A Critical Review and New Directions for Queering Computing and Computing Education

2021 ◽  
Author(s):  
Dylan Paré
Keyword(s):  
Education Research ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Data Science ◽  
Historical Context ◽  
Gender And Sexuality ◽  
Computing Education ◽  
Trans People ◽  
Systems Of Domination ◽  
Algorithmic Bias

Technological imaginaries underpinning computing and technoscientific practices and pedagogies are predominantly entrenched in cisheteropatriarchal, imperialist, and militaristic ideologies. A critical, intersectional queer and trans phenomenological analysis of computing education offers an epistemological and axiological reimagining by centering the analysis of gender and sexuality through the lens of marginalized people’s experiences (queer, trans, and intersecting marginalities). It analyzes how systems of domination and liberation occur through relationships between objects, people, and their environments and how these systems of power multiply in effect when people are situated at multiple axes of oppression (such as gender, sexuality, race, and disability). Complexity, heterogeneity, and fluidity are at the core of queer and trans imaginaries and challenge the assumed naturalness of biological categories that underpin much of the cisheteronormative harm and violence in K-16 education, STEM (science, technological, engineering and medical) disciplinary practices, and technological innovations. Foregrounding complexity, heterogeneity, and fluidity supports the critique, construction, and transformation of computational objects, worlds, and learning environments so that queer and trans perspectives, narratives, and experiences are centered and valued. In doing so, ambiguity, fluidity, and body becoming are centered in virtual spaces, thereby offering emancipatory possibilities for supporting critical literacies of gender and sexuality. Methodologically, approaches rooted in active solidarity with queer and trans people and a commitment to listening to intersectional experiences of gender and sexuality-based marginalization and resilience reorient computing learning environments towards liberatory, justice-oriented practices. Computing scholars and educators have identified data science (more broadly) and algorithmic bias (in particular) as an essential domain for furthering education research and practice. Histories of erasure, exclusion, and violence on queer and trans people, both by carceral technologies and algorithmic bias, and as part of the computing profession, are enacted on individual people and reflected in societal biases that inform and shape public experiences of computing and technologies. Overall, queering computing education and computing education research directs attention towards a multifaceted problem: the historical and ongoing hegemonic, cisheteropatriarchal control over programming; the limitations to representation by code that a computer can recognize; the possibilities to queer code and computer architectures; the technological regulation of identity and bodies; and the limits and affordances of technological representation of gender and sexual identity. A queer, trans, intersectional, justice-oriented approach to computing education attends to the structural, socio-historical context in teaching and learning computer science and coding, including the dominant cultures of the technology workforce and the everyday disciplining interactions with technology that shape who we can become.

scholarly journals A Call for a Humanistic Stance Toward K–12 Data Science Education

2021 ◽  
pp. 0013189X2110488
Author(s):  
Victor R. Lee ◽  
Michelle Hoda Wilkerson ◽  
Kathryn Lanouette
Keyword(s):  
Science Education ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Data Science ◽  
Learning Opportunities ◽  
Human Dimensions ◽  
Personal Experiences ◽  
Interdisciplinary Framework ◽  
K 12 ◽  
Cultural Tools

There is growing interest in how to better prepare K–12 students to work with data. In this article, we assert that these discussions of teaching and learning must attend to the human dimensions of data work. Specifically, we draw from several established lines of research to argue that practices involving the creation and manipulation of data are shaped by a combination of personal experiences, cultural tools and practices, and political concerns. We demonstrate through two examples how our proposed humanistic stance highlights ways that efforts to make data personally relevant for youth also necessarily implicate cultural and sociopolitical dimensions that affect the design and learning opportunities in data-rich learning environments. We offer an interdisciplinary framework based on literature from multiple bodies of educational research to inform design, teaching and research for more effective, responsible, and inclusive student learning experiences with and about data.

A Worthy Endeavor

2018 ◽  
Author(s):  
Jacqueline M. Dewar
Keyword(s):  
Education Research ◽  
Teaching And Learning ◽  
Scholarship Of Teaching ◽  
Significant Time ◽  
Traditional Research ◽  
Time And Energy

Chapter 0 calls for wide participation in the scholarship of teaching and learning (SoTL) by faculty at all types of institutions, including faculty active in traditional research. The chapter provides examples of many well-known scientists, engineers, and mathematicians who eventually devoted significant time and energy to improving education in their disciplinary fields. While acknowledging the difficulty of doing both traditional research and SoTL, it cautions against ruling out the possibility of undertaking a scholarly study of learning simply because of lack of expertise in education research. Numerous benefits that may accrue to instructors who do investigate learning in their own classrooms are described.

