Working in a school where 75% of students are Latinx and 75% are multi-language learners, Jade has made it her mission to use culturally relevant CS education to support her students’ education. This requires not just units that speak to her students’ backgrounds and interests, but true dedication to providing bilingual support. Over the last year, and with the support of an SF-CESS equity coach, she worked hard to translate all materials and provide resources and instructions in both English and Spanish for all her classes. She’s proactive about seeking out resources to ensure that her students feel represented and engaged in the coursework she offers. “Through this journey,” says Jade, “I have grown significantly as a teacher, deepening my understanding of the unique challenges faced by newcomer students and discovering innovative ways to support them.”

Jade takes special care to identify and remove barriers to access for her students. When designing lesson plans, she creates highly scaffolded projects that enable students to participate and feel successful no matter their skill level. Students are encouraged to progress at their own pace, which enables them to build confidence, rather than feeling overwhelmed by an assignment that may begin far beyond their current competency level. Jade also welcomes student and parent feedback as a crucial way to understand when her students are thriving or when they’re falling behind. In the upcoming school year, she plans to partner with the Resource Specialist Program (RSP) teacher to integrate computer science into math lessons, thereby ensuring that students with disabilities are getting the support and equitable CS education they deserve. She says, “My goal is to cultivate a classroom culture where every student feels seen, heard, and empowered to succeed in computer science.”

As a CSTA Equity Fellow, Jade hopes to develop her leadership skills by learning from and collaborating with her cohort. “I aim to deepen my understanding of identity-inclusive practices and enhance my ability to promote equity in computer science education,” she says. Recognizing how much she’s learned from her teaching journey so far, she’s eager to continue learning best practices for creating inclusive CS classrooms, especially ways to continue welcoming multi-language learners and disabled students into computer science.

She’s bursting with ideas for possible projects to pursue in collaboration with her cohort. Building on her own efforts with bilingual coursework, Jade would love to work on creating a comprehensive bilingual computer science curriculum for use at schools like hers with large populations of multi-language learners. She also envisions great possibilities for professional development workshops that focus on equity in CS education and the use of AI productivity tools, as well as “community tech nights” to invite students and their families to learn about computer science together.

“Ultimately,” says Jade, “I want to use this fellowship to become a more effective and knowledgeable educator, capable of making a significant difference in the lives of my students and contributing to the broader movement for equity in computer science education.”

The post Removing Barriers for Success with CSTA Equity Fellow Jade Solomon  appeared first on Computer Science Teachers Association.

Computational thinking (CT) is a cornerstone of 21st-century education. Yet, in classrooms across the country, CT is associated narrowly with coding and technology. Yet, its principles, like pattern recognition, abstraction, decomposition, and algorithms, are fundamental to every subject area. Building off of prior projects around STEM integration, The Citadel and UT-Arlington’s innovative project funded by NSF, “Unboxing CT,” led by Dr. Jennifer Albert, Dr. Robin Jocius, Dr. Candace Joswick, Dr. Deepti Joshi, and Dr. Melanie Blanton, is broadening how elementary teachers in South Carolina view CT by providing them the tools they need to integrate CT concepts into their daily teaching, especially in literacy.

Central to the project is a professional development series that values collaboration, hands-on experience, and teacher-driven learning. Elementary teachers will engage in sessions led by their peers, where they will learn how to bring the joy of computational thinking into their existing curriculum. Teachers co-create lesson plans and receive various resources like books and robotics kits to help them integrate CT knowledge, skills, and dispositions into their everyday teaching in the classrooms. For example, while sharing a story, teachers can help students recognize themes or patterns (pattern recognition), paraphrase the main idea (abstraction), dissect the narrative into key parts like setting, characters, and plot (decomposition), and outline the sequence of events (algorithm). Unboxing CT helps students see computational thinking as a valuable tool for analyzing and solving problems. As teachers become more skilled in integrating computational thinking into their core curriculum through a cycle of professional development and online sessions, students build literacy skills and enhance problem-solving, critical thinking, and creativity, which are crucial abilities for success in this modern world.

Accessibility is truly at the heart of Unboxing CT.

