This document summarizes a presentation about computer science (CS) education in Texas. It discusses how there is a lack of CS graduates and teachers in Texas compared to the demand for CS jobs. Fewer students, especially women and minorities, are graduating with CS degrees or taking AP CS classes. The WeTeach_CS program aims to address this by training over 1,300 Texas educators in CS through online courses and workshops. It provides a certification incentive program and is working with regional collaboratives across the state to expand CS education opportunities for K-12 students in Texas.
Preparing Your Students for the Innovation Economy with WeTeach_CS WeTeach_CS
The document discusses preparing students for careers in computer science and the innovation economy through the WeTeach_CS program. It notes that there will be 1 million more computing jobs than graduates by 2020 and that Texas had only 2,103 computer science graduates in 2014. WeTeach_CS provides training to Texas educators, with over 1,350 educators from 697 schools and districts participating. The program aims to increase the number of certified computer science teachers and offers online and in-person professional development courses.
21st-Century Learners Design Ultimate School of the Future TodayJulie Evans
The document summarizes findings from the 2006 Speak Up survey conducted by Project Tomorrow. Key findings include:
- Students of all grades say their ideal school would provide every student with a laptop.
- Girls showed more interest than boys in communication tools like email/IM and digital media equipment.
- Interest varied by grade, with middle schoolers preferring mobile devices and high schoolers online resources.
- Students' technology skills impacted priorities, with advanced users wanting individual access and beginners less interested in online options.
- Students with home broadband had stronger views, likely influenced by their technology experiences outside school.
The document discusses a report on online learning from Project Tomorrow's Speak Up initiative. Key findings from the report include that students are interested in taking online classes, especially in core subjects like math and English, to get extra help, take classes not otherwise offered, or work at their own pace. Most teachers support students taking online classes and believe technology enhances learning, while parents strongly support online learning options. Expanding online learning opportunities could help engage and support diverse student needs. Significant barriers to online learning include lack of funding and need for professional development.
This document summarizes key findings from the 2006 Speak Up research project regarding parents' views on technology, 21st century skills, and education. Some of the main findings presented include that parents are satisfied with the amount of technology available but dissatisfied with how it's integrated; they prefer email and websites for school communications; and they believe critical thinking, problem solving, and work ethic are the most important 21st century skills but over half feel schools are not adequately preparing students. The presentation aims to leverage these parent viewpoints to strengthen home-school partnerships and gain support for technology initiatives.
1. The document discusses findings from the 2006 Speak Up national research project conducted by Project Tomorrow, which surveyed over 232,000 K-12 students, 21,000 teachers, and 15,000 parents about education, technology, and 21st century learning.
2. Key findings from students included that communications is their top technology use, they want math and science taught through real-world problems and hands-on activities, and they believe having a laptop is essential for designing their ideal school.
3. Teacher findings showed that while technology enhances learning, a lack of time is the primary barrier to more technology integration. Professional development in integrating technology into curriculum was their top request.
Tomorrow’s Members: Listening to the Voices of Our FutureJulie Evans
The document discusses insights from the annual Speak Up surveys conducted by Project Tomorrow about students' use of and attitudes towards technology. Some key findings include:
- 70% of students in grades 6-12 consider themselves advanced tech users
- The most common student tech activities are online/computer gaming, downloading music, communication tools, and personal websites
- Students most commonly use tech for schoolwork for writing assignments, online research, and checking grades
- However, students are dissatisfied that school filters block sites they need and teachers limit their tech use
- There is a "digital disconnect" between students' advanced tech skills and limited school tech integration, especially regarding mobile devices
Speak Up 2010 National Findings Students and ParentsJulie Evans
This briefing discussed findings from the 2010 Speak Up survey on K-12 education and technology. Key findings included:
- Students want to use mobile devices like smartphones and tablets for schoolwork to access online textbooks, collaborate with peers, and do research.
- However, many administrators are reluctant to allow personal devices in school due to concerns about network security, theft, and being a distraction.
- Parents overwhelmingly support providing mobile devices for their children to use at school, and their support increases as children get older.
The briefing highlighted trends toward more mobile, social, and empowered learning models leveraging emerging technologies, according to student and parent perspectives.
This document summarizes the key findings from the 2006 Speak Up national research project, which surveyed over 232,000 K-12 students, 21,000 teachers, and 15,000 parents about education, technology, and 21st century learning. Some of the main findings include that communications is still the top technology use for students, both in and out of school, and that students want math and science made more relevant with real-world applications and hands-on learning. Both teachers and parents expressed concerns about preparing students for 21st century jobs and global competitiveness. The document also outlines participation rates, top technology tools used, views on online learning, and priorities for designing future K-12 schools.
Preparing Your Students for the Innovation Economy with WeTeach_CS WeTeach_CS
The document discusses preparing students for careers in computer science and the innovation economy through the WeTeach_CS program. It notes that there will be 1 million more computing jobs than graduates by 2020 and that Texas had only 2,103 computer science graduates in 2014. WeTeach_CS provides training to Texas educators, with over 1,350 educators from 697 schools and districts participating. The program aims to increase the number of certified computer science teachers and offers online and in-person professional development courses.
21st-Century Learners Design Ultimate School of the Future TodayJulie Evans
The document summarizes findings from the 2006 Speak Up survey conducted by Project Tomorrow. Key findings include:
- Students of all grades say their ideal school would provide every student with a laptop.
