Students have been blowing me away with their work this year. The creativity and individual expression are amazing. It's been great seeing their excitement when sharing their creations.

#Edusky #CSed #TeamCompSci

Best. Job. Ever.

(gaming controllers kids designed for the games they're coding)

#EduSky #TeamCompSci #CSed

Thank you to all the participants in the Cybersecurity #Unplugged workshop at #CSTA25, and congrats to everyone for freeing their ducks with excellent code cracking skills.

#CSed #TeamCompSci #releasethequacken

All this thanks to the great staff and volunteers at @csteachersorg.bsky.social!

This paper doesn't appear to say that. It appears to say that if you want to map an operation or do an aggregate operation, it's easier to have native functionality to do that rather than to construct it with a loop. I doubt most K5 students would easily grasp below without explicit traversal.

I read the paper, and I don't see them pushing up against computer science. It says that they felt marginalized by mainstream computing, which to me bolsters the case for fostering more of a sense of belonging. I saw 6.1-3 as them trying to make CS more inclusive. Can you elaborate?

Your paper is cited a paragraph about belonging in the report that Guzdial quotes from:
reimaginingcs.org/wp-content/u...

This is from the AP CS Principles framework, which specifies a national curriculum that allows for university credit across the country.

CSTA Level 2 (KS3) mentions both but doesn't have quite that level of specificity, and Level 3A (KS4) only mentions procedures. The standards don't mention 'subprograms' or 'subroutines' at all. I'm not saying we shouldn't differentiate, but our available resources in the US don't.

Thank you to @urbanartsorg.bsky.social for a great wrap up to #CSEdWeek with their virtual game design workshop. It was great hearing from professionals from Wizards of the Coast and Hasbro, as well as the awesome Urban Arts team. #games4ed

They're here! #TeamCompSci #CSEdWeek #rubberduckdebugging