The project features a mix of plugged and unplugged activities to ensure every teacher can integrate CT with and without the technology. The program provides accessible lesson plans that will be published in the coming years after testing from the teacher participants. These lesson plans provide different alternative modes (plugged and unplugged) to ensure that all can implement CT lessons. These engaging hands-on activities make computational thinking accessible and also enhance students’ literacy and problem-solving skills. The lack of resources doesn’t hold teachers and students back from bringing CT into the fabric of their teaching-learning process. Unboxing CT aims to foster a more equitable learning environment that shows computational thinking goes beyond technical skills but offers a solid framework for learning and solving problems in various settings.

Furthermore, beyond its immediate benefits, Unboxing CT provides a flexible model for integrating computational thinking into various educational settings. The project refines its approach through ongoing cycles of design, implementation, and assessment, resulting in flexible solutions for teacher professional development and lesson planning that may be applied in other schools and districts. This effort builds a solid foundation for the widespread adoption of lesson plans in integrating computational thinking across various educational environments by focusing on teacher development and the dynamics of research-practice partnerships.

As a participant in Unboxing CT, I have been able to enhance and expand Project AIM (Animating Imaginations in Motion), designed to help my students animate their stories, which incorporate CT principles in creative and engaging ways. With the knowledge that all students have access to technology like laptops, Chromebooks, and iPads, I have intertwined CT with free tools like Canva and Scratch. Students break down their narratives into scenes (decomposition), identify recurring themes (pattern recognition), and design step-by-step sequences for animations (algorithmic thinking). These projects strengthened my students’ comprehension and storytelling skills and advanced their problem-solving and critical-thinking abilities, as reflected in their increased academic performance and test scores. Unboxing CT professional development opportunities and collaborative support have allowed me to refine my initiative, making it even more impactful in the classroom.

Unboxing CT empowers teachers to be leaders in integrating computational thinking in their schools and elevates them as leaders driving this meaningful change. Through this project, teachers will be equipped with practical tools that promote teamwork and equal access to resources. It serves as a compelling reminder that when we fully embrace computational thinking, it evolves from just coding into a universal language that unlocks new learning opportunities and promotes equity in education, empowering teachers and students to flourish in an increasingly digital world.

About the Author

Raymond Z. Anacaya is an interventionist at Olanta Creative Arts and Science Magnet School in South Carolina, with 10 years of teaching experience and a Doctor of Philosophy in Educational Leadership degree. He has dedicated his career to improving reading comprehension and numeracy skills through innovative STEM projects. Raymond was named PeeDee Region STEM Educator of the Year and was one of the Top 5 Finalists for South Carolina. He introduced after-school courses in coding, STEM experiments, and robotics, significantly expanding his school’s initiatives. He also implemented the AIM (Animating Imaginations in Motion) project, which led to notable improvements in students’ test scores. Raymond is committed to ensuring equitable access to STEM education, particularly for underprivileged students. He continually seeks professional development opportunities and collaborates with various stakeholders to enhance educational outcomes. His passion lies in motivating students to engage with STEM early on, believing that this early exposure is crucial for underrepresented students to pursue CS careers.

The post Unboxing CT: Transforming Education Through Empowered Teachers appeared first on Computer Science Teachers Association.

Since the 2015–2016 school year, CSTA, in partnership with ACM, has had the privilege of recognizing over 30 high school seniors who chose to pursue advanced studies in computer science or technology. Pausing for the 2024-2025 school year will allow us to intentionally evaluate the award and continue it to align with CSTA’s mission and values. 

We understand that this decision will impact high school seniors graduating in 2025 who were intending to apply for this award. To accommodate students who will miss this year’s opportunity, we will be opening the 2025-2026 CSTA/ACM Cutler-Bell Prize in High School Computing to high school seniors and college freshmen and will award up to four prizes to both high school seniors and college freshmen. 

We express our deepest gratitude to the families of Dr. David Cutler and Dr. Gordon Bell for their continued support. We look forward to relaunching the updated award for the 2025-2026 school year.

The post Announcement: Update on the 2024–2025 Cutler-Bell Prize in High School Computing appeared first on Computer Science Teachers Association.

