Joyce Malyn-Smith

Education Development Center · Learning and Teaching Division

Machine learning systems are infiltrating our lives and are beginning to become important in our education systems. This article, developed from a synthesis and analysis of previous research, examines the implications of recent developments in machine learning for human learners and learning. In this article we first compare deep learning in comput...

A grand challenge of the computer science (CS) for all education movement is the preparation of thousands of teachers with high-quality, accessible professional development (PD) that has evidence of improving teacher knowledge and pedagogical practices necessary to support the learning needs of diverse groups of students. While regional PD programs...

This article provides an introduction for the special issue of the Journal of Science Education and Technology focused on computational thinking (CT) from a disciplinary perspective. The special issue connects earlier research on what K-12 students can learn and be able to do using CT with the CT skills and habits of mind needed to productively par...

This paper describes analyses of the K–12 computational thinking (CT) integration activities collected at two NSF-funded workshops, “Developing an Interdisciplinary Framework for Integrating Computational Thinking in K–12 Science, Mathematics, Technology, and Engineering Education,” held in August and November of 2017 at Education Development Cente...

This article provides an introduction for the special issue of the Journal of Science Education and Technology focused on computational thinking (CT) from a disciplinary perspective. The special issue connects earlier research on what K-12 students can learn and be able to do using CT with the CT skills and habits of mind needed to productively par...

With the increasing relevance of information and communication technologies (ICT) and the global transition towards the knowledge society, school systems and higher education now face increasing challenges involved in preparing students for successful participation in the knowledge society. In many countries, this is leading to manifold efforts and...

In this article we examine key issues and tensions for developing and specifying Computing-related elements of curricula design, particularly the role of Computer Science in the curriculum. The article is based on a series of discussions and analyses of curriculum design across various countries with different approaches and traditions of Computing...

This ebook is a collection of outcome reports by the thematic working groups (TWGs) of EDUsummIT 2017. EDUsummIT (International Summit on ICT in Education) is a global knowledge building community of researchers, educational practitioners, and policy makers committed to supporting the effective integration of research and practice in the field of...

This article proposes a STEM workforce education logic model, tailored to the particular context of the National Science Foundation’s Innovative Technology Experiences for Students and Teachers (ITEST) program. This model aims to help program designers and researchers address challenges particular to designing, implementing, and studying education...

Computer science has been a discipline for some years, and its position in the school curriculum has been contested differently in several countries. This paper looks at its role in three countries to illustrate these differences. A reconsideration of computer science as a separate subject both in primary and secondary education is suggested. At ED...

Adding computer science as a separate school subject to the core K-6 curriculum is a complex issue with educational challenges. The authors herein address two of these challenges: (1) the design of the curriculum based on a generic computational thinking framework, and (2) the knowledge teachers need to teach the curriculum. The first issue is disc...

Adding computer science as a separate school subject to the core K-6 curriculum is a complex issue with educational challenges. The authors herein address two of these challenges: (1) the design of the curriculum based on a generic computational thinking framework, and (2) the knowledge teachers need to teach the curriculum. The first issue is disc...

Computational thinking (CT) has been described as the use of abstraction, automation, and analysis in problem-solving [3]. We examine how these ways of thinking take shape for middle and high school youth in a set of NSF-supported programs. We discuss opportunities and challenges in both in-school and after-school contexts. Based on these observati...

Looks at what 10 states (Arkansas, Illinois, Maryland, Minnesota, Nebraska, New York, North Carolina, Ohio, Utah, and Washington) are doing to ensure that their students are able to access high-skill, high-wage information technology career opportunities. (JOW)

Describes procedures and results of the development and validation at Boston (Massachusetts) University of competencies needed by school personnel at various levels for the implementation of career education programs, and the perceptions of teachers, counselors, coordinators, and administrators toward these competencies. Includes tables of competen...

Typescript (photocopy). Thesis (Ed. D.)--Boston University, 1980. Vita. Includes bibliographical references (leaves 172-177).