- Girls showed more interest than boys in communication tools like email/IM and digital media equipment.
- Interest varied by grade, with middle schoolers preferring mobile devices and high schoolers online resources.
- Students' technology skills impacted priorities, with advanced users wanting individual access and beginners less interested in online options.
- Students with home broadband had stronger views, likely influenced by their technology experiences outside school.
The document discusses a report on online learning from Project Tomorrow's Speak Up initiative. Key findings from the report include that students are interested in taking online classes, especially in core subjects like math and English, to get extra help, take classes not otherwise offered, or work at their own pace. Most teachers support students taking online classes and believe technology enhances learning, while parents strongly support online learning options. Expanding online learning opportunities could help engage and support diverse student needs. Significant barriers to online learning include lack of funding and need for professional development.
This document summarizes key findings from the 2006 Speak Up research project regarding parents' views on technology, 21st century skills, and education. Some of the main findings presented include that parents are satisfied with the amount of technology available but dissatisfied with how it's integrated; they prefer email and websites for school communications; and they believe critical thinking, problem solving, and work ethic are the most important 21st century skills but over half feel schools are not adequately preparing students. The presentation aims to leverage these parent viewpoints to strengthen home-school partnerships and gain support for technology initiatives.
1. The document discusses findings from the 2006 Speak Up national research project conducted by Project Tomorrow, which surveyed over 232,000 K-12 students, 21,000 teachers, and 15,000 parents about education, technology, and 21st century learning.
2. Key findings from students included that communications is their top technology use, they want math and science taught through real-world problems and hands-on activities, and they believe having a laptop is essential for designing their ideal school.
3. Teacher findings showed that while technology enhances learning, a lack of time is the primary barrier to more technology integration. Professional development in integrating technology into curriculum was their top request.
Tomorrow’s Members: Listening to the Voices of Our FutureJulie Evans
The document discusses insights from the annual Speak Up surveys conducted by Project Tomorrow about students' use of and attitudes towards technology. Some key findings include:
- 70% of students in grades 6-12 consider themselves advanced tech users
- The most common student tech activities are online/computer gaming, downloading music, communication tools, and personal websites
- Students most commonly use tech for schoolwork for writing assignments, online research, and checking grades
- However, students are dissatisfied that school filters block sites they need and teachers limit their tech use
- There is a "digital disconnect" between students' advanced tech skills and limited school tech integration, especially regarding mobile devices
Speak Up 2010 National Findings Students and ParentsJulie Evans
This briefing discussed findings from the 2010 Speak Up survey on K-12 education and technology. Key findings included:
- Students want to use mobile devices like smartphones and tablets for schoolwork to access online textbooks, collaborate with peers, and do research.
- However, many administrators are reluctant to allow personal devices in school due to concerns about network security, theft, and being a distraction.
- Parents overwhelmingly support providing mobile devices for their children to use at school, and their support increases as children get older.
The briefing highlighted trends toward more mobile, social, and empowered learning models leveraging emerging technologies, according to student and parent perspectives.
This document summarizes the key findings from the 2006 Speak Up national research project, which surveyed over 232,000 K-12 students, 21,000 teachers, and 15,000 parents about education, technology, and 21st century learning. Some of the main findings include that communications is still the top technology use for students, both in and out of school, and that students want math and science made more relevant with real-world applications and hands-on learning. Both teachers and parents expressed concerns about preparing students for 21st century jobs and global competitiveness. The document also outlines participation rates, top technology tools used, views on online learning, and priorities for designing future K-12 schools.
Using ROI to Justify Your Online Learning InitiativeJulie Evans
This document discusses justifying online learning initiatives through return on investment (ROI) and value of investment (VOI) analyses. It introduces the Online Learning Justification Ladder, a new tool for district leaders to structure the data collection and analysis needed for ROI or VOI analyses when planning online learning projects. The ladder includes steps to determine how the analysis will be approached, which audiences it will focus on, specifics of the online learning project, timing, delivery methods, and reasons for the investment.
Project Tomorrow conducted the annual Speak Up survey to understand how students, teachers, parents and school leaders use technology for learning. The findings showed that while most students say their technology skills are average and have access to devices, half feel their schools do not prepare them for 21st century jobs. The document calls these students "Long Tail Learners" and discusses how they are interested in online classes, educational games, and creating digital content but want more access and tools in schools. It suggests schools should let students use their own devices, provide greater access to technology at school, and ask students what resources they need.
Speak Up 2012 National Findings: Educators and ParentsJulie Evans
This document summarizes the key findings from the Speak Up 2012 survey on educators, parents, and digital learning. The survey found a shift from chalkboards to tablets as digital tools become more important in education. This digital conversion is driven by the Common Core standards, personal technology use, budget pressures, employer needs, and engaged digital parents. Educators, parents, and students now have greater access to smartphones, tablets, and use social media. However, bandwidth, funding, teacher training, and school culture need to further support digital learning in K-12 classrooms.
Speak Up 2012 Digital Learners Student National ReportJulie Evans
This document summarizes the findings of the Speak Up 2012 survey on K-12 students' use of technology. Some key findings include:
- Most students now have their own smartphones, tablets, and laptops but many schools restrict using personal devices for learning.
