjoyable way, thanks to Prottsman’s friendly and playful style.

You belong in this world of computer science education—and because of you, adults of the future will understand how to responsibly participate in high-tech environments with confidence. Districts, cities, and states are moving toward computer science requirements for all K-12 classrooms, even in courses that were not previously associated with technology. These new requirements leave many teachers feeling anxious and unprepared when it comes to integrating computer science into existing curriculum. This book is here to support educators in that shift by inviting them to explore computer science and coding in an approachable and unintimidating way. Let′s All Teach Computer Science: K-12 is a source of inspiration and empowerment for educators who are moving into this technological wonderland. Kiki Prottsman has more than 15 years of experience in computer science education, and her insight informs thoughtful discussions on promoting creativity, problem-solving, and collaboration in students. The book positions computer science in a way that supports other essential skills–such as reading, writing, and mathematics– by providing customizable frameworks that help to seamlessly integrate computer science into core subjects. This book: Provides powerful insights for creating innovative and inclusive learning environments Offers practical examples of integrating computer science into traditional subjects like math, history, art, and more Highlights the importance of addressing implicit biases and promoting computer science as an inclusive field for all students Includes insights on classroom technology and educational technology, as well as AI and its role in education Encourages educators to work together to nurture digital innovators while recognizing potential challenges and frustrations Let′s All Teach Computer Science is an essential guide that equips K-12 teachers with the knowledge and tools necessary to begin teaching computer science immediately–and does so in an enjoyable way, thanks to Prottsman’s friendly and playful style.

The bestselling analysis of higher education's impact, updated with the latest data How College Affects Students synthesizes over 1,800 individual research investigations to provide a deeper understanding of how the undergraduate experience affects student populations. Volume 3 contains the findings accumulated between 2002 and 2013, covering diverse aspects of college impact, including cognitive and moral development, attitudes and values, psychosocial change, educational attainment, and the economic, career, and quality of life outcomes after college. Each chapter compares current findings with those of Volumes 1 and 2 (covering 1967 to 2001) and highlights the extent of agreement and disagreement in research findings over the past 45 years. The structure of each chapter allows readers to understand if and how college works and, of equal importance, for whom does it work. This book is an invaluable resource for administrators, faculty, policymakers, and student affairs practitioners, and provides key insight into the impact of their work. Higher education is under more intense scrutiny than ever before, and understanding its impact on students is critical for shaping the way forward. This book distills important research on a broad array of topics to provide a cohesive picture of student experiences and outcomes by: Reviewing a decade's worth of research; Comparing current findings with those of past decades; Examining a multifaceted analysis of higher education's impact; and Informing policy and practice with empirical evidence Amidst the current introspection and skepticism surrounding higher education, there is a massive body of research that must be synthesized to enhance understanding of college's effects. How College Affects Students compiles, organizes, and distills this information in one place, and makes it available to research and practitioner audiences; Volume 3 provides insight on the past decade, with the expert analysis characteristic of this seminal work.

This novel is an inspirational romance with many Christian ideals in it. Bad news comes to Pine City, and halts a courtship that is just getting a good start. Can these two young people trust God for the outcome? How long will they be separated and what questions might result? Come spend some time in Pine City, and watch the believers in the Grace 'n' Faith Church. They function in unity as Jesus body to show his love and bring the good results of the Gospel to their city and other places. As believers, they desire to live for Jesus because they love him and appreciate what he did for them, and because lost people need him. It is also available to buy as a printed copy from thebookpatch.com. Or get it as an e-book or PDF file, free of charge from free-ebooks.net.

This book constitutes the refereed post-conference proceedings of the First IFIP WG 3.4 International Conference on Sustainable ICT, Education, and Learning, SUZA 2019, held in Zanzibar, Tanzania, in April 2019, in conjunction with the 15th IFIP WG 9.4 International Conference on Social Implications of Computers in Developing Countries. The 27 revised full papers presented in this volume were carefully reviewed and selected from 41 submissions. The papers cover topics such as peer and collaborative learning in informatics; pedagogical approaches to teaching specific informatics courses; workplace learning related to information systems; e-learning; ICTs for development; mobile solutions in learning in the North and South; lifelong learning; applications for disabled students; traversal skills and computational thinking; and teacher education in the global South.

This textbook presents both a conceptual framework and detailed implementation guidelines for computer science (CS) teaching. Updated with the latest teaching approaches and trends, and expanded with new learning activities, the content of this new edition is clearly written and structured to be applicable to all levels of CS education and for any teaching organization. Features: provides 110 detailed learning activities; reviews curriculum and cross-curriculum topics in CS; explores the benefits of CS education research; describes strategies for cultivating problem-solving skills, for assessing learning processes, and for dealing with pupils’ misunderstandings; proposes active-learning-based classroom teaching methods, including lab-based teaching; discusses various types of questions that a CS instructor or trainer can use for a range of teaching situations; investigates thoroughly issues of lesson planning and course design; examines the first field teaching experiences gained by CS teachers.