Edutopia – Stephen Merrill
“Back in 2012, the idea for Code.org was just a glimmer in Hadi Partovi’s eye. He was already a successful entrepreneur—Partovi was part of the founding team that sold voice recognition pioneer Tellme Networks to Microsoft in 2007—but he was looking for something more meaningful as his next step. “Starting another start-up to make money wasn’t motivating to me,” explained Partovi in an interview on Recode, before adding that the death of Steve Jobs had him thinking about his own mortality: “Steve Jobs was 12 or 13 years older than me, and I thought ‘If I die in 13 years, what will I look back on?’” By way of an answer, Partovi launched the nonprofit Code.org with his twin brother, Ali, in 2013.” (more)
E-School News – Laura Ascione
“It’s that time of year again–the Hour of Code is (almost) here. The Hour of Code is just that–one hour of coding, done at any point during Computer Science Education Week (Dec. 4-10). Educators can find all the information they need here, such as how to get started, which activities to choose and how to promote computer science on a regular basis.”(more)
E-School News – Bethany Nill
“I work with roughly 500 kindergarten through 5th-grade students. As part of their curriculum, students receive 40 minutes each week of technology class. During the first quarter, we focus on the keyboard. Today’s students are expected to have some typing proficiency as early as kindergarten. For example, our students must be able to, at minimum, type their first and last name in order to access their devices and accounts. Our 2nd– through 5th-graders take computer-based assessments which require them to type constructed responses to questions. Learning to type is not an option for our students; it’s an essential skill.”(more)
Edutopia – Eli Sheldon
“As defined by Jeannette Wing, computational thinking is “a way of solving problems, designing systems, and understanding human behavior by drawing on the concepts of computer science.” To the students at my school, it’s an approach to tackling challenging questions and ambiguous puzzles. We explicitly integrate computational thinking into all of our classes, allowing students to draw parallels between what they’re learning and how they’re approaching problems across all disciplines.”(more)
The U.S. News and World Report – Staff Writer
“School district administrators and principals are inundated with salesmen peddling computers and software programs. Many claim that scientific research proves their wares work. Can they be believed? The researchers at the Abdul Latif Jameel Poverty Action Lab (J-PAL), an organization inside the economics department of the Massachusetts Institute of Technology, scoured academic journals, the internet and evaluation databases and found only 113 studies on using technology in schools that were scientifically rigorous.”(more)
News Herald – Juliann Talkington
In a few weeks tens of thousands of young Americans will leave home and begin the “college experience”. As they descend on campuses across the country, they will be greeted by impressive buildings, acclaimed alumni, elaborate social functions, and luxury hotel-like accommodations. In addition to getting used to their new “homes”, these newly minted adults will be asked to select majors that prepare them for post college employment.
Interestingly, the university structure and incentives may not always be aligned with what is best for students.
Universities are broken into departments. Each department is responsible for running a profitable business or demonstrating that there is enough demand for its offerings that it would be foolish for the university to close the department. Departments like engineering generally have large research budgets, so they are less concerned about student enrollment than departments like the humanities and social sciences that have fewer research dollars.
As might be expected, the departments with fewest research dollars generally work hardest to convince students to select majors within their purview. Until 15-20 years ago, this model worked well, because it was possible to obtain high quality employment with a wide variety of university degrees.
Technology has improved access to information so much that many jobs related to compiling, organizing, and disseminating information have already been or are being eliminated. Careers that have been hardest hit are law, social sciences, and the humanities.
Since there are fewer job opportunities for people with these degrees, many college graduates find it difficult to procure jobs that pay a premium over what was available to them before they attended college.
This shift creates a dilemma for the parents of a child who did not develop a proclivity for math in high school. Does the parent have the resources to send the child to college so he/she can graduate without debt and go on to a job that he/she most likely could have obtained without attending college? Is it better to consider a high paying trade like plumbing or electricity, rather than expending money on college? Or is it wiser to encourage the child to go to a community college and learn math, so he/she has the skills to obtain a college degree with higher earning potential?
It is a tough decision, but is something that should be discussed before a family blindly spends large sums of money on a college education that does little to improve a child’s long term earning potential.