They were also discussed in 2015 in the Computing at School (CAS) framework and guide for teachers to enable teachers in the U.K. to incorporate computational thinking into their teaching work.10 CSTA/ISTE and CAS also provide pedagogical approaches to embed these capabilities across the curriculum in elementary and secondary classes. For example, CSTA/ISTE describes how the nine core computational thinking concepts and capabilities could be practiced in science classrooms by collecting and analyzing data from experiments (data collection and data analysis) and summarizing that data (data representation). Computational thinking is often mistakenly equated with using computer technology. Algorithms are central to both computer science and computational thinking.
Black males should not have to wait years to experience their first black male teacher, writes our columnist. Editor's Note: Black males represent roughly 2 percent of all public school teachers in the U.S. While nonwhite educators are being hired at a higher proportional rate than white teachers, they're also leaving the teaching profession at a higher rate, according to a 2015 report from the Albert Shanker Institute. Ricky House teaches social studies at Gunston Middle School in Arlington, Virginia. Black male teachers have played a critical role in his professional life as well as in his students' lives.
To the editor: Karin Klein's opinion piece suggests mentoring to improve teaching skills. A good idea, but it doesn't address the core of the problem. People talk of "teaching" as if means "magically instill knowledge." It doesn't work that way; learning takes work. My definition: a teacher helps students learn.
From July 9 to 22, the Lincoln Laboratory Radar Introduction for Student Engineers (LLRISE) summer program provided 18 high school students from across the country with a project-based course on radar fundamentals. For the first time since LLRISE's inception, two high school physics teachers participated in the first week of the program. The teachers, both of whom were from Michigan, took part in all aspects of the curriculum along with the students; they attended lectures on the basics of radar systems, assembled radar systems that could perform range-Doppler imaging, learned about computer-aided design and 3-D printing, and went on tours of Lincoln Laboratory's facilities. The teachers were interested in evaluating how the radar workshops could be incorporated into their own physics classes. They were particularly excited about integrating the radar lessons into labs and projects and supplementing conceptual lectures with hands-on building activities.