Reflections after the CSTA 2017 conference

I just spent 6 days in Baltimore at the annual #CSTA2017 conference(CSTA = Computer Science Teachers Association). We had 700+ attendees and a record number of ehbitors. All of which is an incredible increase since even last year. Why? What’s going on? (He’s going to tell…He’s going to tell…(name the movie?)) I have many thoughts on that and the current changing nature of Computer Science and Computer Science education. But if I communicate these ideas in text, I would HAVE TO USE ALL CAPS THE WHOLE TIME, and I did not want to. Sooooooooooooo, go grab some coffee, get cumfy in your favorite chair, and sit back and enjoy my video-blog. WARNING: I get pretty into this stuff, so I think it’s like 20 minutes long……WELL WORTH IT I promise.

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Capturing the Imagination

It it so exciting to be part of an educational transformation that I have been waiting on for a decade! “Computer Science” is finally making it’s way into mainstream education. Parents, students, administrators, teachers, politicians, and the world are finally starting to understand what it is, and what it is not. Some schools call keyboarding class “Computer Science”, while others misinterpret Desktop Publishing and word processing and video edit-ing as “Computer Science”. All valuable tool sets in life, but not Computer Science. So what then is “Computer Science?”

Great question.

First, why do I keep putting Computer Science in between “” ? I guess I could have put it in ALL CAPS? Ha!

Because the phrase itself is not accurate.

The definition of Computer Science is changing

Ask 100 teachers from K- 12 and also from the college level and you might get 101 different answers (one might answere twice). Over the last 3 decades, the world of technology and the tools that power and give life to that technology have changed more rapidly and dynamically than any industry in recent history. For starters, the phrase “Computer Science” itself we have been using to represent all computing and technology-related areas of study. And at one time it was a narrowly defined area specifically targeting a very select type of person as well as very specific skillset; it was targeting(and hit dead center) the hard core engineer-minded person. That is where the traditional stereotypes came from. But over the last 3 decades, we’ve seen “Computer Science” become the backbone for most industries, much like reading and writing. Think about it: experts in any industry who also know how to create new digital tools to solve their problems quickly become the leaders in those industries. So we have seen Computer Science expand into, contort with, morph through, and merge alongside areas that can take advantage of what it offers: artificial intelligence, biocomputation, engineering, graphics and animation, ,human-computer interaction, business information systems, networking, cybersecurity, media, social media, people, aerodynamics, modeling, and economics. Just to name a few

Why this sudden recent attention and fuss about Computer Science?

People are starting to understand what it is, and hence, its value. What parent doesn’t want their child to have leading edge skills of creation as they enter the world?!

It’s quite simple. “Computer Science” (representing the various areas I talked about above) is quite simply a way of thinking and set of tools that allow a person to “capture their imagination.”

“……capture their imagination….”


What the heck does that even mean?

I’m not talking about simply jotting down your ideas on a piece of paper (although that is part of the process). I am not talking about getting a paint brush and drawing that image in your mind (although that is part of the process). I am not talking about making notes in the margins of the book you are reading. I am talking about taking your interactive & dynamic imagination and ideas(crazy ones accepted!) and bringing that to life on the screen or device in front of you.

In English class, a teacher asks you to think about something and perhaps write an essay or a poem. After you write that down, it can be read by others. In an art workshop, your teacher asks you to draw a picture of something beautiful and so you add color and lines to a canvas. And those are certainly beautiful, but they are also permanent; they are not interactive.(well, except for those cool 3D illusions things where the picture comes into focus, or those New York sidewalk paintings where you look from a certain angle to see the scene.)

Digital tools are interactive. They allow the tools themselves to become fully customizable by whoever is using them. They allow tools to even create other tools. Software can be designed to allow the user to have as many choices, selections, and options as wanted. And it can be used differently every time it is used. And it can be modified to expand it’s functionality. A smartphone app can incorporate the environment through sensors such location, temperature, angle, proximity, radio waves, and force…… and then also user-controlled elements such as touch screen, voice, selections, eye direction, even thoughts. A device can be an autonomous car, robotic arm, a Hololens, scientific instrument, a drone, or a camera. When times change, or demand changes, or ideas change, or needs change….so can the software. But maybe the software is fine, but the hardware changes? Maybe someone imagines a better, slicker, cheaper, nicer, different, or newer widget. Awesome. Now, we have have captured imaginations, even as they change in real time.

It never ends.

That is one reason why Computer Science is becoming mainstream. It never ends. Your project can always be updated, enhanced, and redesigned. New devices can always be incorporated. Fresh and even off-the-wall ideas can always be incorporated. Computer Science is the environment and set of tools that allows for that. In my own classes, we design apps, games, and simulations. I tell students, “…you will never be done with it, but you can get to a point where it is your best work at the time and it does what you wanted it to do at that time. There is always something you can add or a feature you can implement or improve. So go ahead and turn it in now, but continue to work on it on your own time long after it is submitted….” Many do just that.