- Most students access the internet through mobile devices and use social media and messaging apps to communicate and collaborate on schoolwork.
- Students report using technology for both teacher-directed and self-directed learning activities like creating presentations, taking online tests, watching instructional videos, and collaborating with classmates.
- The top barriers to using technology at school are filters blocking social media and personal devices, as well as restrictive school policies. Students want more
This document discusses the importance of computer science (CS) education and provides an overview of CS education trends. Some key points:
- CS is an important 21st century skill that helps students be creators of technology rather than just consumers.
- Parents, teachers, principals, and superintendents agree that offering CS is as important as core subjects like math and science.
- There are a variety of resources, programs, and approaches available for teaching CS, from coding apps and languages to full curricula and educator tools.
- CS education is growing globally and many countries now require CS training from primary school level, though implementation challenges remain.
New Visionary Report Release Nsba T+L 102908Julie Evans
- There is a new cohort of "visionary administrators" emerging who share common behaviors, values, and aspirations for 21st century learning. They have more in common with students than their peers.
- A report based on the Speak Up 2007 survey data found that these visionary administrators are more likely to believe technology improves learning, rate their own tech skills as advanced, and regularly use technology themselves.
- The report highlights how visionary administrators' views on technology use, 21st century skills, and school vision align more closely with students' aspirations than with their administrator peers.
TI Leadership Summit – WeTeach_CS and you can too!WeTeach_CS
Presentation by Carol Fletcher, Deputy Director of the The University of Texas at Austin Center for STEM Education, to the TI Leadership Summit held by Texas Instruments.
Fall 2017
CS Education in Texas ISDs: Partnerships for SuccessWeTeach_CS
Presentation by Carol Fletcher, Deputy Director of the The University of Texas at Austin Center for STEM Education, and Pauline Dow, Deputy Superintendent San Antonio ISD.
Presented to TASA/TASB conference, Dallas, TX, October 2017.
This document summarizes information presented at a conference on computer science (CS) education in Texas. It discusses:
- The growing demand for CS jobs and lack of graduates to fill them.
- Efforts in Texas to expand CS education, including requiring all high schools to offer CS courses and certifying more teachers.
- Goals of the WeTeach_CS program to increase the number of schools offering CS, student enrollment in CS courses, and participation of underrepresented groups.
- Recommended CS course pathways and upcoming trainings to support CS education.
Building a Computer Science Pipeline in Your DistrictWeTeach_CS
Provide attendees with the resources, data and connections needed to establish and sustain a robust CS program in their school district. Expose participants to numerous no-to-low cost options for accessing curriculum and professional development related to CS.
This document summarizes Carol Fletcher's presentation on building a K-12 computer science pipeline in Texas. The presentation discusses what computer science is, why it is important, the current state of CS education in Texas, and strategies for growing K-12 CS programs. It provides data on the lack of CS teachers in Texas and efforts through the WeTeachCS program to increase teacher certification. The presentation outlines a proposed pathway for K-12 CS courses and identifies upcoming trainings and opportunities.
Texas is a national leader in K-12 computer science education. It requires all high schools to offer computer science courses, and counts computer science courses towards graduation requirements like mathematics and foreign language credits. However, there is a lack of computer science teachers in Texas, with only 23 individuals completing a teaching program for computer science certification in 2017. Various programs exist to help address this shortage, such as workshops to certify existing teachers in computer science and funding for computer science teacher training.
This document provides an overview of computer science (CS) education in Texas. It discusses what CS is, why it is important, and the current state of CS education in the state. Key points include that CS leads to economic opportunity and is foundational for all students. It also notes the lack of CS teachers in Texas and initiatives through WeTeach_CS to increase CS teacher certification. The document outlines recommendations for building a K-12 CS program and curriculum pathway. It promotes CS Discoveries and AP Computer Science courses and provides associated PEIMS numbers.
This document summarizes a presentation about priming the computer science pump by providing resources to establish robust CS programs. It discusses workforce trends showing a shortage of programmers and lack of CS exposure and enrollment. Charts show many open tech jobs in Austin being in CS and declining CS majors/AP enrollment. Barriers to CS education include lack of teachers and certifications. Recommendations include moving CS courses to CTE, expanding teacher training, offering engaging CS courses, and connecting schools to careers. The document promotes free online CS resources and curriculum from Code.org, UT Austin, TRC, and TEALS for teachers.
This document provides an overview of computer science (CS) education in Texas. It discusses what CS is, why it is important, and the current state of CS education in the state. Key points include that CS leads to economic opportunity and is foundational for all students. However, few Texas high schools offer CS courses and there is a lack of certified CS teachers. The WeTeach_CS program aims to address this by training more teachers and increasing access to introductory CS courses like CS Discoveries and AP Computer Science Principles. The document outlines pathways for growing local CS programs and increasing participation of underrepresented groups.
Implementing the Tri-Agency Report & Preparing All Students for 60x30 TXWeTeach_CS
Presentation by Carol Fletcher, Deputy Director of the The University of Texas at Austin Center for STEM Education, to the TASA/TASB conference in Dallas TX during October 2017.
The document discusses the need for more computer science education and programming skills in Texas. It notes a lack of certified computer science teachers and makes recommendations to address this through blended professional development. Data shows declining computer science enrollments and few women in the field. Suggestions are provided to build awareness of computer science careers and recruit more women and students through various programs. The role of HB5 in providing opportunities for computer science course endorsements is also discussed.
