Jul 7 2017
Jun 25 2017
“Tweak to Transform” Sharing ideas for better learning of Computer Science – talk at York CAS Tech-Meet 22nd June 17
This 5 minute presentation was about why we should be concentrating on sharing ideas for good CS teaching (Teaching Theory and Computational Thinking) as well as NEAs and code.
Click here to go to slides.
Jan 29 2017
Just been to the cinema and seen a great women in STEM film advertised:
I am going to suggest all my Y10 computing students go to see it.
Jan 21 2017
Click here to go to slides. Thank you to Oliver and the Raspberry Pi Foundation for the opportunity to start to develop this strand.
Only 20% of current 9_1 Computer Science GCSEs are Python… 50% theory means we should be focussed on how to teach theory well and keeping up-to-date with latest techniques to do this underpinned with theory and a shared understanding of what works well.
I hope to make a contribution to this discussion. Please feel free to join in on #caschat and CAS forum in the next few weeks.
Nov 9 2016
Now what? Action items from social science research to bridge the gender gap in computing research – Stout-Camp-2015
Women require work to have a clear social application.
Stress teams require both genders to function to solve real-life problems – adv to be female.
Need have a sense of belonging.
Men write more on competence and women more on warmth related – compassion and interpersonal skills.
Next step(s): stress advantage to be a woman in minority STEM subject as needed in a balanced team.
Oct 30 2016
Lost In Translation “Gender and High School Computer Science” – Goode J, Estrella R, & Margolis J – 2006
(Chapter 3 of Women and Information Technology: Research on Underrepresentation – Joanne Cohoon and William Aspray)
Sue Sentance suggested several research papers to me, and this was by far the most useful.
“This chapter presents four themes that suggest some reasons why and how high school female students are — or are not — drawn into the field of computer science through their high school experiences. First, despite the national and local initiatives to “bring schools into the twenty-first century,” researchers discovered that few computer science learning opportunities actually exist at the high school level, especially in schools that serve communities of colour. Second, they found that notions of relevance play a key role in influencing females’ choices to enrol or not enrol in computer science classes. A limited and narrow presentation of what computer science is as well as what computer scientists actually do impacts students’ take on how computer science could further their academic and career endeavours. Third, for the female students who do take computer science, researchers observed an accumulation of negative experiences in classroom settings, where greater male technology experience/expertise and female social isolation and insecurity are part of the cultural landscape. Fourth, all of these experiences are then compounded by the way that computer science is motivated and “interpreted” for the students”.