In the project-based Computer Science class, there is no chapter that we have to finish. There is no lesson that signifies the “end of the learning.” There is no specific skillset or language that is all you need. It’s just time that is the bounds. The end of the quarter, semester, or school year are what determine the “end.” But because of the technology itself, they can continue to work on their project on their own phone, laptop, tablet, or smartTV at home, from anywhere on the planet (oh yeah, and also in a plane with wi-fi). Oter subject areas might stop for the summer or spring break, but Computer Science tends to keep on keepin’ on.

Different tools…..same goal

Apparently the saying and book, “Everything I Need to Know I Learned in Kindergarten” really holds true even in, especially in, this world of technology. When we are 5 years old, the teacher asks us to draw pictures in our sketchbook, build things during craft time, use the colored markers to draw on the whiteboard. They are developing the skills that “capture imaginations.” Those tools were colored pencils, pipe cleaners, glue, glitter(ugh!) ,markers, stencils, and easels. Now in Computer Science we are doing the same thing, “capturing their imagination”, but doing so with a different set of tools, where the tools are constantly changing to handle the real world problems that are also constantly changing. The tools themselves are created through Computer Science.


That’s why Computer Science is at the forefront of educational conversations today.

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The education of Computer Science

It is soooooo exciting to see Computer Science starting to really take root in the U.S. education system. Through the efforts of national level organizations such as, CSTA, NCWIT. Through products and initiatives of innovative companies such as Lego, Microsoft, CoDrone….they are helping pave the way to getting Computer Science into classrooms. Professors and faculty from colleges, universities, high schools, middle schools, and even elementary schools are creating resources, partnering, putting on workshops, writing articles, and talking about it. Across private and public schools, rural and urban, and spanning socio-economic, religious, and gender boundaries as well. That is what is takes.

Why are we seeing this sudden “welcome”?

Robolink was established in order to encourage students to learn about STEM (Science, Technology, Engineering, Math) in an engaging way with robotics kits.

Well, part of this huge wave is just people simply starting to finally understand and accept that technology and the ability to understand, program,control, re-program, and create software and hardware is fundamentally crucial in a society which is virtually 100% dependent upon technology, regardless of the industry.

Parents are starting to demand that the schools in their districts include Computer Science, not disguised as a typing course, easy senior elective, or desktop publishing course, but as true rigorous Computer Science.

Students are realizing that regardless of the major you choose in college, or the career you choose to explore afterwards….Computer Science is part of the backbone of that discipline and any industry. Many of the physical tools, devices, communication tools, promotion tools, analytical tools, sensors, controls, and even client acquisition tools….all of those at some level are resting on a layer of Computer Science. In some of the the same ways as language , math , and science.

So looking forward, we now need to think about how we actually implement this in our schools. Districts simply giving marching orders to bring Computer Science into the curriculum might sound good for a newspaper article, brochure, admissions tour stop, or campaign speech, but the devil is in the details.

Our vision is that every student in every school should have the opportunity to learn computer science.

I’ll argue that we have to really think about what an awesome opportunity we have here. The “textbook” of Computer Science is not the same as a textbook in a history class. The way to learn Computer Science is not to sit back and listen to a teacher talk about it. We do not want to have classes in Computer Science that do not embrace and reflect that dynamic engaging world of digital technology outside school walls. Think of the excitement kids get when they get a new laptop, smart phone, or gadget. There is a reason they love that. There was a time where only the super nerds got excited about those things, now you are considered a nerd if you DO NOT get excited about them. How far we have come.

Multiple choice tests, traditional lecture and note taking, the questions at the back of the chapter, and doing the odd problems for homework are not going to capture the essence of what we are after.

Equally as important in knowing what Computer Science is… what Computer Science can do….and then DOING it.

We have a chance to invent the Computer Science classroom exactly as we want it. We can look at how we have done it over the last several decades and consider what worked and did not work so well. We have a chance to realize that the audience that is attracted to Computer Science classroom NOW is not the same as the audience of 20 years ago. We are not just targeting our hard core techies; we are targeting students who are interested in exploring Computer Science as a way of thinking and as a set of tools/skills that allow them to address and solve the problems in the areas they have passion for.

TEALS (Technology Education and Literacy in Schools) helps high schools build and grow sustainable computer science programs.

I am so excited to be a forefront of this movement. Building out what the educational side of the new Computer Science can be as engaging and dynamic as the industry/ discipline itself.

There is a different way to look at education. As a parent, teacher, student, administrator, or policy maker, keep your eyes and ears open, but look differently and listen better. If something I said here makes sense to you, then we should probably connect. Find me.

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Needing and Wanting to Learn: What we do NOT do in our classrooms well

If you’ve read any of my blogs, you know that I am passionate about student-led, project-based learning environments. I believe in active learning where the students are actively acquiring knowledge and are proactive in their own learning and understanding….as well as applying that knowledge. The traditional lecture model of learning with students passively receiving information from the teacher in 45 minute chunks for 7 hours a day is something I don’t believe has a place in the school of 2016.

I am not suggesting that there is never a time for information to be given to a student, possibly even in lecture format.

“Wait. What? You just contradicted yourself!”, the world said.

Motivation in people is something that is internal. Sure, there can be incentives to get someone to do something, but ultimately, a person does something because they either want something or they need something. It is as simply as that.