This document provides information about various computer science education programs and opportunities in Texas, including:
- A 6-week online certification preparation course to help teachers pass the Texas computer science certification test.
- A $1,000 incentive program for educators who become certified through support from 100Kin10 and the Texas Education Agency.
- Upcoming workshops and summer programs on topics like Java programming, video game programming, and AP computer science to help teachers gain skills and earn continuing education credits.
- Advocacy efforts through organizations like WeTeach_CS and CS4TX to expand computer science education across Texas schools.
Educating, Empowering, & Inspiring CS Teachers
The WeTeach_CS Summit offers a variety of sessions and resources for K-12 teachers. The format will include a student expo, vendor exhibits, special guest speakers, as well as general and breakout sessions.
WeTeach_CS and You Can Too! / Texas STEM Conference Jan. 2019WeTeach_CS
The document summarizes the WeTeach_CS program which aims to increase access to computer science education in Texas high schools. It discusses how WeTeach_CS has helped increase the number of computer science teachers certified in Texas from 19 in 2011-2012 to over 498 currently. It also shows how the program has helped boost the number of high school students taking computer science courses from around 10,000 in 2011-2012 to over 60,000 currently, including greater participation from underrepresented groups. The document provides information on resources available through WeTeach_CS, such as curriculum, professional development courses, and a upcoming summit, to help more schools develop strong computer science programs.
The document summarizes the January 10, 2017 webinar of the CS4TX organization. It includes reports on advocacy efforts to promote computer science education legislation in the Texas legislature. It outlines outreach activities including a CS fair at SXSWedu and conferences where CS4TX will have a presence. It also summarizes teacher professional development efforts including an online course to prepare teachers for CS certification and mini-conferences on the AP Computer Science Principles course.
Using ROI to Justify Your Online Learning InitiativeJulie Evans
This document discusses justifying online learning initiatives through return on investment (ROI) and value of investment (VOI) analyses. It introduces the Online Learning Justification Ladder, a new tool for district leaders to structure the data collection and analysis needed for ROI or VOI analyses when planning online learning projects. The ladder includes steps to determine how the analysis will be approached, which audiences it will focus on, specifics of the online learning project, timing, delivery methods, and reasons for the investment.
Project Tomorrow conducted the annual Speak Up survey to understand how students, teachers, parents and school leaders use technology for learning. The findings showed that while most students say their technology skills are average and have access to devices, half feel their schools do not prepare them for 21st century jobs. The document calls these students "Long Tail Learners" and discusses how they are interested in online classes, educational games, and creating digital content but want more access and tools in schools. It suggests schools should let students use their own devices, provide greater access to technology at school, and ask students what resources they need.
Speak Up 2012 National Findings: Educators and ParentsJulie Evans
This document summarizes the key findings from the Speak Up 2012 survey on educators, parents, and digital learning. The survey found a shift from chalkboards to tablets as digital tools become more important in education. This digital conversion is driven by the Common Core standards, personal technology use, budget pressures, employer needs, and engaged digital parents. Educators, parents, and students now have greater access to smartphones, tablets, and use social media. However, bandwidth, funding, teacher training, and school culture need to further support digital learning in K-12 classrooms.
Speak Up 2012 Digital Learners Student National ReportJulie Evans
This document summarizes the findings of the Speak Up 2012 survey on K-12 students' use of technology. Some key findings include:
- Most students now have their own smartphones, tablets, and laptops but many schools restrict using personal devices for learning.
- Most students access the internet through mobile devices and use social media and messaging apps to communicate and collaborate on schoolwork.
- Students report using technology for both teacher-directed and self-directed learning activities like creating presentations, taking online tests, watching instructional videos, and collaborating with classmates.
- The top barriers to using technology at school are filters blocking social media and personal devices, as well as restrictive school policies. Students want more
This document discusses the importance of computer science (CS) education and provides an overview of CS education trends. Some key points:
- CS is an important 21st century skill that helps students be creators of technology rather than just consumers.
- Parents, teachers, principals, and superintendents agree that offering CS is as important as core subjects like math and science.
- There are a variety of resources, programs, and approaches available for teaching CS, from coding apps and languages to full curricula and educator tools.
- CS education is growing globally and many countries now require CS training from primary school level, though implementation challenges remain.
New Visionary Report Release Nsba T+L 102908Julie Evans
- There is a new cohort of "visionary administrators" emerging who share common behaviors, values, and aspirations for 21st century learning. They have more in common with students than their peers.
- A report based on the Speak Up 2007 survey data found that these visionary administrators are more likely to believe technology improves learning, rate their own tech skills as advanced, and regularly use technology themselves.
- The report highlights how visionary administrators' views on technology use, 21st century skills, and school vision align more closely with students' aspirations than with their administrator peers.
TI Leadership Summit – WeTeach_CS and you can too!WeTeach_CS
Presentation by Carol Fletcher, Deputy Director of the The University of Texas at Austin Center for STEM Education, to the TI Leadership Summit held by Texas Instruments.
Fall 2017
CS Education in Texas ISDs: Partnerships for SuccessWeTeach_CS
Presentation by Carol Fletcher, Deputy Director of the The University of Texas at Austin Center for STEM Education, and Pauline Dow, Deputy Superintendent San Antonio ISD.
