In our post-pandemic world, where the majority of higher education institutions have transitioned back to in-person classes, this paper argues that we must not return to pre-COVID teaching practices. Instead, we have the obligation and opportunity to create an educational experience and environment that better facilitates learning and instruction.…

Computer science (CS) education has experienced rapid growth over the past decade with student demand leading to new courses or course pathways being offered in K-12 educational settings. Student demand has been matched by parent/community and technology industry support. Educators have quickly responded to the demand by expanding course…

This study investigated how Chicago Public Schools (CPS) computer science (CS) teachers and instructional coaches navigated remote professional development (PD) during the pandemic. Analyzing multiple sources of qualitative data, we explored how coaches adapted PD to address teachers' unique needs and how teachers experienced remote PD. We found…

Learning programming logic remains an obstacle for students from different academic fields. Considered one of the essential disciplines in the field of Science and Technology, it is vital to investigate the new tools or techniques used in the teaching and learning of Programming Language. This work presents a systematic literature review (SLR) on…

Background: The coronavirus pandemic has caused a shift in how many teaching, learning and research activities are conducted internationally. Lockdowns compelled all education sectors, including higher education (HE), to adopt a variety of online learning practices at short notice. As these changes in practice have implications beyond the…

Schools experienced a massive expansion of technology over the past few years. They put in place 1-to-1 computing programs, are now using a record number of digital learning tools, and improved the availability of home-internet access for students. It was essentially a "fast-forward" for the evolution of digital learning in schools. But…

This article uses interaction analysis to examine an episode moment-by-moment of how a group of educators recognized and acknowledged that a specific design decision could be harmful for a historically marginalized population of students enrolled in the district. However, once a key change was made to be more culturally responsive and considerate,…

It is important to ensure educational equity for students with disabilities in online courses as more courses are taught online during the pandemic. This conceptual paper describes the key barriers for instructors to implement inclusive online classes, particularly technology courses, during the COVID-19 pandemic and suggests specific strategies…

This research explores how COVID has impacted technology internships, including student and employer participation, satisfaction, and challenges; changes in the structure of internships; and impact on student employment outcomes. The roots of this study emerged in summer of 2021, as the authors were completing a three-year study funded by the…

This research is about how one community college preserved and strengthened their technology internships during COVID with commitment and creativity. Although the college, employers, and students faced technical, logistical, and supervisory challenges in maintaining technology internships through the pandemic, the college was committed to ensuring…

Instructors' experiences in MOOCs assist their curriculum development and teaching skills as well as professional growth, which is seldom explored. The study examined and reflected on the commonalities of instructors' experiences in Massive Open Online Courses (MOOC) based on phenomenological methodology with thematic analysis. By summarizing the…

Background and context: Promoting open-ended projects presents new opportunities and challenges for inclusive teaching in CS classrooms. While efforts have been made to develop inclusive curricula, little research has focused on ways teachers apply curricula in their classrooms to promote inclusion. Objective: To understand the challenges faced in…

The perspective that computing and computational thinking (CT) are necessary competencies for the 21st century is increasingly pervasive. Computational concepts and methods--problem solving, designing systems, refining the steps in a process, and tinkering toward creative solutions--are relevant in nearly every discipline, profession, and…

Advances in mechanical and electrical engineering and an evolving workforce have prompted education systems in the United States to incorporate technology as both a subject of learning and a pedagogical tool. The rising workforce must be literate in the use, maintenance, and creation of technologies as more labor and service jobs become automated.…

Computational thinking (CT) is a process and skill set that is being expected of our students after their K-12 education. The issue is that most teachers do not know how to build CT expertise within their students. To address this challenge, we discuss two separate course designs within an initial teacher licensure course on educational…