Consider the traditional lecture & note-taking classroom experience. The teacher is giving the students a large quantity of information that is neither wanted, nor needed beyond getting ready for the upcoming test. But there has to be a reason for learning other than the upcoming test or Algebra 2 next year.

They need to know the parts of a computer in order to build one

They need to know the parts of a computer in order to build one

Students neither NEED or WANT what the teacher is “giving” them. Perhaps they could. They definitely should. Is there a way we can setup the classroom such that they DO want and need knowledge.

Consider the project-based classroom where students are building something, making something, writing something, programming something, researching something, calculating something, drawing something, and so on. The point is they are doing something. Now…in a well crafted project, the teacher has students propose projects where the teacher knows that a certain skillset, vocabulary, understanding, or ability will be needed in order to accomplish that project well. In that well crafted project, the students had direct input on the project they are proposing(very important!) So, now because students have buy-in of their own project, there are things they WANT to do to make it better. Right? Now is when it makes sense to GIVE the students something. Now might be when you might lecture to get an idea across, show them what something means, explain a relationship, or introduce a new skill. But don’t give them to everyone, and don’t take too long. In order to complete the project completely, the requirements of the project they proposed have them demonstrating, displaying, other otherwise using certain skills, ideas, concepts, or methodologies. Now, they NEED that “stuff” in order to complete the project. And they want to complete the project because it is something they care about.

Could it be that simple?

I’ll warn you…….you might find that once students take a hold of their own learning, they might not want to wait. They might learn online and with each other without you. They might figure stuff out on their own in order to get where they are NEEDING and WANTING to go.


So, now the students both NEED and WANT something as part of their educational experience. Their internal motivation has been inspired. Perhaps that student who had not connected before DOES NOW. Perhaps that section of class which has just really had any pizzazz DOES NOW. Perhaps those abstract ideas that they never really got they DO NOW.

Students teaching students an Hour of Code

Students teaching students an Hour of Code

The result was the same…that they “got” the stuff you wanted them to get. The difference was how and when you gave it to them. Interesting enough, it is also possible you did not “give” it to them at all. They discovered it. They figured it out. They found out. The learned without you. Awesome if so.

That is my point about project based learning. In a well crafted project, it can help you accomplish things you had not before. And it might even allow your students to interact with your subject area in ways they had not before.

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Hey world. This happened today and my guess is 50% of the people out there read the article and don’t really know what it means. 40% didn’t read the article. WE HAVE TO CHANGE THIS. Most of us are 100% (not 90%…100%) reliant on technology for our daily life, social life, and work life. If we lost our internet, many people would be lost, on many different levels.

DDOS Attacks LIVEIf that doesn’t get your attention, spend 1 minute watching hack-attacks happens live around the world here:

It is officially time to make Computer Science with its many subcategories (robotics, artificial intelligence, cyber-security, software development, network security)… is time to make it a core class starting in pre-school and continuing throughout elementary, middle, high school, college, and beyond.

We live in a digital world. We live in the infancy of that world. Most people are clueless about the power of the technologies right in front of them.

We have to be better at understanding the tools in which we are using. We have to be able to make our own tools. We have to be able to fix tools that break. We have to be able to improve existing tools. And we have to be able to make better tools to defend ourselves against the bad guys.

“But that won’t happen to me”. Uhm, yes it will. It did today.

What are we waiting for?

Hey school leaders, parents, community leaders….We need YOU to be instruments of change

Begin the discussions that are needed to get our school to not just offer, but understand, realize, and embrace the various components of Computer Science.

Those who command technology and are in command of the technology will be the leaders in our world. Who do we want to be leaders?

Us or them?

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NCWIT: Recognizing females in high school in Computer Science

It’s that time of the year where NCWIT, National Council for Women in Technology, takes time to recognize girls across the country for their accomplishments and interest in Computer Science.

Over the decades as technology, gadgets, networks, computers, and software have been becoming mainstream, it is the males of the industry who have received all the credit for that movement. While there have certainly been women who have been tremendously important for our current digital and technical age, it has tended to be driven by males.

Why is that important to notice?

What that means is that all design decisions were considered by males and addressed by mainly males. The questions being thought of and asked are by primarily males. The answers to those questions were generated by mostly males. The research of the technology itself was being done primarily by males. The software that interacts with the hardware was being written by primarily males. The professors teaching most of the classes in Computer Science (and related topics) were male. The curriculum to train students in Computer Science was being written by primarily males. All the assignments and projects that students did in school were designed primarily by males. Needless to say, that resulted in lots of males being attracted to the world of technology because it has been directly and indirectly marketed towards them.

You see my point. What we are seeing now in our world is the result of a male driven industry. Thankfully that is changing, but that change is coming ssssslllllllloooooooowwwww.

As we are seeing more females go into the various fields related to technology, I think we will see a new digital technology age and perhaps even a new technology revolution. Why? Because as females really begin becoming larger integral parts of the industry, assume leadership roles in the industry, command respect from their male counterparts in the industry, and start software and hardware companies….females will become an integral part of asking new questions, researching in new ways, writing code from new perspectives, brainstorming with new insights, and building and creating new products with new motivations.

