Showing posts with label Computational Thinking. Show all posts
Showing posts with label Computational Thinking. Show all posts

Saturday, February 21, 2015

BBC: How random is random on your music player?

18 February 2015 Last updated at 19:01 ET

By Dave LeeTechnology reporter, BBC News

There I was, walking to the railway station, minding my own business, when... bam!
Our song.

That's the gamble you take when you set your device to "random". Sometimes you get good songs, sometimes you get bad ones. Sometimes you get songs that remind you of someone that was once in your life.

I skipped it. Buddy Holly saved my mood, and saved the day.

Until home time. Hopping on to the Tube, press play. It was back. Our song.

Twice in one day? What did it mean? What was the universe trying to tell me? It was almost Valentine's Day - should I get back in touch?


How Random is Random? can be listened to on this week's episode of Tech Tent on the BBC World Service.Listen again to this week's episode

Don't be daft.

Skip.

Chin-strokers

When we attach so much of our own emotion, be it a place, memory or person, into the songs we cherish, eerie coincidences brought up by shuffle or random functions can be unsettling.

Or in some cases just irritating. Five thousand songs, and it brings up three tracks by the same artist in quick succession? Come on now, that can't be right. This is supposed to be random!

Except, of course, it is random. Our brains just don't like it.

At the music-streaming service Spotify, developers have applied their finest chin-strokers to the issue. Users were complaining, they said, that their shuffle function was not random at all.

"Our brain is an excellent pattern-matching device," said Babar Zafar, a lead developer at Spotify, in an interview for Tech Tent on the BBC World Service.

"It will find patterns where there aren't any."


Users were complaining in their droves, he said, that Spotify was somehow forcing music upon them. Conspiracies included the idea that record labels had struck up some kind of deal to make sure some artists are heard more than others. Mr Zafar dismissed that thought as hogwash.

"The problem is that, to humans, truly random does not feel random," said Mattias Johansson, a Spotify software engineer, in a response on the question-and-answer site Quora.

"So we got tons of complaints from users about it not being random.

"Last year, we updated it with a new algorithm that is intended to feel more random to a human."

Coincidental jazz

The fact is that the human brain, for all its brilliance, is a sucker for coincidences. And more importantly, given the topic of this article, the brain is also keen to believe that something not happening for a long time makes it more likely to happen next time.

The theory is known as the Gambler's Fallacy or the Monte Carlo Fallacy, owing to one memorable night in 1913 when the roulette ball fell on black 26 times in a row.

Players at the table were betting huge amounts in disbelief, expecting the normal "random" order of the world to be set right with each spin.

The very foundations of the billion-dollar casinos of Las Vegas are built on the fallacy. There is a pernickety bit of our brain that thinks if we did not win the last five hands of blackjack we are surely going to get lucky when the next hand is dealt.

Las Vegas is built on the Gambler's Fallacy, the idea things will, surely, turn in our favour
When applied to how songs pop up on our music players, the fallacy means we, for some reason, think it less random when two similar songs play.

It is a lack of uniform distribution that throws us off, writes Martin Fiedler - a programmer who describes himself as an "average nerd".

Consider a playlist of 32 songs, he says, split almost evenly into three genres - 10 of genre A and 11 each of genre B and C.

A truly random playlist might spit out something like this: AACBBCBACABBCCACCCCABBACBACABABB

It is random, but it sure will not feel like it - and that block of four Cs in the middle there might be annoying. Particularly if they are jazz.

"This example, short as it is, already exhibits the two main problems of random shuffle algorithms," writes Mr Fielder.

"The first one is the burst of four adjacent C's in the middle of the sequence, the second one is the lack of B's in that area (there's no B for 8 slots, which is quarter of the whole sequence!)."

Music in uniform
So here is how Spotify solved the problem.

What our brains actually crave from "random" is that the three genres get spread nicely over the playlist.

Which, after a lot of mathematical magic, is what Spotify does now.

"Suppose we have a playlist containing some songs by The White Stripes, The xx, Bonobo, Britney Spears and Jaga Jazzist.

"For each artist we take their songs and try to stretch them as evenly as possible along the whole playlist."

Spotify's algorithm takes into account how long a playlist is, and how many of each type of song there are. So if there are four White Stripes songs in the list, they will each appear at roughly 25% intervals.

There is no chaos here - instead a highly structured and sophisticated way to trick your brain into thinking it is getting a great mix of shuffled tracks... that may or may not remind you of your ex.