Raymond is passionate in his belief that students’ access to cutting-edge computer science tools and high-quality CS education should not depend on their demographic or financial backgrounds. While the resources at his home school are limited, he doesn’t let that stop him—or his students. He worked with his regional computer science coach to arrange a loan of Ozobots, small robots that can introduce students to basic coding concepts. He has also sought out grants and partnerships to bring robotics and 3D printing tools to his students.

But tools alone aren’t enough. Raymond also shares knowledge with his co-teachers to ensure that they know how to use the tools, enabling them to incorporate exciting technology into core subjects. That way, students are developing career-ready skills at the same time that they’re learning basic things like math and reading. Raymond constantly seeks out new frameworks and ideas to support his kids, like participating in a course on computational thinking through the Citadel Military College of South Carolina, which equipped him with new strategies to teach and share CS in his school community. Raymond says, “Through knowledge and resource sharing, I hope to set off a chain reaction to improve access and equity all around.”

To engage students from groups underrepresented in tech, it’s crucial to proactively remove barriers, and Raymond has identified numerous ways to do so in his own teaching practice. At his current school, he founded a Girls Who Code club, which encourages female and nonbinary students to learn about coding in a supportive environment, through projects that match their interests. Similarly, as a way to welcome Black and Latinx students into computer science, Raymond started a coding club that focuses on those students in particular, offering practical, social justice–focused coding projects aimed at addressing community problems. As students grow more confident in their CS abilities, their enrollment and performance in CS classes reliably improves. “Constantly monitoring these indicators and getting student comments helps me make sure my approaches stay inclusive and successful,” says Raymond.

Raymond wants to use his time as a CSTA Equity Fellow to learn about the many tools, resources, and opportunities that he can use to better serve his students. “As an international teacher from the Philippines, where access to technology is often limited, I deeply empathize with the feeling of being left behind,” says Raymond. “This fellowship gives me the opportunity to open more doors and fully teach computer science in my current school, which struggles with limited funds for required supplies.”

Knowing how valuable it has been for his school to receive loans of CS materials, Raymond hopes to develop a virtual mentorship program between well-resourced and under-resourced CS programs, which could help to close the resource gap for poor and rural schools. Along similar lines, he’d like to pursue an initiative where schools could borrow CS tools from a loaning library stocked by nonprofit and industry partners. Finally, Raymond would like to advance knowledge of inclusive teaching practices with a professional development series that highlights ways to reach students at all knowledge and ability levels.

“With this fellowship as a platform,” says Raymond, “I want to advocate for structural change so that every student has access to first-rate computer science education.”

The post Engaging Students and Teachers in Computer Science with CSTA Equity Fellow Raymond Anacaya appeared first on Computer Science Teachers Association.

Responses have been edited for clarity. 

How has being a member of CSTA helped your growth as a CS teacher? 

JY: Since I joined in 2016, it has provided me with resources, community, and strength. It has helped me really develop as a leader, a community member, and a teacher! 

EL: Prior to becoming a member of CSTA in 2004, I considered myself to be a “computer teacher.” Then, my membership with the CSTA had me realize that I was a computer science teacher. 

FH: It wasn’t until I became a CSTA member in 2008 that I found out what I could/should be teaching. Becoming a CSTA member, I learned about Robotics Academy, which I attended at Carnegie Mellon. That led to me starting to teach robotics at my high school as a prep course for AP CSA. Later, as a CSTA member, I learned about the new course proposed by the college board, AP CSP. I applied, and our school and I were accepted as a pilot school for AP CSP. I met the other teachers piloting AP CSP from all over the U.S. Through the AP CSP pilot program, I started attending CSTA conferences, AP Conferences, and ISTE conferences. Also, as the course went live, I started teaching for the college board, AP CSP teacher prep, all over the U.S. CSTA was the springboard to the best teaching position in the world for me.

FM: I’ve been a member since 2017, I think. It keeps me current!  Technology changes so quickly, instruction can become irrelevant at the very least! 

NS: I’ve been a member since 2023. I greatly appreciate valuable resources, receiving answers on my questions. 

How have you seen CSTA change over time in big and small ways since you became a member?