We are starting to see some first steps towards this. Congratulations to The Association for Computing Machinery,, Computer Science Teachers Association, Cyber Innovation Center, and National Math and Science Initiative for creating a definition of what Computer Science is, and that definition explanation starts with this inclusion I am discussing here.

We the people in the world get to reap the benefits of this movement. Think of how much we love (and hate) our laptops, our watches, our phones, our GPS, our smartTVs, our sports technology….we can’t wait for the new wave of technology to take us to the next level!

Not sure exactly that the “next level” means? Go ask one of the girls in your high school Computer Science class…she’ll know.

Hey girls in high school: You’ve got a couple weeks left before the submission deadline. This might be a life changing opportunity towards your future.

Check it out:

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That’s Computer Science?

I understand many people in the world don’t really know what Computer Science is. First let me explain clearly what it is not: It is not Microsoft Word, PowerPoint, Excel, or Google Apps. It is not photo editing. It is not making a movie. It is certainly not keyboarding. Those are all wonderful tools to learn and YES they are practical and helpful , but-—NO–they are not Computer Science.

Learning to type is NOT Computer Science

So, what then is Computer Science? Probably not what you think. And certainly not what it was 25 years ago, 15 years ago, or even 10 years ago. It has a dynamic property of being redefined, and in some cases reinvented continuously. The world of technology changes so rapidly, the science(and art) that has been developing around that continues to develop as well. But, we do know that there are ways to bring together creativity, puzzles, imagination, software and hardware, algorithms, and hard work to help solve problems. Some of those problems are simple and local, and some are world wide and life changing. That’s Computer Science.

So, how does that look when it’s implemented in schools?

Be careful, this is probably not how class looked like when you were in school and it very well may not be how most schools look today. And it does not involve multiple choice tests and the questions at the end of chapter. My classroom has no “front”, so it is not possible to lecture to the class while they wait for knowledge to come to them. All chairs and tables have wheels so they can move into any configuration needed. Whiteboards are on every wall, so students and teachers can discuss ideas together where-ever they are.

All desks and chairs move. White boards on all walls. No center or front in the room.

Student do not have to raise their hand to talk and they are encouraged to get up out of their seat anytime they like. Class is loud, not quiet–and that’s all on purpose. You see…knowledge and understanding is not mine to give to them. My role is simply to connect them to it. They’ll have to earn it, work for it, figure it out, and apply it to their own efforts. Enough of my ideas…let’s take a look at what’s happening every day:

In high school, all athletes must take an online concussion test; Trey developed another concussion test. While standing in front of the Kinect camera, the athlete is led through 3 sequential tests of balance that are analyzed by his program as you do them. The results are recorded for future comparison.

Carter developed a digital cheerleader routine tutorial. Standing in front of the Kinect camera, the athlete is led through the experience of an actual complex cheer sequence. As the camera “detects” the person has correctly completed each step, there is confirmation on the screen.

Elen developed a virtual chemistry lab that leads students through a series of activities, practices, procedure directions, including putting on your lab coat. The student does this all while standing in front of the Kinect camera.

Students demonstrate their final projects to judges and parents

Courtney developed a virtual crime scene analysis program for her AP Biology class. Standing in front of the Kinect camera, students collect potential DNA evidence, go to the lab and actually extract the DNA, and finally compare it to other samples to discover the culprit.

Katherine developed a cartwheel tumbling analysis. While in front of the Kinect camera, you actually perform a real cartwheel, 3 snapshots are taken: one before, one during, and one after the cartwheel to allow you to analyze your motion and position.

McLean developed an interactively practice for learning the English language. As you stand in front of the Kinect camera, random words fall from above you, your challenge is to determine the part of speech of each falling word, actually “grab” it with your hand and “drop” it into the appropriate bucket.

David developed a program that allows the human body, standing in front of the Kinect camera, to generate angles and geometric shapes.

Benjamin developed an interactive language learning experience. Standing in front of Kinect camera, the human body can be used to highlight & unhighlight words, move phrases around, and interact with words on the “air” around you.

Ryan developed a geologic time discovery activity. Standing in front of the Kinect, students must grab various animals and place them in the correct geologic period.

Merritt developed an interactive SAT vocabulary practicing activity. Standing on a dance pad, students control all the activity using their feet. Be ready for the high energy intense speed bonus round.

Richard developed a history learning activity that combined his love of track practice and history. As you literally run and jump hurdles in front of the Kinect camera, you have the chance to respond to questions…all before you make a mad dash for the finish line.

Wyatt programmed his tablet to take GPS satellite readings in order to command a robot to move towards it’s destination.

Travis and Jacob created a voice controlled currency converter app for their mobile phone.

Elizabeth took her part time cashier job experience and put it on the screen to allow younger kids to learn how to calculate correct payment amount when buying things. Using the game controller, the customer pays the exact amount of bills and coins by dragging them onto the coin tray.