Skip.

Thursday, January 22, 2015

ACM SIGCSE Conference Recommendations

The ACM CCECC will be at SIGCSE 2015 and we'd like to connect with you! We encourage you to attend this Symposium dedicated to computing education and register by Feb 1 to take advantage of the early discount rate. The conference runs March 4-7 in Kansas City, MO.

We've gone through the extensive program and put together a list of sessions that we think community college educators will be interested in.

In addition, we're organizing a lunch Friday (March 6) for community college educators to connect with each other. We'll meet during the "Lunch on Your Own" time slot and head to a local restaurant in Kansas City. If you are interested, RSVP to Cara Tang at ctang@acmccecc.org​ by Thursday March 5.

Also be sure to stop by the ACM booth in the exhibit hall where you can chat with us and enter to win a Kindle Fire or Raspberry Pi.

See you in Kansas City in March!

ACM Committee for Computing Education in Community Colleges
http://www.capspace.org/
Contact Us

Friday, June 20, 2014

We Can Code It! Why computer literacy is key to winning the 21st century


Everyone, please read this outstanding article in Mother Jones on Computer Literacy and the desperate need for improved computer science and ICT education!  

It explains in very accessible ways many issues MPICT exists to work on.

http://www.motherjones.com/media/2014/06/computer-science-programming-code-diversity-sexism-education 

Monday, May 12, 2014

Free Workshop: Integrating Computing and Robotics into Math and CTE, Clovis, May 21st


​​
Integrating Computing & Robotics 
into Mathematics & CTE
to Close the Achievement Gap & Prepare Students for Career and College

Free Workshop by the UC Davis C-STEM Center
Sponsored by the California Department of Education and Fresno County Office of Education

Wednesday, May 21, 2014
8am - 4:00pm Introductory Workshop
4 - 5pm Administrators' Discussion
Fresno County Office of Education,
State Center Community College District,
390 W. Fir Avenue, Clovis 93611, room 309

Participants will receive two textbooks, electronic teaching materials, one software license, and one robot.  Lunch will be provided.

Please apply by Wednesday, May 14th. Space is limited. 

​     
- The UC Davis C-STEM Center will offer additional training, Summer 2014, at UC Davis (June 30 - July 11).  

- For C-STEM Day information, May 31st, please visit our site: c-stem.ucdavis.edu


Monday, April 28, 2014

The Surprising Accuracy Of Crowdsourced Predictions About The Future

fastcoexist

Do you know whether Turkey will get a new constitution? It turns out you do: A group of well-informed citizens can predict future events more often than any foreign policy expert or CIA analyst.
If you have a question about what’s going to happen next in Syria or North Korea, you might get more accurate predictions by asking a group of ordinary people than from foreign policy experts or even, possibly, CIA agents with classified information. Over the last few years, the Good Judgment Project has proven that crowdsourcing predictions is a surprisingly accurate way to forecast the future.

The project, sponsored by the U.S. Director of National Intelligence office, is currently working with 3,000 people to test their ability to predict outcomes in everything from world politics to the economy. They aren’t experts, just people who are interested in the news.Our forecasters really don’t care about anything other than being accurate.

“We just needed lots of people; we had very few restrictions,” says Don Moore, an associate professor at University of California-Berkeley, who co-led the project. “We wanted people who were interested, and curious, who were moderately well-educated and at least aware enough of the world around them that they listened to the news.”

The group has tackled 250 questions in the experiment so far. None of them have been simple; current questions include whether Turkey will get a new constitution and whether the U.S. and the E.U. will reach a trade deal. But the group consistently got answers right more often than individual experts, just through some simple online research and, in some cases, discussions with each other.

The crowdsourced predictions are even reportedly more accurate than those from intelligence agents. One report says that when “superpredictors,” the people who are right most often, are grouped together in teams, they can outperform agents with classified information by as much as 30%. (The researchers can’t confirm this fact, since the accuracy of spies is, unsurprisingly, classified).Every major decision depends on a forecast of the future.

“To the extent we have an advantage over those highly informed insiders, it is that our forecasters really don’t care about anything other than being accurate,” says Moore. “If you’re inside--say in the CIA or at the State Department--of course there are benefits to being accurate, being able to accurately forecast things. But if you’re inside any organization, there are more complicated political winds that blow.”

