Cybersecurity Commons^™

Cybercamp: An Experience Report On The Transformations Of An Intensive Cybersecurity Summer Camp For High School Students, Jose R. Ortiz Ubarri, Kariluz Dávila Diaz Ph.D., Rafael A. Arce Nazario

Journal of Cybersecurity Education, Research and Practice

The Cybercamp is a Cybersecurity summer camp for high school students that has been held for the last nine years at a Hispanic Serving Institution. Since its inception in 2016 the Cybercamp has undergone several transformations in response to budget reductions and the COVID pandemic, to finally become its current version: a rich, hands-on learning experience that we believe is easily replicable even in resource-challenged environments.

In this paper, we document the transformations of the Cybercamp and discuss the developed curriculum and materials in hopes that others will reuse, adapt, and improve upon them. In the Cybercamp, we apply active …

Examining Early Elementary Computer Science Identity Repertoires Within A Curriculum: Implications For Epistemologically Pluralistic Identities, Eleanor Richard, Shakhnoza Kayumova

Journal of Computer Science Integration

As computer science (CS) enters an increasing number of elementary classrooms, researchers must investigate the representations of what kinds of people are presented as doing computer science within CS curricula. In this paper, we explore a widely used, freely accessible, web-based, early elementary CS curriculum to examine the kinds of identity repertoires (behaviors, actions, skills, and socioemotional norms) that are promoted as representative of being/becoming a CS person. More specifically, we draw on identity studies and employ critical discourse analysis to examine how the kinds of norms and repertoires of CS practice made available in the curricular materials might construct …

Preparing School Leaders To Advance Equity In Computer Science Education, Julie Flapan, Jean J. Ryoo, Roxana Hadad, Joel Knudson

Journal of Computer Science Integration

Background and Context: Most large-scale statewide initiatives of the Computer Science for All (CS for All) movement have focused on the classroom level. Critical questions remain about building school and district leadership capacity to support teachers while implementing equitable computer science education that is scalable and sustainable.

Objective: This statewide research-practice partnership, involving university researchers and school leaders from 14 local education agencies (LEA) from district and county offices, addresses the following research question: What do administrators identify as most helpful for understanding issues related to equitable computer science implementation when engaging with a guide and workshop we …

Teachers’ Engagement And Self-Efficacy In A Pk–12 Computer Science Teacher Virtual Community Of Practice, Robert Schwarzhaupt, Feng Liu, Joseph Wilson, Fanny Lee, Melissa Rasberry

Journal of Computer Science Integration

Prekindergarten to 12th-grade teachers of computer science (CS) face many challenges, including isolation, limited CS professional development resources, and low levels of CS teaching self-efficacy that could be mitigated through communities of practice (CoPs). This study used survey data from 420 PK–12 CS teacher members of a virtual CoP, CS for All Teachers, to examine the needs of these teachers and how CS teaching self-efficacy, community engagement, and sharing behaviors vary by teachers’ instructional experiences and school levels taught. Results show that CS teachers primarily join the CoP to gain high-quality pedagogical, assessment, and instructional resources. The study also found …