These programs took anywhere from a month to 3 months to develop. And they all involved some pretty serious Computer Science to figure out how to implement. But they also required artistic design, storytelling, marketing and sales, math, logical algorithms, some advanced physics, and face to face presentations. They all involved collaboration with other students. Students were evaluated by their day to day work, by their completed program, by their weekly BLOG posts, by their peers, and also by an “unknown” panel of judges. I did not administer any pop quizzes or tests…and yet not once did I ever have any issues with students working hard, learning very challenging topics and skills, pushing the envelope, or losing interest. We had many speakers in class including a copyright lawyer, an executive manager at an international game website, the CEO and entire game design team of a major game design firm, staff from a marketing department, a visit by the head of school to discuss mission statements, and even employees in the Xbox division of Microsoft.

Presentations to others are one of the ways students are evaluated.

The final presentations were done for 2 hours in the library by demonstrating their completed project to a panel of judges ranging from a professional game designer to Computer Science teachers to hard core game players to Computer Science college students to fellow high schoolers to a head of school to a national board certified teacher. You see my point: students had to consider their audience as each judge came to see their project. How you present to a Computer Science teacher is very different to how you present to a college student and even more so different than how you present to corporate marketing manager and yet different again to how you present to a person who designs games for a living. I am 100% certain that this type of experience is more valuable than any paper exam I could give.

Learning Computer Science early on is crucial to our future as leaders in the world

Learning Computer Science early on is crucial to our future as leaders in the world

I am firm believer that Computer Science should be a core subject area from the time students can read and write and express themselves. Those who command the technology of the time will be the leaders of business, entertainment, philanthropy, research, and academia. We cannot wait until students have already developed their learning styles and passions to introduce Computer Science. It must be incorporated into that learning throughout their entire educational path. This is crucial and fundamental to the United States maintaining its place as one of the world’s leading producers of thinkers, great minds, and game changers.
There is a different way to approach education. If something I said in this post makes sense to you, please browse my other posts…you will most likely find that we have a tremendous amount in common–in which case we should connect.

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The Changing of the Nerd

Finally being a nerd is cool. Being a nerd is marketable, profitable, and even sexy. It’s also finally realistic and advantageous and certainly needed by society.

oldcomputerThere was a time where access to electronic and digital tools was non-existent for “regular” folk; using electronic tools to collect and analyze information was not something you or I could reasonably do; the cost of gadgets and digital equipment was so high that only elite scientists, hard core engineers, prestigious universities, government agencies, and large corporations could even afford it, much less use it. Being part of the world of science, research, and discovery was just not possible for the layman.

But over the last few decades, our world had changed. You can send in a swab and get a DNA analysis in 2 weeks. Most people have more electronic gadgetry in their houses than the US Government had total in 1945. My phone can analyze my brainwaves while I sleep. Your wristwatch has more capacity than the computers that helped get us to the moon in the 1960s. We’ve gotten better at manufacturing, which means the quality and quantity of instruments, toys, tools, and gadgets are better, cheaper, and easier to find. So more and more people suddenly have access to a world they never did before. So we’ve seen what used to be only found in university research labs now available at Best Buy and Walmart.

tech gadgetsAs I look around my house as I write this, I see a 32” LCD TV, an Apple TV, a computerized telescope that can pinpoint a galaxy 200,000,000 light-years away, and my son playing FIFA soccer on his smartphone on a screen that is clearer than his eye can actually interpret. I see a cable modem which connects my house to a network that goes across the entire globe called the World Wide Web (that still amazes me!). I see a device which lets me change the channel or volume of my TV without any physical wiring. I see a camera which records 4 hours of live video as I run my obstacle-course races. I see 3 laptops that can each hold over 1 TB of data which, by the way, is more than the entire internet in 1991. In just 15 years the internet has gone from a single webpage to hundreds of millions of websites today. My 11-year old daughter commands her own digital device with more confidence than her 2 grandparents.

My point? Science and technology is main stream. Anyone can see it, afford it, buy it, make something with it, design/redesign with it, sell it, and use it to learn and discover. And because of this–everyone does! It’s normal to have the same gadgets which, in another time, would qualify you to be king/queen of the nerds but now it just makes you cool…I mean normal.

Think about it. Kids all over the world woke up Christmas morning and screamed with joy when they opened up their new smartphones under the tree. Dad smiled enthusiastically at his new 10” tablet with an accelerometer. Mom loved her new GPS unit for her electric car, and grandparents took hundreds of pictures with their new wireless digital cameras which posted automatically to their Facebook account. It’s cool to be excited about nerd toys.