Crowdsourcing could be useful for any type of prediction, Moore says, not only what's happening in world politics. "Every major decision depends on a forecast of the future," he explains. "A company deciding to launch a new product has to figure out what sales might be like. A candidate trying to decide whether to run for office has to forecast how they’ll do in the election. In trying to decide whom to marry, you have to decide what your future looks like together."

"The way corporations do forecasting now is an embarrassment," he adds. "Many of the tools we're developing would be enormously helpful."

The project is currently recruiting new citizen predictors here.


[Image: Abstract via Shutterstock]



ADELE PETERS


Adele Peters is a writer who focuses on sustainability and design and lives in Oakland, California. She's worked with GOOD, BioLite, and the Sustainable Products and Solutions program at UC Berkeley. Continued

Monday, April 21, 2014

Citizen Developers Are Changing the Face of Business Software


By Darryl K. Taft | Posted 2014-04-17 eweek



So-called citizen developers are making an impact on enterprise software development by building their own apps without the help of IT.An emerging class of "citizen developers" equipped with tools and capabilities unique to this era is changing the landscape of business software by building and using their own homegrown apps as opposed to apps developed by IT departments or off-the-shelf solutions.

According to a new report from TrackVia, these developers are backed by more powerful, easy-to-use cloud-basedsolutions and they are helping to rewrite the software rules for many companies.

TrackVia is a Denver-based software company helping empower citizen developers to create their own mobile and business apps with clicks and not code. The company's report, titled "Rise of the Citizen Developer," is based on survey results of 1,000 workers, along with insights from nearly 2,500 of TrackVia's own citizen developer business customers.

"Being a Citizen Developer is about a lot more than just being tech savvy," said Pete Khanna, CEO of TrackVia, in a statement. "Citizen Developers are leveraging not only their comfort with technology, but also their business acumen to change how businesses use technology to run their company and departments."

Commonly defined as end users who create new business applications for consumption by others, citizen developers differ from their non-citizen developer counterparts in several key ways. They are much more inclined to find or build software to meet their exact needs versus waiting for or calling on IT to provide homegrown or generic technology solutions. They are also more likely to use personal technology, including devices and applications, at the office to do their daily work. And they are much more likely than their non-citizen developer counterparts to bypass IT to find their own technology solutions to business challenges.

Citizen developers are often—though not always—part of the shadow ITphenomenon, where applications and IT solutions are being built and used inside organizations without explicit organizational approval. While shadow IT has some advantages and can spur innovation, it also can be risky due to possible compliance issues, security concerns and more.

In addition to technology differences with non-citizen developers, citizen developers are much more ambitious about their careers, the survey revealed. Citizen developers reported getting promoted faster and more often, as well as earning more money, suggesting they are more likely to be on the fast track to leadership positions.

"Given their strong career aspirations, we believe Citizen Developers will become increasingly more influential in helping reshape the software rules for companies as they rise to leadership positions within organizations," Khanna said.

Other report findings included that 50 percent of 18-29 year olds said they have built or would build their own business or mobile apps, compared with 43 percent of those ages 45-60. In addition, 56 percent of citizen developers said they use personal apps at work, versus 28 percent of non-citizen developers. And 73 percent of citizen developers said they expect to be able to modify and customize their work computer or laptop by adding software and applications whenever needed.

Moreover, more than half of the citizen developers surveyed said they are most qualified to decide the software and applications they use at work, instead of IT or their manager; and nearly two-thirds of citizen developers said they will go around IT to find technology solutions if IT doesn't provide the business tools needed.

TrackVia provides a do-it-yourself application platform for business users. It empowers users to quickly build custom apps to run their departments or their entire business with no programming required.

A host of such tools exist in the market, including Microsoft's Project Siena. Project Siena is the code name of a technology for business experts, business analysts, consultants and others to create apps for the mobile-first, cloud-first world without any programming. In fact, Microsoft says building Project Siena apps is as easy as editing a document.

To view the full TrackVia report, go here.

Thursday, December 12, 2013

What’s the difference between college-level and corporate programming?


ars technica


You'll have to make a leap to get to "paid professional" status.


Stack Exchange

This Q&A is part of a weekly series of posts highlighting common questions encountered by technophiles and answered by users at Stack Exchange, a free, community-powered network of 100+ Q&A sites.
rdasxy asks:
When they graduate and get their first job, a lot of students feel like they don't really know how to program even though they may have been good programmers in college.
What are some of the differences between programming in an academic setting and programming in the 'real world'?
See the original question here.