JY: When we started in Maine I did not expect as amazing an organization it’s becoming today! I’ve gone from knowing local people to knowing people literally around the world. The CSTA network has grown amazingly!

EL: I’ve been a member since the beginning. Along with Emmanuel Onyeador, I established the Golden Gate Chapter in 2010. I remember when the CSTA discussed celebrating Grace Hopper’s birthday the first weekend in December which sort of morphed into an Hour of Code, then Rep. Polis (now governor of Colorado) introduced and passed the CSEdWeek Bill which we now celebrate in December.

FH: I’ve seen the growth of local chapters. I helped start a local chapter in my hometown, Louisville, Kentucky. It was very helpful to meet other CS teachers in my state. I’ve been retired from teaching for seven years now. So, I have not seen much of CSTA since retirement.

FM: Definitely! PD becomes available very quickly as technology advances!

NS: More participants, quality of participants increased.

How does it make you feel to be a member of the world’s largest CS department? What do you feel like you have access to now that you didn’t before? How has this community supported you?

JY: I can’t even begin to explain how much more access to PD and support I have. The Equity Fellowship literally changed the course of my career. I have a much broader view of how to better teach my students, a much firmer plan for amplifying my voice, and a lot more agency in my state and country. I feel like I can be a part of the change, and now am involved in a lot of conversations and work moving it forward.

EL: Fulfilled!!!!

FH: Knowing other CS teachers, CS teacher development opportunities, reading the CSTA newsletter all gave me insight and inspiration. 

FM: Professional Associations done right elevate not only the knowledge and experience of its members, it also enhances their credentials!  CSTA is a professional association that more than does it right!

NS: Every experience is unique and valuable, I cherish a variety of resources, techniques CS teachers can share with each other. It is awesome to talk to like-minded people.

How do you feel that CSTA has helped you lead beyond the classroom?

JY: I got to go to the White House because of CSTA! I get to work with teachers throughout the country and the world thanks to CSTA! I’m valued and can learn from so many other amazing professionals thanks, so much, to CSTA.

EL: I was a member of the Computer Science Advocacy Leadership Team (CSALT) that was tasked with advocating for CS education at school board meetings and other local community organizations. I was able to assist Cameron Wilson and Hadi and Ali Partovi in getting Oakland Unified School District to accept the Code.org collaboration. 

Chris Stephenson recommended me to be on the College Board committee along with Amy Briggs, one of the two Principal Investigators for the NSF supported effort to implement the new AP Computer Science Principles course.

I worked with Professors Dan Garcia and Brian Harvey during the Pilot of their Principles course during its development.

FH: I felt like after being accepted as a pilot teacher for AP CSP, that I was a leader in CS education. That led me to lead College Board sessions, student AP Exam study sessions for NMSI, and for Gina McCurdy and for teachers and students in the state of Alabama. Through these experiences I’ve gained a lot of confidence, before now being retired.

FM: I’m confident about my knowledge.

NS: I promote CS values, technology growth and people involvement outside of the classroom.

How have you seen or heard about other CSTA members creating an impact on a broader scale?

JY: Yes! In almost all the work I’m in I see other fellow CSTA members. For example: NEA task force work on AI, there were other CSTA members involved! CSTA White House trip about AI? CSTA members! 

EL: Yes. I’d like to speak up for a group of women that had a major impact upon the success that the CSTA has experienced over the years; Chris Stephenson, the founding CSTA Executive Director, Jan Cuny of the National Science Foundation who instituted the highly successful CS10K Initiative, Jane Margolis, Joanna Goode and Gail Chapman’s work with developing the Exploring Computer Science (ECS) curriculum, Lien Diaz the College Board, and Amy Briggs AP Computer Science Principles Principle Investigator (along with Owen).

FH: Not recently, been retired for seven years.

FM: Yes! Our monthly meetings allow us to see how others are using the resources available.

NS: [I have seen impact in] meetings, talking, emails, and news sharing. 

What is your favorite CSTA memory? 