Presented to TASA/TASB conference, Dallas, TX, October 2017.
This document summarizes information presented at a conference on computer science (CS) education in Texas. It discusses:
- The growing demand for CS jobs and lack of graduates to fill them.
- Efforts in Texas to expand CS education, including requiring all high schools to offer CS courses and certifying more teachers.
- Goals of the WeTeach_CS program to increase the number of schools offering CS, student enrollment in CS courses, and participation of underrepresented groups.
- Recommended CS course pathways and upcoming trainings to support CS education.
Building a Computer Science Pipeline in Your DistrictWeTeach_CS
Provide attendees with the resources, data and connections needed to establish and sustain a robust CS program in their school district. Expose participants to numerous no-to-low cost options for accessing curriculum and professional development related to CS.
This document summarizes Carol Fletcher's presentation on building a K-12 computer science pipeline in Texas. The presentation discusses what computer science is, why it is important, the current state of CS education in Texas, and strategies for growing K-12 CS programs. It provides data on the lack of CS teachers in Texas and efforts through the WeTeachCS program to increase teacher certification. The presentation outlines a proposed pathway for K-12 CS courses and identifies upcoming trainings and opportunities.
Texas is a national leader in K-12 computer science education. It requires all high schools to offer computer science courses, and counts computer science courses towards graduation requirements like mathematics and foreign language credits. However, there is a lack of computer science teachers in Texas, with only 23 individuals completing a teaching program for computer science certification in 2017. Various programs exist to help address this shortage, such as workshops to certify existing teachers in computer science and funding for computer science teacher training.
This document provides an overview of computer science (CS) education in Texas. It discusses what CS is, why it is important, and the current state of CS education in the state. Key points include that CS leads to economic opportunity and is foundational for all students. It also notes the lack of CS teachers in Texas and initiatives through WeTeach_CS to increase CS teacher certification. The document outlines recommendations for building a K-12 CS program and curriculum pathway. It promotes CS Discoveries and AP Computer Science courses and provides associated PEIMS numbers.
This document summarizes a presentation about priming the computer science pump by providing resources to establish robust CS programs. It discusses workforce trends showing a shortage of programmers and lack of CS exposure and enrollment. Charts show many open tech jobs in Austin being in CS and declining CS majors/AP enrollment. Barriers to CS education include lack of teachers and certifications. Recommendations include moving CS courses to CTE, expanding teacher training, offering engaging CS courses, and connecting schools to careers. The document promotes free online CS resources and curriculum from Code.org, UT Austin, TRC, and TEALS for teachers.
This document provides an overview of computer science (CS) education in Texas. It discusses what CS is, why it is important, and the current state of CS education in the state. Key points include that CS leads to economic opportunity and is foundational for all students. However, few Texas high schools offer CS courses and there is a lack of certified CS teachers. The WeTeach_CS program aims to address this by training more teachers and increasing access to introductory CS courses like CS Discoveries and AP Computer Science Principles. The document outlines pathways for growing local CS programs and increasing participation of underrepresented groups.
Implementing the Tri-Agency Report & Preparing All Students for 60x30 TXWeTeach_CS
Presentation by Carol Fletcher, Deputy Director of the The University of Texas at Austin Center for STEM Education, to the TASA/TASB conference in Dallas TX during October 2017.
The document discusses the need for more computer science education and programming skills in Texas. It notes a lack of certified computer science teachers and makes recommendations to address this through blended professional development. Data shows declining computer science enrollments and few women in the field. Suggestions are provided to build awareness of computer science careers and recruit more women and students through various programs. The role of HB5 in providing opportunities for computer science course endorsements is also discussed.
This document provides information about various computer science education programs and opportunities in Texas, including:
- A 6-week online certification preparation course to help teachers pass the Texas computer science certification test.
- A $1,000 incentive program for educators who become certified through support from 100Kin10 and the Texas Education Agency.
- Upcoming workshops and summer programs on topics like Java programming, video game programming, and AP computer science to help teachers gain skills and earn continuing education credits.
- Advocacy efforts through organizations like WeTeach_CS and CS4TX to expand computer science education across Texas schools.
Educating, Empowering, & Inspiring CS Teachers
The WeTeach_CS Summit offers a variety of sessions and resources for K-12 teachers. The format will include a student expo, vendor exhibits, special guest speakers, as well as general and breakout sessions.
WeTeach_CS and You Can Too! / Texas STEM Conference Jan. 2019WeTeach_CS
The document summarizes the WeTeach_CS program which aims to increase access to computer science education in Texas high schools. It discusses how WeTeach_CS has helped increase the number of computer science teachers certified in Texas from 19 in 2011-2012 to over 498 currently. It also shows how the program has helped boost the number of high school students taking computer science courses from around 10,000 in 2011-2012 to over 60,000 currently, including greater participation from underrepresented groups. The document provides information on resources available through WeTeach_CS, such as curriculum, professional development courses, and a upcoming summit, to help more schools develop strong computer science programs.
The document summarizes the January 10, 2017 webinar of the CS4TX organization. It includes reports on advocacy efforts to promote computer science education legislation in the Texas legislature. It outlines outreach activities including a CS fair at SXSWedu and conferences where CS4TX will have a presence. It also summarizes teacher professional development efforts including an online course to prepare teachers for CS certification and mini-conferences on the AP Computer Science Principles course.