Programming alone does not a programmer make

Michael answers (54 votes):
In a traditional undergraduate computer science program you learn just programming. But the real world doesn't want people who are just programmers. The real world wants real software engineers. I know many job descriptions don't seem to express this distinction, which only confuses the matter. In the real world you need to be able to:
  • Gather and analyze requirements when they aren't directly given to you.
  • Design and analyze architecture with near endless possibilities.
  • Create test plans and act on them to evaluate and improve the quality of a system.
  • Work collaboratively on a team of people with different backgrounds and experience levels.
  • Estimate and plan work even if you don't know exactly what to build.
  • Communicate effectively with stakeholders who have different needs that don't necessarily align.
  • Negotiate schedule, budget, quality, and features without disappointing stakeholders.
Oh yeah, and you also have to be able to write code too, though that takes, on average, only 40 to 60 percent of a software engineer's time.
So, it's not that freshly minted computer science undergrads don't know how to program (many are in fact, very good programmers). It's that many of them don't know how to do anything else.

Code in a vacuum

back2dos answers (22 votes):
At university, your teacher gives you:
  • A well defined, isolated problem, the solution of which can be provided within a short and well-defined time span (and it will be discarded afterward).
  • A well-defined set of tools that you were introduced to prior to assignment
  • A well-defined measure for the quality of your solution, with which you can easily determine whether your solution is good enough or not.
In the "Real World":
  • The problem is blurry, complex and embedded in context. It's a set of contradictory requirements that change over time and your solution must be flexible and robust enough for you to react to those changes in an acceptable time.
  • The tools must be picked by you. Maybe there's already something usable in your team's 10-year-old codebase, maybe there's some open source project, or maybe a commercial library library will have it. Or, maybe you will have to write it on your own.
  • To determine whether the current iteration of your software is an improvement (because you're almost never actually done with a software project), you need to do regression testing and usability testing, the latter of which usually means that the blurry, complex, contradictory, context-embedded requirements shift once again.

Conclusion

Programming in school and programming in the real world are so inherently different to the point where there's actually very little overlap. CS will prepare you for "real world" software development like athletics training would prepare an army for battle.

School is simple

Mike Dunleavy answers (6 votes):
Good answers. Let me just add, academic programming tends to be almost toy-like in scale. This is good for teaching. As a teacher, you are trying to convey ideas most efficiently. The downside is realistic programming is so qualitatively different, it's hard to bridge the gap.
One area of difference is in performance analysis. I've written many posts trying to point this out. Performance analysis is only superficially about algorithms and measuring. To do it really effectively, you have to approach it as a process of debugging.
Another area of difference is maintainability. This encompasses everything from style to domain-specific language design. You can't do it effectively unless you actually know what you're trying to minimize.
These things are not taught, and they make an enormous difference in productivity.

Real world code

dimitris mistriotis answers (5 votes):
Update: As if someone was reading my mind: "Graduate expectations versus reality"
My take, two other factors:
Problem size: In academia, I mostly had to develop software "from scratch," which meant that most of the time, the largest program I had encountered was the largest one I wrote. This de-emphasises the necessary capability to handle and cope with complexity that emerges from different pieces of software interacting together. If I was aware of the effort needed to comprehend with complexity, I might have chosen not to be in the industry at all.
Reading vs. Writing: Another side effect of problem size is that often, in the "real world" we are exposed to work that has been written by others, either for maintenance purposes (I did no maintenance in academia anywhere), extension, or simply division of labor. Therefore reading code becomes many times more important than writing it.
A proposal for improved programming education: Academia should expose us more to real-world situations without regressing to vocational training. Doctors have to face a corpse at some point to see if they are "made for it" (I've heard stories of people dropping the course after this experience). If I had seen in my early twenties a 20K LOC project comprised of different programming styles, which I had to understand in one day and amend a bug in three, I might have considered other career options—though probably not.
Find more answers or leave your own at the original post. See more Q&As like this at Programmers, a question and answer site for professional programmers interested in conceptual questions about software development. If you've got your own programming problem that requires a solution, log in to Programmers and ask a question (it's free).

