Search for: All records

Data literacy, an important goal for social studies education, involves teaching students how to comprehend, analyze, interpret, evaluate, create, and argue with data and data visualizations such as timelines, maps, and graphs. Digital data visualizations support rapid inquiry and explorations that would be difficult on paper - such as adding data to an existing data visualization or creating multiple data visualizations of the same variable at multiple times or places for easy comparison. The process of asking questions and finding answers through data exploration is an important part of social studies education. While the authors recognize that there are many online data visualization tools that can be used in classrooms, they designed their tools, DV4L and Timeline Builder, specifically for use in social studies classrooms and based on feedback from prospective and current teachers. The authors have taken care to include features that teachers said would be useful in social studies data inquiry lessons and activities. These are still in a prototype phase, but are free to use and online. 

Computing is everywhere, and it's here to stay. Computing is crucial in many disciplines and influences every discipline. It’s unlikely we'll willingly return to a society unmediated by computing. How do our institutions proceed? This BoF asks, "Should computing be a requirement for all college and university students?" Some say yes, citing potential for improving equity-of-access, for expanding students' capabilities, for diversifying the people who understand and critique computing, and for increasing the diversity of computing participation. Some say no, citing the lack of equity-of-outcomes, the infeasibility of teaching all students equitably, and students' need for freedom in choosing what they study. Some say, "Let's consider the spectrum of possibilities... ." This session will discuss these possibilities, expressed and constrained by 2024's forces. Is computing's value saturated - or soon to be? Or is computing a meta-skill, whose practice in learning-to-learn amplifies individual efficacy along all paths? Is Computing1 too gate-kept to be as equitable a GenEd as Composition1? Or does requiring computing, in fact, help dismantle those gates? Can students adequately learn about core computing concepts via non-CS courses that use computing? What might required computing entail? We invite and welcome all with an interest in computing-as-degree-requirement, program-requirement, or GenEd offering. The session's seed materials will highlight evidence against the idea, for the idea, and across its vast, uncertain middle. Our BoF proposers include researchers and educators, both non-CS-requiring and CS-requiring, as well as non-CS-required and CS-required "educatees." Join us! 

Using teaspoon languages to integrate programming across myriad academic disciplines.