JY: Going to Chicago and going out to the LGBTQ meetup at Lips with another Maine chapter member. Or any of the in person CSTA Equity Fellowship meetings — literally. All of them were amazing and taught me so much. Doing CSTA interviews, seeing the CSTA booth when I was in Phoenix for another conference. Seeing friendly faces and knowing people who cared about the things I care about. The network! 

EL: I had the opportunity to attend a week-long workshop facilitated by Randy Pausch and his Alice Team just before his pancreatic cancer diagnosis. It was Randy’s way of teaching that inspired me to venture out and try to get other teachers to use his Alice Programming Language Platform. My association with the Alice Team led to me being selected by EA Sports as a Randy Pausch Fellow with the Teach With Africa organization.

FH: Learning about AP CSP pilot, through CSTA. I applied to be a part of it, was accepted and it changed my life.

FM: Too many to select just one!
NS: The AP CSA workshop at TCU in Fort Worth, Texas.

The post Looking Back, Leaping Forward with CSTA Members appeared first on Computer Science Teachers Association.

This past spring, I was attending an IEP meeting in my role as a special education teacher. After the meeting with the parents was completed, our district special education director asked me to stay for a few minutes to discuss something. While my thoughts initially were focused on something “bad” I had done, my director actually wanted to speak to me in my role as a computer science teacher. “We would like you to create a class that our life skills students can take so that they have the opportunity to learn computer science. It does not have to be focused on any particular topic. Just a class that is different from their typical inclusion experience that is mostly a mix of gym, art and music courses.” Of course, I said yes!

For the past ten years, my job has been equally split between providing co-teaching in various content areas and cybersecurity as part of our innovation pathway. When I first started my teaching career, I went to graduate school to obtain my M.Ed. and earned my license in moderate special needs and political science. In my previous life, I had worked in information technology with a decade spent in supporting software development and publishing companies for Ziff-Davis. It was with the encouragement of a colleague that I began teaching computer science and obtained a graduate certificate in CS Education from St. Scholastica and another in Cybersecurity Education from LA Tech. My biggest motivation for becoming a teacher was my own son Marty. Diagnosed as an infant with hemiplegia, a type of cerebral palsy caused by a stroke or similar injury, I knew that children like him would face obstacles in learning. Being raised by public school teachers and having many, many family members who were also teachers, it seemed destined to be that I also went into the “family business” and entered the classroom at nearly 40 years of age.

Bringing computer science classes to students with learning disabilities is not as simple as selecting any particular curriculum and using built in features to support lesson differentiation, modifications for assessments or similar purposes is just not typically found. The same struggles are familiar to teachers who want options to help their students with limited English proficiency. My challenge this year has been to find ways to create engaging lessons that every student can appreciate yet make sure that scaffolding and other supports are available for the life skills students who have a wide range of learning disabilities. One of the most powerful impacts of having a special education background in the classroom is knowing that my teaching style informed by my training is beneficial to all students. In all my years of teaching in chemistry, math, history and English classrooms, it was never my intention to focus only on students who have an IEP. Virtually every student will struggle with some content throughout their day. Good teaching requires that you identify where your students are having difficulty and find ways to address their challenges.

One of the enduring things that was emphasized throughout my graduate school experience was that teachers should provide multiple means of instruction and multiple means of assessment. While some may argue that the theory of Multiple Intelligences as developed by Howard Gardner is incomplete or otherwise flawed, giving students the ability to demonstrate their knowledge in a variety of ways is a great strategy. Some students do better with essays, some want to create posters while others will make presentations or comic books. Any of these artifacts can certainly be used to showcase what students have learned. For example, in my cybersecurity class I allowed students to respond to the same prompt, “What would you tell your family about avoiding phishing attacks?” Not only was the work done in different formats, but students were also free to provide their own cultural and linguistic references in their submissions. One student created a PSA style commercial done completely in Spanish.

Unplugged activities are an easy way to offer an easy on ramp to your students. One exercise that was used in my class during Cybersecurity Awareness Month this past October was the Digital Footprint lesson. Each student was asked to create a list of all the various social media accounts, email addresses and websites that they use. When initially asked for an estimate, students all underestimated their footprint by a very wide margin. One of my students didn’t even think that she had any email use until she learned that our district’s use of Gmail authentication for Google Classroom, Clever, Canvas, Canva, IXL and other learning tools was quite extensive. 