Wednesday, July 10, 2013

UK Five-Year-Olds to Learn Programming and Algorithms in Major Computing Curriculum Shake-Up

V3.co.uk (07/08/13) Michael Passingham 

The United Kingdom's Department for Education (DfE) recently overhauled the country's computing curriculum, removing the teaching of software basics such as Microsoft Word and adding programming and algorithm teaching for children as young as five years old.
The new curriculum will be mandatory starting in September 2014, and spans the breadth of all four key stages, beginning when a child first enters school at age five through age 16. 

Students will be taught to understand what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following precise and unambiguous instructions. 

"We are introducing a tougher, more rigorous national curriculum," says Secretary of State for Education Michael Gove. "For the first time children will be learning to program computers. It will raise standards across the board--and allow our children to compete in the global race." 

The British Computer Society and the Royal Academy of Engineering wrote the original draft of the new curriculum and DfE revised it. Students will be expected to create and debug simple programs by the end of key stage one, and they will be taught how to understand computer networks by key stage two.


Tuesday, February 26, 2013

Every student in every school should have the opportunity to learn to code

Teacher/Administrator:

The Code.Org short film that promotes coding in schools launches today. It's directed by Lesley Chilcott, producer of Waiting for Superman and An Inconvenient Truth. Visit www.code.org, watch the film, share it, and sign the petition!

Best,
Gary Page, Information Technology Consultant








Career Tech Ed Leadership & Instructional Support Office
1430 N Street, Suite 4503
Sacramento, CA  95814

Friday, October 12, 2012

NSF Funding Opportunity: Computing Education for the 21st Century


The National Science Foundation (NSF) has announced a funding opportunity under the (Computing Education for the 21st Century (CE21) program, with $15 million to support 13 to 20 grant awards per year. Community colleges are among the eligible applicants. Full proposals are due March 13, 2013.


Innovation in information technology (IT) not only drives our economic growth, but also underlies scientific advances and ensures our national security. Yet, while IT job growth is very strong, not enough students are majoring in computing. Only about 60 percent of the computing-related degrees that U.S. industry will need over the next decade are being produced by U.S. universities and colleges. This shortfall is further exacerbated by the longstanding underrepresentation of women, persons with disabilities, African Americans, Hispanics, Native Americans, and indigenous peoples in computing, who together make up some 70 percent of our population. Their participation, which would contribute their talents and creativity, is essential to the nation’s ability to fully participate in a competitive world economy
Unlike many of the other STEM disciplines, computing has not developed a rich research base for the teaching and learning of its fundamental concepts and skills. Through the creation of a robust research community, CE21 projects will contribute to our understanding of how diverse student populations are engaged and retained in computing, learn its fundamental concepts, and develop competencies that position them to contribute to an increasingly computationally empowered citizenry.
CE21 will fund proposals on three distinct tracks: Computing Education Research proposals will aim to develop a research base for computing education; CS 10K proposals will aim to develop the knowledge base and partnerships needed to catalyze the CS 10K Project (which seeks to have rigorous academic curricula incorporated into computing courses in 10,000 high schools, taught by 10,000 well-trained teachers); and Broadening Participation proposals will aim to develop and assess novel interventions that contribute to our knowledge base for the effective teaching and learning of computing for students from the underrepresented groups.
CE21 will accept applicants from universities and two- and four-year colleges, including community colleges accredited in and having a campus located in the U.S.; non-profit, non-academic organizations such as independent museums, observatories, research labs, professional societies, and similar organizations in the U.S. associated with educational or research activities; and state and local governments, state education offices or organizations, and local school districts.
Please access the full program solicitation for more information on the CE21 program and guidelines for eligibility, preparation, proposal submission, and deadlines. 