The WeTeach_CS Program at UT Austin’s Center for STEM Education will be accepting applications for Computer Science Collaboratives in Texas beginning December 7, 2016. Proposals are due January 9, 2017. This presentation gives potential applicants information about WeTeach_CS, the Collaborative program, and RFA process.
Presented at the CS4TX Statewide Meeting, October 19, 2016, in Houston, TX.
Presented by:
Carol Fletcher, Ph.D.
Deputy Director
Center for STEM Education
The University of Texas at Austin
WeTeach_CS provided training to over 1,350 Texas educators representing 697 schools and districts to teach computer science concepts. They engaged stakeholders to understand barriers and developed strategies like hybrid online/in-person courses and a certification incentive program. Over 200 educators have become certified to teach computer science courses. WeTeach_CS is expanding their course offerings and leveraging existing networks to spread effective computer science teaching practices.
WTCS 2018: WeTeach_CS Support for AP Computer Science: "A" Test and CS Princi...WeTeach_CS
This document summarizes a presentation about supporting AP Computer Science courses. It discusses Code.org's professional learning program for teachers, including a summer workshop and follow-up sessions. It provides an overview of the AP Computer Science Principles course framework and how Code.org interprets it in their curriculum. The presentation demonstrates Code.org's discovery-based tools and scaffolded programming activities.
Similar to WeTeach_CS CS Principles Mini-Conference (20)
WTCS for HS / Texas STEM Conference Jan. 2019WeTeach_CS
The document announces a presentation titled "WeTeach_CS For HS: A First Year Computer Science Curriculum That Works!" to be given by Dr. Carol Fletcher at 3:00 PM in room Bonham E at the Texas STEM Conference 2019 in San Antonio, Texas. The presentation will describe WeTeach_CS, an online Java integrated development environment that enables easy Java programming and is part of a first year high school computer science curriculum developed at The University of Texas at Austin.
This document provides information about Youth Code Jam coding camps and clubs. It discusses the organization's model of being ability-based rather than age-based and engaging both students and parents. Data shows the camps reach a diverse population and improve students' coding skills, confidence, and understanding of career opportunities. The document offers advice on camp logistics, paying for camps, equitable marketing and design, and resources for coding lessons and activities. The overall goal is to open doors and change lives by inspiring students about computer science.
Education in the Innovation Age: Meeting the K-12 CS ChallengeWeTeach_CS
This document discusses the shortage of computer science (CS) teachers in Texas and efforts to address it through the WeTeachCS program. It notes that in 2015-2016, only 23 individuals completed programs to become certified CS teachers. WeTeachCS aims to increase the number of certified CS teachers and the percentage of high schools offering CS courses. It has helped certify over 400 teachers since 2015 and increase the portion of high schools with CS courses from 21% to 38%. The program provides curriculum, professional development, and other resources to support CS education expansion across Texas.
This document provides information about upcoming computer science professional development opportunities through the WeTeach_CS initiative. It summarizes recent events, announces upcoming events in summer 2018 for computer science certification preparation and teaching strategies, and describes new computer science curriculum and online resources available for Texas teachers. The document aims to support and encourage teachers to gain computer science certification and effectively teach computer science courses.
Texas is a national leader in K-12 computer science education. It requires all high schools to offer computer science courses, and counts computer science as a math or foreign language credit towards high school graduation. It also requires computer science teachers to be certified in the subject. Upcoming changes will add a cybersecurity pathway and allow more computer science courses to satisfy graduation requirements. Texas has seen large increases in female and underrepresented minority participation in AP Computer Science courses.
Educating, Empowering, & Inspiring CS Teachers
The WeTeach_CS Summit offers a variety of sessions and resources for K-12 teachers. The format will include a student expo, vendor exhibits, special guest speakers, as well as general and breakout sessions.
WeTeach_CS: Strategies for Scale (100Kin10)WeTeach_CS
This document outlines strategies for scaling computer science (CS) teacher training in K-12 schools. It notes that in 2014-15, only 14 individuals completed CS teacher certification in Texas, and only 2% of Texas graduates took a CS course in high school. It then describes WeTeachCS.org, a resource that connects educators to CS professional development opportunities. The rest of the document details an 11-point plan to expand CS teacher training, including defining goals, leveraging existing networks, designing hybrid training models, rewarding teachers, and measuring early success to encourage further growth.
Comparing the Efficacy of Face to Face, MOOC and Hybrid Computer Science Teac...WeTeach_CS
Presentation on using MOOCs as part of a professional development program for K-12 Computer Science teachers. Presented to the Learning With MOOCs conference on October 6, 2016 at the University of Pennsylvania in Philadelphia.
Presentation and research by:
Carol L. Fletcher, Ph.D., The University of Texas at Austin
W. Wesley Monroe, The University of Texas at Austin
Jayce Warner, The University of Texas at Austin
Kristin Anthony, Planview
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help alleviate symptoms of mental illness and boost overall mental well-being.
Building the Texas Computer Science Pipeline - Strategic Recommendations for ...WeTeach_CS
This white paper outlines the barriers to the development of a robust CS pipeline in Texas schools and offers concrete, achievable recommendations to improve both access to, and the quality of, computer science education for Texas students.