interMy son Cade and I went to go see a movie, Interstellar, built around the idea of time dilation due to gravity near a black hole. He says it was the best movie he’s seen in 5 years. (If you also loved that, read THIS best selling book.) Most people don’t even know who Alan Turing is, yet there is a top movie The Imitation Game made about his life. Stephen Hawking, arguably one of the most talented scientists in history, has a movie made about his life. He did not invent the car or airplane or some other item which we can all relate to–he studies black hole event horizons and theoretical physics. And who did not either read the biography of or see the movie about Steve Jobs, CEO of a big software hardware company we all know as Apple? Bill Gates might be more popular than the most famous professional athlete. Mark Zuckerberg broke out of the nerd shell by being the focus of a blockbuster “The Social Network” which was seen mostly by non-nerds. Barnes and Nobles has an entire section in the magazine area dedicated to gadgets and devices. girls with technology(comons wikipedia) I know several of my non-techy-friends’ kids got Lego Robotics kits to explore and they were on cloud 9 (get it? Heehee). My daughter loved spending some of her Christmas money on the professional version of Minecraft for her iPhone, so she could design interactive 3D worlds on her iPhone to share with her friends. Uhm…hello…did I just say a socially minded 6th grade girl spent her money on an app that she used to design interactive 3D worlds? Yes I did. That’s my girl. minecraft-v2My department’s middle school teacher, Bob Irving, is bringing Minecraft programming into his 7th and 8th grade curriculum this spring. In fact, his Minecraft club is the largest club in the middle school and they are currently designing our entire school campus in Minecraft. Over 90,000,000 people in 180+ countries joined the Hour of Code movement and wrote their first computer program.

Ladies and Gentlemen, we are there. The world is officially different. Kids of today for the first time ever are truly living in a world that is fundamentally unlike the world in which we grew up. What used to be the world of the nerds is now called life of a typical person.

Why is that important? Because it means that we are now going to have a wide variety of people entering the world of science and discovery who may not have before. The gadgets we have had over the last several decades were created by one type of stereotypical person, but now we are seeing people of all colors, religions, races, and genders enter this world thinking differently. They will find things we have not yet found. They will look at problems with a new twist. They will create and design with different goals. They will bring into the world that which has not yet been brought simply because they CAN.

In the beginnings of the digital age, we saw the world of users of technology. Now, we enter into a new world of creators. If you thought that the world had changed dramatically in your own lifetime—get ready…we ain’t seen nothin’ yet!

The world of the nerds has just become the normal everyday world that we are all part of it. Our schools are finally starting to embrace this instead of fighting it. STEM education is becoming something that is not just extracurricular, but a core component of education. Parents are starting to demand that schools have this as a fundamental part of their child’s education. Computer Science is finding its way into classrooms in every country, at every grade level. Students are signing up for classes and entering degree programs in engineering, technology, and science fields unlike any other time in history.

Yep. We have arrived. And as a Computer Science teacher in high school and at the leading edge of the charge, I am loving every second of it.

There is a different way to look at education. As a parent, teacher, student, administrator, or policy maker, keep your eyes and ears open, but look differently and listen better. If something I said here makes sense to you, then we should probably connect. Find me.

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National Association for Women in Technology

National Association for Women in Technology

Congratulations to hundreds of high school girls around the country who have just been recognized by NCWIT( National Council for Women in Technology) at the national and/or state level for their accomplishments and participation in Computer Science. In my home state of South Carolina, we’re so excited that 6 of the 12 awards were from Porter-Gaud! I love that our school embraces Computer Science, and our students see that value in their own core education.

But, I am especially honored that girls are an integral part of our CS classes at every level. In many schools, Computer Science classes tend to be all-boys clubs. In industry, the perception is that it is male-driven. But if you look deeper you find that perception is not necessarily reality. In fact, over the last many decades, there have been some tremendous contributions from females(i.e. to name a few: Marissa Mayer, Radia Perlman, Fran Bilas, Helen Greiner, Lixia Zhang, Christina Amon, Anita Borg, Ada Lovelace, and Mary Lou Jepsen). They don’t necessarily get much credit or recognition for that leadership, but they were invaluable to us being where we are now. In many of today’s top companies (i.e. HP, Yahoo, Facebook,, we are seeing female leaders at all levels of management. And as images of females in those types of roles become what girls in school see and hear, we will start to see the gender-percentage inequalities even out.

…and not only is this crucial for industries related to technology, but also to you and me–the consumer.



In the CS program at my school, we are now seeing about 30% female. If you look in one of our classes, you might confuse it with a typical liberal arts history or English class…it will have boys and girls of all races, interests and backgrounds—-not the stereotypical super-techno make-up one might expect in traditional Computer Science. And I get why there have been inequalities: when you(a student) look through the window of a classroom, you want to be able to picture yourself sitting there with people you can connect with. I remember recently being crushed when one of our graduating female students took the “Computer Science” tour at one of better universities in the southeast, and was disheartened when she looked into the Computer Science lab on a tour—99% male, and the two females who were in their did not even look up. While there are some universities that have changed the way they do business–and are actively recruiting females–Carnegie Melon, University of Washington, Georgia Tech, University of Texas, Wofford–the majority have traditional recruiting , which means they attract the exact same student they attracted 15 years ago. The world is a different place than it was when computing devices (as we know them) came onto the scene. Now the world around us is dynamic and interactive and engaging. Girls are just as savvy with their tech devices as boys. Technology and it’s place in society, who uses it, who creates with it, what it does, and where it can help us….is completely different. What was once a discipline for the engineering-minded elite, is now an attractive major for those people who might never have been have even given it a second look. Now we see biology students, business majors, educators, and political scientists who need a different set of skills to help them solve the problems in their industries—and that skill set is called Computer Science.

