Tag Archives: Google Computer Science Education

Supporting the development of excellent computer science teachers globally

Posted by Karen Parker, Program Manager

Editor's note: For CS Education Week, we are celebrating the educators that lead the way by making CS education accessible and inclusive. Stay tuned all week for more programs and stories that celebrate CS champions every day of the year.

Today, Google’s Computer Science for High School (CS4HS) award program opens applications for the 2016 year. Since 2009, CS4HS has provided funding for over 400 computer science teacher professional development (PD) opportunities around the globe. Through these PD opportunities over 20,000 teachers have gained confidence in their understanding of computer science (CS) and learned valuable skills for teaching CS to students. Despite these accomplishments, a recently published Google-Gallup study found that nationwide many teachers incorrectly identified “creating documents or presentations” and, to a lesser extent, “searching the Internet” as part of computer science. If teachers better understand what CS is, learning opportunities can branch beyond literacy and delve deeper into CS concepts, allowing students to acquire skills that are useful and in demand across a growing number of fields. What we learn from research drives why and how we invest in CS teacher PD.
Ramona Santa Maria, CS4HS facilitator from Buffalo State College, problem solving with CS teachers
 In the US, we are eager to continue funding PD efforts that have strong plans for creating new or working with existing Communities of Practice (COP) that support ongoing professional development. This focus is grounded in a wide body of research (for example Joyce & Showers, 2002; and Wiske, Stone, & Levinson, 1993) demonstrating that COPs are a critical element for producing and sustaining innovation in the classroom.

When the new AP Computer Science Principles course launches in 2016, the College Board anticipates that 18,000 students will be interested in taking the AP exam. In an effort to help prepare educators to teach the new AP course, we will fund applications that include PD content that is centered around some or all of the Seven Bigs ideas from the AP Computer Science Principles Framework.

Also, based on research, we believe that regionally based PD allows practitioners to tailor the learning objectives to meet the specific needs of teachers in their areas. We encourage colleges, universities, and educational non profits from all regions of the country to apply.

Funding across the globe
In Canada, Europe, the Middle East, and Africa, CS4HS is looking to fund applications that include strong plans for the establishment of new, or work with existing COPs that support ongoing professional development as well as PD content that is focused on the critical principles of computer science. Australia/New Zealand will continue to support PD focused on national CS curriculums and China will continue to support their App Inventor CS PD model.
CS4HS organizer, Alfredo Perez from Columbus State University, providing in-class mentorship for a new CS teacher

Get started with your application
Criteria vary from region to region so please visit the CS4HS website to learn more about the eligibility requirements and deadlines specific to your region and to get started on your application. We hope this year will provide many opportunities to partner with the CS education community to grow and strengthen the CS teacher community around the globe. We hope you’ll be a part of it, and look forward to reviewing your application.

Stay connected
Join the CS4HS Google+ community to connect with past CS4HS organizers and learn about HangOuts on Air we’ll be hosting during the application process. And be on the lookout for an announcement later this month regarding the launch of the RISE Awards for funding student outreach programs.

CS Education Week is All About Making a Difference

Posted by Chris Stephenson, Head of Computer Science Education Programs

Editor's note: For CSEdWeek this December 7-13, we are encouraging students to try High Seas and Inside Out, Google’s new introductory Hour of Code activities. We’re also going behind the scenes on the Google for EDU blog with stories and resources for the parents, educators and students that champion CS education every day. Stay tuned this week to learn more!

This year, Computer Science Education Week runs from December 7 through 13th and students, teachers, volunteers and organizations across the world will participate in a wide variety of activities and events. Very few people know, however, that it all began with one person who wanted to make things better.

In 2008, Calvin College Computer Science professor Joel Adams attended a regional ACM conference where he attended a session focused on advocating for computer science education. This session inspired him to question why secondary school students in his home state of Michigan had so few opportunities to take rigorous computer science courses when the data showed a tremendous demand for jobs in computing-related fields. Adams was especially concerned because the downturn in manufacturing had devastated Michigan and he believed his students deserved better opportunities and better jobs. Adams collected the jobs and education-related data and made an appointment with Dr. Vern Ehlers, his representative in the United States Congress. Ehlers heard Adams’ message and decided to take action.

Meanwhile, ACM and the Computer Science Teachers Association had been working to raise the profile of K–12 computer science education nationally. Cameron Wilson (then ACM’s Director of Public Policy) happened to be a former staffer for Rep. Ehlers. Following the meeting with Adams, with Ehler’s support, Wilson and Ehlers’ staffer Julia Jester drafted a resolution to designate the week of Grace Murray Hopper’s birthday as “National Computer Science Education Week”.

House Resolution 558 was introduced June 18, 2009. Rep Bart Gordon (D-TN) introduced the resolution in the House and Rep. Ehlers (R-MI) spoke eloquently in favor of his motion as did Jared Polis (D-CO). The resolution passed and was enacted on October 20, 2009 and with the help of numerous organizations, companies (Google among them) and individuals, the first celebration took place the week of December 7, 2009.

The annual event continued to grow and in 2013 it reached unprecedented levels with the participation of Code.org and the launch of the Hour of Code. Thanks to Code.org’s efforts, public figures from Ashton Kutcher to President Obama were talking about the importance of learning computer science. To date, more than 137,683,279 people have gotten a taste of computer science as Hour of Code participants.