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4. 4
40%
All other STEM
jobs
60%
Computing
jobs
90%
All other
STEM
graduates
10%
Computing
graduates
The STEM problem is in CS
20%
female
8%
hispanic
or black
Sources: College Board, Bureau of Labor Statistics, National Science Foundation
9. 9
Percentage of graduates
who earned credit in
high school computer
science classes between
1990 and 2009.
It was the only STEM subject
to experience a drop.
6%
10. 10
In 2015, only 5,172 HS students in Texas took the AP
Computer Science Exam.
https://research.collegeboard.org/programs/ap/data/archived/ap-2015
5,172
12,316
17,735
22,982
0
5,000
10,000
15,000
20,000
25,000
AP Computer
Science
Chemistry Biology Calculus AB
AP Exams Taken by HS Students
11. 11
In 2015, only 24% of the HS students in Texas who
took the AP Computer Science Exam were female.
https://research.collegeboard.org/programs/ap/data/archived/ap-2015
24%
46% 49%
59%
0%
10%
20%
30%
40%
50%
60%
70%
AP Computer
Science
Calculus AB Chemistry Biology
AP Exams Taken by Females
12. 12
In 2015, of the 5,172
HS students in Texas
who took the AP CS
Exam
https://research.collegeboard.org/programs/ap/data/archived/ap-2015
Texas Education Agency Pocket Edition 2014-2015
19%
3%78%
HS Students Who Took
AP CS Exam
Even though the total student
population was:
Other
Hispanic
Black
52%
13%
35%
Total HS Student
Population
Hispanic
Black
Other
16. 16
Just 7% of principals and
6% of superintendents said the
“demand is high” among parents for
computer science education.
17. 17
Yet, 67% of parents said they
thought students should be
required to learn computer science
in school.
18. 18
WeTeach_CS Collaboratives
CS Network
Blog
Workshops/
Conferences
Keep Calm
and Java On
AP Summer
Institutes
Certification Prep
Face-to-Face Training
For teachers who want to
become certified in Grades 8-
12 CS
Certification
Incentive Program
One-time stipend of
$1,000 from UT Austin
W e T e a c h C S . o r g
Online Courses
For teachers who want to
become certified in
Grades 8-12 CS
20. 20
in computer science, computational thinking,
coding, and programming.
Provided 24,010 contact hours of
training to 1,352 Texas educators
representing 697
schools
339 public, private, and
charter school districts
&
Accomplishments: 2015-16
23. 23
In 2014-15,
only 14
Texas teachers completed
a traditional or alternative pre-service
CS certification program.
State Board of Educator Certification, 2015
24. 24
Apply TODAY!
Funded by
Certification Incentive
Program (CIP)
Through the support of 100Kin10
and TEA, the CIP provides
the opportunity for Texas
educators to apply for a
$1,000 STIPEND awarded by the
TRC for successfully attaining
their certification goal.
25. 25
Grades 8-12 CS Teacher Certification
to complete
CS certification
in Texas
Supported 203
in-service
teachers
26. 26
WeTeach_CS: Foundations of CS for Teachers
Online Course
Week 1: Software Design and Programming basics
Week 2: Programming Fundamentals
Week 3: Loops and Recursion
Week 4: Data Structures
Week 5: More OOP, Algorithms and Big O (Oh my!)
Week 6: Programming Fundamentals
• Six-week program
• Prepares teachers to take and pass
the Texas Education Agency’s 8-12 CS
Certification Test.
• Reviews main concepts covered in the
three certification domains: Software
Design and Development,
Programming Language topics, and
Technology Applications.
• Some prior experience in coding or
programming required for educators
interested in becoming certified to
teach Grades 8-12 CS.
Next course runs in Early Summer 2017.
To register please visit: www.WeTeachCS.org
Course was developed with funding from:
28. 28
Connecting Texas educators with state
and national leaders / resources to
teach CS and computational thinking.