So, it’s working. I am not sure exactly why or how….but it is. Just the conversation itself is a start. Not just Computer Science, but girls in Computer Science as well. It’s all over the news, in our schools, on TV, in movies, and in books they read. CODE.ORG’s Hour of Code initiative has reached millions of students across world. The girls in our program are as excited to be there as we are to have them. And the world needs more females in fields in which females have been underrepresented for far too long. Not really sure if it is a nurture or nature thing, but regardless, we NEED females to be leaders in the world of digital creation. The software, hardware, tools, devices, and gadgets that come on the market need some fresh and different thought processes behind them. We need fresh design ideas from different perspectives. Thank goodness for the different viewpoints, interpretations, and priorities the female mind brings to class. I know our girls are better for the experience…but I’ll also argue that our boys are better off as well. Classes are more balanced. Problems are approached differently. Collaboration happens differently. Boys also see females as a regular part of their technology-creation experience. They see their female peers as significant contributors to class. They see females as skill leaders and as techno-equals.

Creators vs. Users

Creators vs. Users

And that translates to the marketplace, when those students find their way into business, they expect to see the same multi-gender environment there. And they value that mix. Society then reaps the benefits because the new technologies we get solve new problems in new ways, allowing us to make the world a better place.

We are in the infancy of the technological digital age. We barely know where we are, much less where we are going. At our current rates, we already know that there will NOT be anywhere close to enough students of ANY gender to fill the many roles needed in this area for the United States to be a leader. Elementary, Middle, and High schools really have no idea what Computer Science is, much less how and where and when it fits into the educational systems. Business leaders and parents can help by pushing those schools to be more proactive and innovative. And we want females part of this revolution. Colleges and Universities: you have to help by demanding that your incoming freshmen are well versed in Computer Science,

Research indicates that around the 8th grade is where we see dramatic drop-offs in girls being part of the sciences, especially Computer Science. It is crucial that girls get a good dose of Computer Science BEFORE THEN, so they can actively choose to make it a part of their education as they move through school. We have to start early and let our girls experience Computer Science as a regular part of their education earlier and not as something extra-curricular. I am excited when I hear about amazing things happening in schools all over the country (public, private, big, small, lower income, higher income, rural, urban). Programs such as Microsoft Expert Educator program, NCWIT(National Council for Women in Technoogy) ,Grace Hopper , CSTA(Computer Science Teachers Association)

Microsoft Expert Educator program

Microsoft Expert Educator program

and innovative teachers with a CS edge to them such as Becky Keene, Jamie Ewing, Melanie Grace, Alfred Thompson, Lou Zulli, Mark Guzdial Don Wettrick,Andi Li , Robyn Hrivnatz, Bob Irving, Darko Sadler , Todd Beard, Adam Michlin, Aaron Maurer, Barbara Ericson are leading the way, breaking down stereotypes, and storming through barriers to help technology, but more importantly creation with technology, be an integral part of classrooms.

There is a different way to look at education. As a parent, teacher, student, administrator, or policy maker, keep your eyes and ears open, but look differently and listen better. If something I said here makes sense to you, then we should probably connect. Find me.

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Why Computer Science?

In celebration of National Computer Science week, I am republishing this post. ENJOY!

What will the world look like in 10 years?

The digital world is such a dynamic world. That’s what I love about it. But how can we possible know or even imagine what our world is going to look like 10, even 5 years from now? We do not know what technologies will be available or even what kind of problems the world will be facing. How can we possibly prepare our students for that world?

Regardless of what country we come from, what culture we grow up in, and what economic conditions we live in…we all must solve the problems in our world……our local world…and our global world. We need tools in order to do that. And the tools of today are digital. The people who are in command of those digital tools will be the leaders of academia, research, business, politics, entertainment, and philanthropy.We’ve got to teach the students now how to learn to design, build, program, and reprogram their own digital tools so they can solve those problems.

What is Computer Science?

So, how do we do that? One of the greatest digital “tools” available in our world today is Computer Science. It is central to all subject areas and vital in almost every known industry. It is the cross-curricular by definition. And solving problems is what it does.

Computer Science teaches students how to use build something, maybe a new tool, using technology, computation thinking, imagination, logic, problem solving, and creativity. I tell my students if they can think of it and describe it, we can make it happen on the screen in front of them. That might be a new game to teach difficult concepts to kids, a mobile app for the smartphone to help better manage business inventory, a new data analysis software program for the medical research lab, maybe….. even a design for an entirely new device. It gives people the power and ability to build their own digital solutions to solve their own problems. They can program, or reprogram whatever device is available to accomplish what they need. Computer Science gives you the tools to do that yourself, right there, with your own mind, with your own hands

Students can develop apps for any of the mobile platforms

And what’s great about many of the Computer Science development tools…they are (mostly) free. Many international level companies (such as Microsoft, Google, and Apple) and universities (Carnegie Melon & M.I.T.) provide almost everything FREE of charge. So, schools with limited economic resources can actually design and implement a good Computer Science program.