Developing information literacy courses for students through virtual learning environments in Tanzania: Prospects and challenges

IFLA Journal ◽  
2021 ◽  
pp. 034003522110182
Author(s):  
Evans F Wema
Keyword(s):  
Learning Environments ◽  
Information Literacy ◽  
Teaching And Learning ◽  
Virtual Learning ◽  
Higher Learning ◽  
Virtual Learning Environments ◽  
Web Based ◽  
Face To Face ◽  
Institutions Of Higher Learning ◽  
The Face

This article reviews literature on the use of virtual learning environments by highlighting their potential and the challenges of introducing the same in Tanzania. It introduces the concept of virtual learning environments by demonstrating their applications to support teaching and learning. The article discusses the use of virtual learning environments in teaching information literacy courses by highlighting the success of using such tools in facilitating the teaching of information literacy courses to library users. In this review, special emphasis is placed on attempts by Tanzanian institutions of higher learning to introduce web-based teaching of information literacy and the challenges faced. The review reveals the need for Tanzanian institutions of higher learning to develop virtual learning environments to facilitate the teaching of information literacy courses to students and faculty so as to reach many of those who may not manage to attend the face-to-face information literacy sessions that are offered by librarians on a regular basis.

scholarly journals Mapping the Landscape of Peer Review in Computing Education Research

2020 ◽  
Author(s):  
Marian Petre ◽  
Kate Sanders ◽  
Robert McCartney ◽  
Marzieh Ahmadzadeh ◽  
Cornelia Connolly ◽  
...  
Keyword(s):  
Education Research ◽  
Peer Review ◽  
Computing Education

ICER 2021 preview

2021 ◽  
Vol 53 (1) ◽  
pp. 6-6
Author(s):  
Amy Ko ◽  
Renée McCauley ◽  
Jan Vahrenhold ◽  
Matthias Hauswirth
Keyword(s):  
Education Research ◽  
Computing Education

You are warmly invited to the 17th Annual ACM International Computing Education Research (ICER) conference (https://icer2021.acm.org), held online the week of 16 August 2021.

VIRTUAL LEARNING ENVIRONMENTS FOR ESL COURSES

2021 ◽  
Vol 17 (1) ◽  
pp. 239-243
Author(s):  
Ana-Maria CHISEGA-NEGRILĂ
Keyword(s):  
Learning Environments ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
Foreign Languages ◽  
Esl Students ◽  
Online Teaching And Learning ◽  
Learning And Teaching ◽  
Face To Face

Abstract: As the time in which online teaching and learning was still an element of novelty has long been gone, virtual learning environments have to be studied thoroughly so that they will provide students not only with the necessary knowledge, but also with the proper tools to meet their learning objectives. The advancement in information technology and the access to an almost inordinate number of learning and teaching tools should have already been fructified and, as a result, not only teachers, but also learners should have already picked up the fruit of knowledge grown in the vast virtual environment of the Internet. However, as education has recently moved almost entirely online, some questions have arisen. Are the Virtual Learning Environments (VLEs) enough to offer ESL students both motivation and knowledge? Will foreign languages benefit from this growing trend or will traditional, face-to-face interaction, prove to have been more efficient? The present article will look into some of these questions and into the benefits of VLEs in the context of the Covid-19 pandemic.

Research landscape of smart education: a bibliometric analysis

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Kam Cheong Li ◽  
Billy Tak-Ming Wong
Keyword(s):  
Education Research ◽  
Bibliometric Analysis ◽  
Teaching And Learning ◽  
Content Type ◽  
Work Related ◽  
Research Collaborations ◽  
Emerging Trends ◽  
The Usa ◽  
Smart Education ◽  
Smart Technologies

Purpose This paper aims to present a comprehensive review of the present state and trends of smart education research. It addresses the need to have a systematic review of smart education to depict its research landscape in view of the growing volume of related publications. Design/methodology/approach A bibliometric analysis of publications on smart education published in 2011 to 2020 was conducted, covering their patterns and trends in terms of collaboration, key publications, major topics and trends. A total of 1,317 publications with 29,317 cited references were collected from the Web of Science and Scopus for the bibliometric analysis. Findings Research on smart education has been widely published in various sources. The most frequently cited references are all theoretical or discussion articles. Researchers in the USA, China, South Korea, India and Russia have been most active in research collaborations. However, international collaborations have remained infrequent except for those involving the USA. The research on smart education broadly covered smart technologies as well as teaching and learning. The emerging topics have addressed areas such as the Internet of Things, big data, flipped learning and gamification. Originality/value This study depicts the intellectual landscape of smart education research, and illustrated the evolution and emerging trends in the field. The results highlight its latest developments and research needs, and suggest future work related to research collaborations on a larger scale and more studies on smart pedagogies.