WeTeach_CS Summit-------------------------------------------------------------------------------------------------------------------
June 5-7, 2017
Professional
development for K-12
educators, focused on
building the CS
Education Community
29. 29
WTCS Deep Dives • Exploring Computer
Science - curriculum for teaching
Fundamentals of CS course in TX
• Project GUTS – integration of
computational thinking and MS science
• Bootstrap – integration of video
game design and algebra
• WTCS Certification Prep-
preparing teachers for the TExES
Grades 8-12 CS Certification Exam
• June 8-9
• UT Austin Pickle Campus
• Following CS Summit
• Separate registration from
CS Summit
30. 30
Training Texas
educators in
through free
online project
called
in partnership
with
Summer 2017 – Blended F2F (July 24-28) and online (July 31 – Aug 3)
May 6, 2017 – 1 Day Java Review*
* Prior completers of Java Fundamentals course
32. 32
WeTeach_CS Upcoming PD Events Face-To-Face
• WeTeach_CS Certification Prep (12 contact hours)
• Rice University ➢ Mar 13-14 ■ Houston
• ESC 16 ➢ Mar 20-21 ■ Amarillo
• ESC 18 ➢ Mar 31-Apr 1 ■ Midland
• ESC 3 ➢ May 1-2. Victoria
• ESC 13 ➢ Apr 7-8 ■ Austin
• ESC 1 ➢ Jun 12-13 ■ Edinburg
• ESC 14 ➢ Jun 12-13 ■ Abilene
• Youth Code Jam/St. Mary’s University ➢ July 11-12 ■ San Antonio
• ESC 5 ➢ Jul 18-19 ■ Beaumont
• UT Dallas ➢ Aug 7-8 ■ Richardson
• ESC 19 ➢ TBA ■ El Paso
33. 33
WeTeach_CS Upcoming PD Events Face-To-Face
• NICERC Cybersecurity Training ➢ Mar 2-3 Austin
• CS Summer Institute Facilitator Academy ➢ Apr 24-28 Richardson
• WeTeach_CS Summit ➢ Jun 5-7 Austin
• WeTeach_CS Deep Dives ➢ Jun 8-9 Austin
• Bootstrap: Video Game Programming with Algebra
• San Antonio ➢ March 23-25 (CLOSED)
• Austin ISD ➢ May 16-18
• Spring Branch ISD ➢ Jun 12-14
• ESC 1 ➢ Aug 9-11 Edinburg
• 3D Printer Training ➢ Jul 20-21 Austin
• Logo Summer Institute ➢ Jul 24-27 Pflugerville
34. 34
Code.org CS Discoveries
• Course for grades 7-9
Unit 1: Problem Solving: Computers and Logic
Unit 2: The Internet: Web Development
Unit 3: Programming: Interactive Games &
Animations
Unit 4: Problem Solving: The Design Process
Unit 5: The Internet: Data and Society
Unit 6: Programming: The Internet of Things
TeacherCon
June 19-23, 2017 ■ Houston
35. 35
Code.org AP CS Principles
• Apply by March 3 – code.org/educate
• No registration fee
• Transportation stipend ($150)
• Lodging covered by Code.org
• Must have principal approval and
commitment to teach AP CS Principles in
17-18 school yr
TeacherCon
June 19-23, 2017 ■ Houston
37. 37
REGION 1 – EDINBURG
• ESC Region 1 WeTeach_CS Collaborative
REGION 2 – CORPUS CHRISTI
• ESC Region 2 WeTeach_CS Collaborative
• Texas State Aquarium WeTeach_CS Collaborative
REGION 3 – VICTORIA
• ESC Region 3 WeTeach_CS Collaborative
REGION 4 – GALVESTON
• UTMB - Galveston County Collaborative
REGION 4 – HOUSTON
• Rice University School Mathematics Project WeTeach_CS
Collaborative
• Rice University CSTAR WeTeach_CS Collaborative
• University of Houston WeTeach_CS Collaborative
REGION 4 – SUGAR LAND
• Fort Bend ISD WeTeach_CS Collaborative
REGION 5 – BEAUMONT
• ESC Region 5 WeTeach_CS Collaborative
REGION 6 – HUNTSVILLE
• ESC Region 6 WeTeach_CS Collaborative
REGION 7 – TYLER
• UT Tyler WeTeach_CS Collaborative
REGION 8 – PITTSBURG
• ESC Region 8 WeTeach_CS Collaborative
REGION 10 – DALLAS
• Dallas ISD WeTeach_CS Collaborative
2017-18 WeTeach_CS Collaboratives
38. 38
REGION 10 – RICHARDSON
• UT Dallas WeTeach_CS Collaborative
REGION 12 – WACO
• ESC Region 12 WeTeach_CS Collaborative
REGION 13 – AUSTIN
• The University of Texas - TACC - UTeach Outreach -
WeTeach_CS Collaborative
• ESC Region 13 WeTeach_CS Collaborative
• CodingforTX WeTeach_CS Collaborative
REGION 13 – ROUND ROCK
• Changing Expectations WeTeach_CS Collaborative
REGION 13 – SAN MARCOS
• Texas State University WeTeach_CS Collaborative
REGION 14 – ABILENE
• ESC Region 14 WeTeach_CS Collaborative
REGION 14 – ABILENE
• ESC Region 14 WeTeach_CS Collaborative
REGION 15 – SAN ANGELO
• ESC Region 15 WeTeach_CS Collaborative
REGION 16 – AMARILLO
• ESC Region 16 WeTeach_CS Collaborative
REGION 18 – MIDLAND
• ESC Region 18 WeTeach_CS Collaborative
REGION 19 – EL PASO
• ESC Region 19 WeTeach_CS Collaborative
REGION 20 – SAN ANTONIO
• ESC Region 20 WeTeach_CS Collaborative
• OLLU WeTeach_CS Collaborative
• Youth Code Jam WeTeach_CS Collaborative
2017-18 WeTeach_CS Collaboratives
39. 39
Many more F2F CS events TBA!
Subscribe to the WeTeach_CS Blog for updates!!
WeTeachCS.org
41. 41
Policy Objectives
• Incentivize school districts to invest in CS by
moving HS CS from Tech Apps to CTE to provide
weighted funding.
• Continue to support teacher training and
incentives for CS certification.
42. STEM Leadership Summit
June 27, 2017 Austin, TX
42
Liz Murray
Inspirational
Speaker and Best-
Selling Author
Breaking Night: A
Memoir of
Forgiveness, Survival
and My Journey
from Homeless to
Harvard
KEYNOTE SPEAKER OTHER SPEAKERS/TOPICS
Hadi Partovi
(invited)
CEO/Founder
Code.org
• T-TESS in the STEM
Classroom
• Leading a STEM School
• Implementing a K-12 CS
Program in Your School