Tuesday, June 26, 2012

Voice algorithms spot Parkinson's disease


By Jane Wakefield, BBC

Max Little
Mr Little wants to create a database of voices to help diagnose Parkinson's
Parkinson's is a devastating disease for those living with the condition and currently there is no cure.
Diagnosis can also be slow as there are no blood tests to detect it.
But now mathematician Max Little has come up with a non-invasive, cheap test which he hopes will offer a quick new way to identify the disease.
He will be kicking off the TEDGlobal conference in Edinburgh calling for volunteers to contribute to a huge voice database.
Mr Little has discovered that Parkinson's symptoms can be detected by computer algorithms that analyse voice recordings.
In a blind test of voices, the system was able to spot those with Parkinson's with an accuracy of 86%.
Mr Little was recently made a TED Fellow.
The non-profit organisation behind the TED (Technology, Entertainment and Design) conference creates 40 such fellowships each year. The programme aims to target innovators under the age of 40 and offers them free entry to conferences and other events.
Intel founder
Mr Little became interested in understanding voice from a mathematical perspective while he was studying for a PhD at Oxford University in 2003.
"I was looking for a practical application and I found it in analysing voice disorders, for example when someone's voice has broken down from over-use or after surgery on vocal cords," he told the BBC.
"I didn't occur to me at the time that people with Parkinson's and other movement disorders could also be detected by the system."
But a chance meeting with someone from Intel changed that.
Andy Grove, one of Intel's founders and ex-chief executive, was diagnosed with Parkinson's in 2000 and has since pledged millions of his personal fortune to fund research into the disease.
This includes funds for the chipmaker to develop its own projects to monitor the symptoms.
"They were using devices that detect breakdown in dexterity and accelerometers but they had also recorded the voices of around 50 patients with Parkinson's," explained Mr Little.
The recordings were detailed as the team had recorded the patients once a week over a six-month period.
"They had an enormous amount of data but they didn't know what to do with it. So we wondered whether my technique would work," said Mr Little.
"They set me a blind test to see if I can tell them which ones had Parkinson's. I had 86% accuracy using the techniques I'd developed."
Voice tremors
Vocal folds in action, credit James P.Thomas
The technology works partly by tracking the motion of vocal cords
The system "learns" to detect differences in voice patterns.
"This is machine learning. We are collecting a large amount of data when we know if someone has the disease or not and we train the database to learn how to separate out the true symptoms of the disease from other factors."
Voice patterns can change for a number of reasons, including throat surgery, heavy smoking and even just having a common cold.
But Mr Little believes the system will be smart enough to tell the difference.
"It is not as simple as listening for a tremor in the voice. That tremor has to be in context of other measures and the system has to take in other factors such as if someone has a cold."
Now he is looking for volunteers to contribute to a vast voice bank to help the database to learn even more.
He is aiming to record up to 10,000 voices and has set up local numbers in 10 countries around the world. In the UK the number is             01865 521168      .
Anyone can call and they need to state whether or not they have been diagnosed with the disease.
There is also a website where people can find out more about the project.
"The more people that call in, the better," he said.
"If we get 10,000 recordings we'd be very happy but even a tenth of that would be great,"
Clinical trials
He hopes that the technology will be available to doctors within the next two years.
"We're not intending this to be a replacement for clinical experts, rather, it can very cheaply help identify people who might be at high risk of having the disease and for those with the disease, it can augment treatment decisions by providing data about how symptoms are changing in-between check-ups with the neurologist," he said.
There could also be a role for the technology in clinical trials.
"The technology makes it easy for people to report their progress whilst on a new drug, for example," he added.
"If you can catch the disease early it will make a huge difference to care costs. It could become a key technology in reducing the burden of care on the NHS."

Wednesday, April 4, 2012

Faculty Development Week Agendas Announced

This summer, MPICT and the California Community College ICT Collaborative will be co-hosting two very high quality, 4.5 day Faculty Development Week events:

SoCal FDW 
 Ohlone Photo


Click on the individual event links above to see the exceptional, multiple track offerings at each event.

Faculty Development Week is an opportunity to go deep and learn new technical content or teaching and learning skills.

Both of these events will be FREE for qualified community college instructors in ICT related programs, who may be eligible for stipendsor travel expense reimbursements to attend either or both events.

Staying current with quickly changing ICT technologies and teaching practices is imperative for teachers and programs to remain relevant.

Check it out!

Register free at:


(It is possible these agendas will change some.  There is a lot going on at these events.  This is the best information we have for now.)

Friday, March 2, 2012

ISTE Computational Thinking Resources

The International Society for Technology in Education has new web resources related to computational thinking.


"Advances in computing have expanded our capacity to solve problems at a scale never before imagined, using strategies that have not been available to us before. Students will need to learn and practice new skills—computational thinking (CT) skills—to take full advantage of these revolutionary changes brought about by rapid changes in technology. ISTE and the Computer Science Teachers Association (CSTA) are collaborating on a project to prepare young learners to become computational thinkers who understand how today's digital tools can help solve tomorrow's problems. CT is vital to all students as we work to raise the level of achievement, prepare students for global competitiveness, and blend academics with real life."





Resources on the site include:

Wednesday, January 4, 2012

Is innovation leading to higher unemployment? Meet the new haves & have-nots

"Technology entrepreneurs love to talk about disruption while simultaneously touting themselves as job creators, but the two roles are often contradictory.