scholarly journals Inquiry-Based Learning on the Cloud

2016 ◽  
pp. 291-310 ◽  
Author(s):  
Alexander Mikroyannidis ◽  
Alexandra Okada ◽  
Andre Correa ◽  
Peter Scott
Keyword(s):  
Learning Environments ◽  
Teaching And Learning ◽  
Information Sources ◽  
Working Environment ◽  
Learning Needs ◽  
Inquiry Based Learning ◽  
Approach To Learning ◽  
Novel Approach ◽  
Education Community

Cloud Learning Environments (CLEs) have recently emerged as a novel approach to learning, putting learners in the spotlight and providing them with the cloud-based tools for building their own learning environments according to their specific learning needs and aspirations. Although CLEs bring significant benefits to educators and learners, there is still little evidence of CLEs being actively and effectively used in the teaching and learning process. This chapter addresses this issue by introducing a European initiative called weSPOT (Working Environment with Social, Personal and Open Technologies for Inquiry-based Learning) for supporting and enhancing inquiry-based learning in STEM education via a cloud-based inquiry toolkit. The chapter presents evidence of using this toolkit within a case study that investigates how a secondary education community of students / co-learners selects information sources on the web and identifies factors associated with the reliability of information sources during their collaborative inquiry (co-inquiry) project in online environments.

scholarly journals A Systematic Literature Review of Empiricism and Norms of Reporting in Computing Education Research Literature

2022 ◽  
Vol 22 (1) ◽  
pp. 1-46
Author(s):  
Sarah Heckman ◽  
Jeffrey C. Carver ◽  
Mark Sherriff ◽  
Ahmed Al-zubidy
Keyword(s):  
Science Education ◽  
Education Research ◽  
Computer Science ◽  
Computer Science Education ◽  
Empirical Evaluation ◽  
Research Literature ◽  
Computing Education ◽  
Research Questions ◽  
Meta Analyses ◽  
Advance Knowledge

Context. Computing Education Research (CER) is critical to help the computing education community and policy makers support the increasing population of students who need to learn computing skills for future careers. For a community to systematically advance knowledge about a topic, the members must be able to understand published work thoroughly enough to perform replications, conduct meta-analyses, and build theories. There is a need to understand whether published research allows the CER community to systematically advance knowledge and build theories. Objectives. The goal of this study is to characterize the reporting of empiricism in Computing Education Research literature by identifying whether publications include content necessary for researchers to perform replications, meta-analyses, and theory building. We answer three research questions related to this goal: (RQ1) What percentage of papers in CER venues have some form of empirical evaluation? (RQ2) Of the papers that have empirical evaluation, what are the characteristics of the empirical evaluation? (RQ3) Of the papers that have empirical evaluation, do they follow norms (both for inclusion and for labeling of information needed for replication, meta-analysis, and, eventually, theory-building) for reporting empirical work? Methods. We conducted a systematic literature review of the 2014 and 2015 proceedings or issues of five CER venues: Technical Symposium on Computer Science Education (SIGCSE TS), International Symposium on Computing Education Research (ICER), Conference on Innovation and Technology in Computer Science Education (ITiCSE), ACM Transactions on Computing Education (TOCE), and Computer Science Education (CSE). We developed and applied the CER Empiricism Assessment Rubric to the 427 papers accepted and published at these venues over 2014 and 2015. Two people evaluated each paper using the Base Rubric for characterizing the paper. An individual person applied the other rubrics to characterize the norms of reporting, as appropriate for the paper type. Any discrepancies or questions were discussed between multiple reviewers to resolve. Results. We found that over 80% of papers accepted across all five venues had some form of empirical evaluation. Quantitative evaluation methods were the most frequently reported. Papers most frequently reported results on interventions around pedagogical techniques, curriculum, community, or tools. There was a split in papers that had some type of comparison between an intervention and some other dataset or baseline. Most papers reported related work, following the expectations for doing so in the SIGCSE and CER community. However, many papers were lacking properly reported research objectives, goals, research questions, or hypotheses; description of participants; study design; data collection; and threats to validity. These results align with prior surveys of the CER literature. Conclusions. CER authors are contributing empirical results to the literature; however, not all norms for reporting are met. We encourage authors to provide clear, labeled details about their work so readers can use the study methodologies and results for replications and meta-analyses. As our community grows, our reporting of CER should mature to help establish computing education theory to support the next generation of computing learners.

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