Computing education is in enormous demand. Many students (both children and adult) are realizing that they will need programming in the future. This book presents the argument that they are not all going to use programming in the same way and for the same purposes. What do we mean when we talk about teaching everyone to program? When we target a broad audience, should we have the same goals as computer science education for professional software developers? How do we design computing education that works for everyone? This book proposes use of a learner-centered design approach to create computing education for a broad audience. It considers several reasons for teaching computing to everyone and how the different reasons lead to different choices about learning goals and teaching methods. The book reviews the history of the idea that programming isn't just for the professional software developer. It uses research studies on teaching computing in liberal arts programs, to graphic designers, to high school teachers, in order to explore the idea that computer science for everyone requires us to re-think how we teach and what we teach. The conclusion describes how we might create computing education for everyone.

The field of the learning sciences is concerned with educational research from the dual perspectives of human cognition and computing technologies, and the application of this research in three integrated areas: *Design: Design of learning and teaching environments, tools, or media, including innovative curricula, multimedia, artificial intelligence, telecommunications technologies, visualization, modeling, and design theories and activity structures for supporting learning and teaching. *Cognition: Models of the structures and processes of learning and teaching by which knowledge, skills, and understanding are developed, including the psychological foundations of the field, learning in content areas, professional learning, and the study of learning enabled by tools or social structures. *Social Context: The social, organizational, and cultural dynamics of learning and teaching across the range of formal and informal settings, including schools, museums, homes, families, and professional settings. Investigations in the learning sciences approach these issues from an interdisciplinary stance combining the traditional disciplines of computer science, cognitive science, and education. This book documents the proceedings of the Fourth International Conference on the Learning Sciences (ICLS 2000), which brought together experts from academia, industry, and education to discuss the application of theoretical and empirical knowledge from learning sciences research to practice in K-12 or higher education, corporate training, and learning in the home or other informal settings.

This volume gathers some of the methods being developed by evaluators from university settings and the private sector. While providing models and methods, these authors also raise larger questions, such as: "How can schools meet the challenge of educating all children without being limited by the educational legacy of a 'one size fits all' curriculum and normative testing?" More than documenting an "apprenticeship to gadgetry," evaluators are seeking to measure meaningful learning and changes in teaching - investigating approaches that are not possible or that are less accessible when students are in traditional classrooms without technology. In this first volume of the series Research Methods for Educational Technology (RMET) the contributing authors draw upon examples of their work evaluating the implementation and development of educational technology as well as the impact of policies and programs in this field. Within this volume several authors have written about the implementation and evaluation of technology across cultures and national boundaries, pointing to an area of research that will rapidly expand in this decade. The concern for meeting the needs of policymakers is also apparent in several of these chapters, but there is tension between providing them with positive results to support their efforts and reexamining the questions they are asking and how these questions are developed. We know that evaluation is not the extended arm of public relations, and yet it becomes clear that evaluators are often asked to demonstrate a project "is successful" on the threat that the funding will be cut. While this decision-making process fits the timetable of the fiscal year, it does not acknowledge that evaluation can be formative and strengthen programs. This timetable also ignores the investment of time that is needed when implementing innovations like the Internet into teaching and learning. Many of the authors included in this volume write from the context of evaluating federally-funded programs, and they provide valuable insight for future projects which are created and evaluated at the state-level. As technology initiatives are developed and funded outside of the federal arena, more evaluators will be called upon. From approaches developed from federally-funded projects, we can build upon these methods and models for evaluation within regional projects to answer questions related to budgets and accountability. As we answer these immediate questions, we can move forward to examine the long-term impact of technology, and the possibility that exercises in conformity will replace the adventure of human enlightenment for our children.

This book examines multimodality in architecture and its impacts on collaborative, technical and educational processes or systems. Multimodality is becoming increasingly critical in contemporary architectural practice and education. Creative design teams face new challenges when they embrace new modes of communication, technology, and knowledge development processes. From diverse online modes of communication to shared digital environments, generative AI and advanced hardware solutions, new modes of information creation, sharing, and application are changing the ways architects and designers work. The book presents new research which empowers international researchers and designers to work more effectively in a diverse range of digital environments. Whether the readers are architects, teachers, students, or scholars, this book provides critical insights and practical tools for understanding and optimising processes in architecture and design.

Hundreds of grassroots groups have sprung up around the world to teach programming, web design, robotics, and other skills outside traditional classrooms. These groups exist so that people don't have to learn these things on their own, but ironically, their founders and instructors are often teaching themselves how to teach. There's a better way. This book presents evidence-based practices that will help you create and deliver lessons that work and build a teaching community around them. Topics include the differences between different kinds of learners, diagnosing and correcting misunderstandings, teaching as a performance art, what motivates and demotivates adult learners, how to be a good ally, fostering a healthy community, getting the word out, and building alliances with like-minded groups. The book includes over a hundred exercises that can be done individually or in groups, over 350 references, and a glossary to help you navigate educational jargon.

Focusing on computational intelligence, this text covers topics on architecture of learning technology systems; advanced uses of multimedia and hypermedia; integrated learning environments; application of AI tools in learning technology; and virtual reality.