"By definition, disruptive innovations are characterized by a streamlining of process or product that is more efficient. Typically, the inefficiencies removed from the incumbent system result in less required labor. Less labor means fewer jobs.
"Consider Amazon. For all the jobs created by Amazon’s online sales model, I suspect there were significantly more jobs lost at Borders, Barnes and Noble, and the countless smaller bookstores that closed their doors across the nation.
"Of course, disruption has always been a part of business, but I believe the exponential increase in computing power along with the rise of the Internet have brought us to a unique turning point.
"Instead of the normal evolutionary rise and fall of industries, our economy is now at something analogous to the Cretaceous-Tertiary extinction event (the end of the dinosaurs). Going forward, those who will prosper will be characterized by their ability to leverage technology, while everyone else will find themselves relegated to obsolescence by exponentially more powerful machines.
"What is different now is the power and scale of technology at our disposal. One hundred years ago, “leveraging technology” meant using a better plow to plant more land than your neighbor. Eventually he would go out of business and you would take over his farm.
"Today, it means a handful of people at Instagram and Flickr can bankrupt Kodak and put hundreds or thousands of people out of work.
"Unlike previous periods such as the Industrial Revolution, which largely replaced manual labor, the exponential growth curve of computing power makes possible rapid innovation that is replacing skilled labor across the entire spectrum of employment.
"Additionally, disruptions of scale are no longer geographically limited. For example, the opening of a Wal-Mart would have only affected retailers within its local proximity. Now, a strong online merchant can destroy entire industries without regard to geographical limitations.
"Because of the increased leverage of technology, the divide between those harnessing it and those rendered obsolete by it is growing faster and wider everyday.
"Consider the conflicting images of today’s 20-somethings: On one hand, entrepreneurs such as Mark Zuckerberg, Kevin Systrom (Instagram), Drew Houston (Dropbox) and others who have leveraged technology are being courted by venture capitalists and raising millions of dollars for their companies. Even for non-entrepreneurs in Silicon Valley, job growth is nearly triple the national rate. For them, it’s a fantastic time to be young.
"On the other hand, national employment rates for new college grads and median starting salaries have bothfallen sharply over the last two years while recent surveys show 85 percent of college seniors planned to move back home with their parents.
"For the vast majority of young people, the future looks increasingly bleak. As Charles Dickens said in describing the French revolution, “It was the best of times, it was the worst of times…” but the words are equally apt for the revolution in technology we currently face.
"I’m not suggesting that innovation be halted in the name of job retention, and I understand the economics of creating higher-value jobs and increasing overall productivity. But it’s important to consider that we may be at an inflection point with technology eliminating jobs at a much faster pace than it’s creating them.
"Instead of a technological utopia where computers have made everyone’s life better, the future increasingly looks like a world divided into haves and have-nots based on who has mastered the machines."

Sunday, June 19, 2011

More than 4,000 National Academies Press PDFs Now Available to Download for Free

"The National Academies—National Academy of Sciences, National Academy of Engineering, Institute of Medicine, and National Research Council—are committed to distributing their reports to as wide an audience as possible. Since 1994 we have offered “Read for Free” options for almost all our titles. In addition, we have been offering free downloads of most of our titles to everyone and of all titles to readers in the developing world. We are now going one step further. Effective June 2nd, PDFs of reports that are currently for sale on the National Academies Press (NAP) Website and PDFs associated with future reports* will be offered free of charge to all Web visitors." See More

National Academies Press

Thursday, June 9, 2011

Recruiting for Fall 2011: Math Machines workshops

MPICT'rs,

Do you have an interest in developing computational thinking in your students? Dr. Fred Thomas is looking for community college faculty interested in learning more about how to use "math machines" in Fall 2011 workshops for enhancing computational learning to design and test mathematical functions and receive real-time feedback.

See the Math Machines website for details.

Tuesday, May 31, 2011

Sacramento Regional CPATH Computational Thinking Website Launched

Folsom Lake College has built a regional consortium of industry and educator collaborators in the greater Sacramento area to research, present and champion "Computational Thinking," as part of a National Science Foundation CPATH grant. 

Computational Thinking is a way of describing problems and devising solutions that can effectively utilize the power of computers and computing.

This group is doing great work, and they have just launched a website presenting their work.  Check it out!  Information on this site will grow.