Educators love to say that we embrace failure and that we’ve got to let our students fail. But, in reality we do not do that. When a student fails a test, we send letter home to the parents, the advisor is notified, the teacher writes on the test “Johnny, I was expecting much better than this”. The student’s average goes down. Johnny probably gets grounded at home and the parents start asking about tutors. That low grade may keep him from entering honors and AP classes. It may keep her out of certain colleges. It may keep him from receiving certain awards. Hmmmm….far from embracing failure, huh?

Can we embrace failure?

The Computer Science classroom has no choice but to embrace failure. When we write programs and work with various devices, we’ve got to rely on trial and error and failure to help us figure things out. The messages we get, the things we see on the screen, the incorrect outputs we generate, and the crash reports are our tools for success. In a typical class a student will “fail” 20 or 30 times. In fact, it’s hard not to fail. Most computer programs can be solved in a variety of ways; rarely is there a “right” way to do it.

If you talk with successful project-based Computer Science teachers, you’ll get the same stories about how kids love class, enrollment numbers are going up, the energy in their classrooms, the collaboration, how they create some incredible programs, how they also come up with solutions and strategies that we never expected. Why is that? Well, think about it this way–for most students they are told what to do every day of their life. From the moment they wake up, they are told what to wear, where to go, when to go and when to stop, what to do when they get there. When they get to class, the teacher tells them what to do and for how long. At practice after school, coach tells them exactly what to do. At home that night, mom and dad make them study then say when to go to bed. The Computer Science classroom offers an escape from that. We say come into our room. Here are some challenges to attempt. There is not necessarily any one answer to our problems and projects. In fact, even what we are assigning can be interpreted differently. Finally the students are in control… not just of their own life, but of their own learning. They get to decide exactly what the computer will do, how it will do it, how long it will do it for, and how it will communicate that it did it. And they can change it right there and instantly see the effect. They can fine tune it, or they can overhaul the entire project. All right there.–right in front of their eyes. They are encouraged to “try it, let’s see what it does” It’s one of the few times in a student’s life like where they have complete control. That’s partly why they love Computer Science.

Ok, I’ll bite. I get it and I see your points…..So, what are the first steps?

Are our graduation requirements outdated?

First: recognize what Computer Science is, why it’s crucial in our world, and consider Computer Science as a fundamental core component of education. What I mean is we have to value Computer Science as central to education as we do language, math, chemistry, and history. In an academic career, students should have as many Computer Science projects as they do essays is English and history class. Programming a computer or device must be looked at in the same way we look at reading and writing. Middle schools, high schools and universities must make it required for graduation. Universities must require Computer Science courses in every major.

Applications such as Microsoft Office, blogging, and photo & movie editing are excellent tools in the various subject areas we teach in our schools. But, those applications must be taught in subject area classrooms, not in the Computer Science classroom. Subject area teachers MUST embrace those tools as much as they value the pencil, paper, and book. Expertise of those applications must be part of the science, math, science, and language classroom experience. Teachers at each grade level must all agree that students mastering technology is a regular part of the day.

That allows us to start Computer Science early. In my school, we’ve got Computer Science introduced as early as the 3rd and 4th grade. If they choose, students can take Computer Science every year until they graduate high school. It cannot be something they take above and beyond an already determined academic path. To accomplish that requires us to ask some really tough questions. Do we really need to teach history, foreign language, and math so many years? Do all classes really need to meet every day? Do all classes really need a full year or even a full semester in order to accomplish their goals? Are the standard required courses in all divisions still relevant?

We must prepare students for the world they are going into, and that world is digital. We are still stuck preparing the students for the world that we went into a generation ago. Students of today see the obvious need for Computer Science in their future. They “get it”. Some of the parents “get it”. Some teachers “get it.” But education in general does not. There will be a time in our future where we will look back and say, “…what took us so long?” Why must we wait for that time to change?

Taking your exisiting passions to new levels

What I am NOT suggesting is that we abandon other disciplines, subject areas, and majors. In fact, quite the opposite, we need those doctors, entrepreneurs, engineers, vets, small business managers, and lawyers to follow their passion and be leaders in their industries, but to also have a Computer Science edge to them…..the ability to create and modify their own tools. As they look to be innovative and distinguish themselves, they will be able to design their own tools, exactly as they need. They will be able to embrace and use new technologies as they develop. Technology and the ability to use, program, and reprogram that technology is what will allow them to be leaders in their fields.

The ability to be in control of and in command of technology, not the other way around…is such an obvious need to me. Yet, I am amazed that colleges don’t require it of incoming freshman; few high schools really teach it; few high schools actually requite it to graduate; almost no middle schools teach it; and it is nonexistent in elementary schools. Sometimes I feel like I am standing over a wooden maze in laboratory. Inside is a rat making the same wrong turns, going backwards, hitting dead ends. And because I am standing over it, I can see the exit right there, just one corner away. It’s so obvious the correct way forward. And “winning” is so close, yet so unclear to the rat. The rat does not even know that it is in a maze, or that it is trying to find its way out. It’s just wandering around. Eventually, when the rat does accidentally find the exit, then it will be obvious to it as well. That cannot be how we educate our students.

I would give credit if I knew who said it, but in the end…..“…program or be programmed…”

update(Thanks to Alfred Thompson)…….That is the title of a book by Douglas Rushkoff

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