As the global conversation about the importance of computer science education has grown, so too have the events. In Europe, Google helped launch EU Code Week which took place October 10-18th, 2015 with more than 150,000 people and 4000 events in 37 countries. From October 1-10, 2015, again with help from Google, 88,763 children and youth participated in more than 3,000 events in 17 countries during Africa Code Week. These are just two examples of the computer science education celebrations internationally.

Computer Science Education Week, whatever the event is called and whenever it takes place, is now a global experience. Everyone is invited to participate, and anyone can make a difference. And you can be sure that you will be hearing more about what Google is planning. But it is worth knowing and remembering that it all began with one man, who wanted to make life better for his students and did something about it.

Stay tuned for more posts on this topic throughout the week tagged with #CSEdWeek2015, on our Twitter and Google+ pages, too!

Google-Gallup research report: Perceptions of computer science reflect and reinforce stereotypes

Posted by Sepi Hejazi Moghadam, Head of Research & Development, K-12 Education

Editor's note: Ensuring the appropriateness, value, and impact of our efforts in the computer science education space first requires an understanding of the issues which broadly impact the discipline, its practitioners and its students. This article is part of our ongoing effort to explore those issues and share our learnings along the way.

Technology is undeniably becoming an integral part of our lives, shaping virtually everything around us. Unfortunately the computer science (CS) behind all of the technology we love isn’t so widely understood. Compounding the issue is the fact that groups like women, Blacks, and Hispanics are underrepresented in CS education and in the high tech workplace. This underrepresentation has been growing for decades and because of it, we simply don’t have enough students--especially those with diverse backgrounds--studying CS to even fill the projected number of computing jobs that will be available in five years (NCWIT). In order to change that trajectory, we need to better understand the current landscape and the factors that led us to this point.

That’s exactly why today, in partnership with Gallup, we’re releasing our second report from an ongoing series of studies on the state of U.S. K-12 CS education: Images of Computer Science: Perceptions Among Students, Parents and Educators in the U.S.

This report explores participation in and perceptions of CS learning by gender, race and income. We surveyed nearly 16,000 respondents, representing students, parents, teachers, principals and superintendents. From our first report, Searching for Computer Science: Access and Barriers in U.S. K-12 Education, we learned about the differences in exposure and access to CS learning and computers between Black, Hispanic and White students. The findings from today’s report show that we have more work to do beyond just providing access.

The results show that there’s high value and interest in CS among all demographics, and even more so for lower-income parents. But unfortunately perceptions of who CS is for and who is portrayed in CS are narrow--White, male, smart with glasses. Even though they value it, students often don't see themselves in it. Students who are female or Hispanic, and lower-income students all report lower confidence to learn CS. Our hope is that these findings will inform strategies that encourage more diverse students to pursue CS and increase access to CS learning opportunities for all students.
Here’s a summary of our findings:

Parents and teachers of lower-income students view CS as critical to a student’s future, yet lower-income students are less likely to have access to CS learning in school: 

  • 76% of parents in lower-income groups believe CS should be required in school. 
  • These parents are also more likely to value CS over other required courses. 
  • Teachers in schools with a larger percentage of students eligible for a free or reduced lunch are more likely than other teachers to think CS learning opportunities are more important to a student’s future success than other elective courses.

Image about CS is positive, but confidence to learn it is low:

  • More than 90% of students & parents have a positive image of CS jobs and more than 80% of all populations studied believe CS is used in many jobs. 
  • Yet only half of students are confident to learn CS, and the percentage is even lower for Hispanics and girls. 
  • We found that students who are more confident in their ability to learn CS are also more likely to say they will learn it in the future.

Perceptions reflect stereotypes: 

  • Given the high value of CS among all populations studied, it’s disappointing to learn that many have narrow perceptions of who practices CS. 
  • Students and parents perceive few portrayals of female, Hispanic or Black computer scientists on TV or in movies. 
  • These groups are much more likely to see White or Asian men engaged in computer science.
  • About half of students and 57% of parents agree that “People who do computer science need to be very smart”.

Computer science is misunderstood: 

  • We see that CS is becoming recognized as important, but there is still confusion of how it is different from general technology skills. 
  • Over half of students, parents, teachers and principals do not properly distinguish between computer science activities (e.g., programming and coding; creating new software), and general computer literacy (e.g., creating documents; searching the internet). 
  • This is more pronounced among female, Black and Hispanic students and parents.

These findings highlight the need to create learning environments that work for all students. Increasing awareness about what CS is will require efforts to help students, parents and educators alike fully understand the critical principles of CS in order to fulfill students’ potential rather than limiting them to basic low-level skills. Also, we need to do more to ensure that all students are able to see themselves in CS careers - we’ve got to help them see it, to be it. This will require continued efforts to leverage media outlets to help dispel stereotypes and showcase positive portrayals of diversity in computing.

Uplifting CS education opportunities for all students will require effecting change to the entire ecosystem. A comprehensive set of recommendations from our findings can be found here.

To find out more about Google’s CS learning opportunities and research, visit g.co/csedu.