Stereotypes people hold about computer scientists contribute to underrepresentation in computer science. Perceptions of computer scientists have historically been linked to males and a “nerd” culture, which can lead to lack of interest, particularly for girls. This article presents two studies conducted with two groups of middle schoolers: those who attended our programming camp (Study One) and those who did not (Study Two). After analyzing participants’ drawings and two survey questions we found that perceptions youth holds about computer scientists may be improving. Additionally, we found that males (versus females) and those youth who did not attend our camp (versus those who did) tended to have more stereotypical perceptions of computer scientists. With this article, we contribute to the literature on CS stereotypes by examining both positive and negative representations youth had about computer scientists. We also cast light on the lack of awareness about this profession among the youth of this age.

Despite over 30 years of research on broadening participation, women are still underrepresented in Computer Science (CS) education. While enrolment in CS majors has increased, women earn only 18% o...

Professional development (PD) programs do not always reach the teacher or allow for sustained usage of technology. However, recent studies show that teachers are more open to use technology after increased technology dependence during the COVID-19 pandemic. Motivated by that new openness to technology integration, we used interview and survey data to examine teachers’ current practices for learning technology, features of PD that they consider effective and technologies that they want to learn in the future. We found that teachers learn technology in both formal and informal ways, through district-organized PD, independent learning and or by asking for help from peers. We also learned what kinds of technologies teachers want to learn more about, and that active learning and lack of cognitive overload are two of the most important features of PD for teachers in our study. Based on those findings, we offer three concrete recommendations for PD program designers.

Though essential for graduate students’ success, academic writing remains complex for a variety of reasons. Lack of institutional support and non-transparent writing practices leave graduate students in education to depend on the support of their academic supervisors. The aim of this paper is to familiarize graduate students with the genre of systematic literature review (SLR), as it is conducted in the field of education, by providing them with a self-paced approach to writing a SLR. This approach contains goals, explanations, and recommended time frames, while at the same time suggesting deliverables to be produced that would facilitate the writing of this important part of their research project.

In March 2020, the global health emergency caused by the COVID-19 pandemic brought about significant changes in classrooms around the world. This paper is part of a larger study that investigated how Utah teachers across the state adapted to technology integration during that period. Specifically, we present interview findings from ten teachers in Utah, which we analyzed using open and axial coding. The study identified four distinct challenges that teachers faced at the onset of the COVID-19 outbreak: increased stress, difficulties in transitioning to digital formats, Technological Pedagogical Content Knowledge (TPACK) dissonance, and students’ lack of technological knowledge. As a result, teachers began to reassess their pedagogical approaches and incorporate greater care for themselves and their students. In terms of technology, teachers reported an increased willingness to utilize technology and videoconferencing, as well as a shift toward digital formats and platforms.

This tribute, written by Katarina Pantic, ISfTE Communication Officer, honors Dr. Megan Hamilton, a dedicated scholar who embraced her Anishinaabe heritage and focused her career on promoting Indigenous education. Known for her creativity and mentorship, Megan inspired students by sharing her journey and encouraging them to pursue their dreams. Her work, including a notable dissertation on Montana’s Indian Education for All resources, reflects her commitment to Indigenous ways of knowing. As we remember Megan, we are reminded to live with humility, honesty, respect, and love, values she held dear.