I decided that I would be spending time using the Google Applied Digital Skills materials in my classroom. Since every student was issued a Chromebook and teachers expected them to be familiar with Docs, Slides and Sheets, this would be a great opportunity to provide them with ways to create digital artifacts they could use to express themselves as well as support work in other content areas. It quickly became apparent that just relying on the videos and text-based directions provided by Google was not well suited to my students’ needs. Echoing another mantra from my special education professors, “direct and explicit instruction” was the best way to help all my students. I created my own tutorial documents and slides that showed exactly how to create and edit files for each lesson.

Remember that each of your special education students will have their own Individualized Education Plan. Read them carefully and learn what struggles they have and what specific accommodations and modifications they require to be successful. Communicate with your special education colleagues to truly understand how your students learn best. Having worked in this role, I can assure you that a collaborative approach will really help you in the classroom.

Grading is perhaps one of the most difficult challenges you may face. As the “fair test” cartoon illustrates, it is not always appropriate to use the same diagnostic criteria for every student. I like to see my grading reflect effort and growth as the primary factors when recording them. One piece of advice that I got early on in my teaching career was to speak with physical education, art and other teachers who grade students on criteria other than strictly test grades. I also allow my students to complete quarterly surveys where they reflect on their learning and report on what they believe their grades should be. Not only have my students been uniformly honest about their efforts I always find their feedback invaluable in improving my own teaching.

Please remember that all students have the right to access to quality education in all content areas including computer science. Building a full inclusion classroom does not mean lowering your standards or skipping over important content. It does mean using differentiated instruction methods, flexible assignments and most of all, a welcoming environment.

About the Author

Neil Plotnick is a computer science teacher who has been with the Everett Public Schools since 2007. He has also worked as a special education inclusion teacher in grades 9-12 in math, science, English and history throughout his career. Neil’s specialty is cybersecurity and he established the school’s innovation pathway eight years ago. He has presented at numerous CSTA regional and national conferences. Neil has created curriculum for Cyber.org and founded the Cybersecurity Educators group on Facebook. When not teaching, Neil enjoys travel and sporting events with his wife Lisa and son Marty and their cats Homer and Robin. Neil is a national winner of the PAEMST, NCWIT Aspirations Educator Award, Civil Air Patrol STEM Educator of the Year and Cyber.org Cyber Educator of the Year.

The post Building a Full Inclusion CS Class for Students with Disabilities appeared first on Computer Science Teachers Association.

As cryptocurrencies become more mainstream, understanding how they work and how to secure them is becoming an essential skill. For computer science students, learning about crypto wallet security offers valuable insights into digital safety, cryptography, and blockchain technology. But you don’t need to be a tech expert to understand the basics—this topic can be made accessible to anyone with an interest in modern technology and its applications.

Why Teach Crypto Wallet Security in Computer Science?

Crypto wallet security is a practical topic because it teaches both the importance of protecting digital information and the real-world consequences of failing to do so. With online transactions becoming a standard part of daily life, knowing how to secure them is a must-have skill.

For students studying computer science, this topic provides exposure to essential digital security concepts such as encryption, password management, and the basics of cryptographic keys. For others, it’s a chance to understand the importance of safeguarding online assets and recognize the vulnerabilities in digital systems.

What Is a Crypto Wallet?

To put it simply, a crypto wallet is a digital tool that helps you manage cryptocurrencies like Bitcoin or Ethereum. It doesn’t hold your coins directly but instead stores “keys” that let you access your cryptocurrency on the blockchain.

Think of a crypto wallet like an online banking app:

• The public key is like your account number. You can share it with others to receive money.
• The private key is like your PIN or password. It must remain secret because anyone who has it can access your funds.

This basic setup makes understanding wallet security essential for anyone involved in cryptocurrency.

Making Crypto Wallet Security More Accessible

To make the subject approachable, teachers can focus on interactive and relatable activities. By simplifying technical terms and relating them to everyday scenarios, learners can grasp the importance of wallet security without needing an extensive background in computer science.

Example Problem-Based Activities:

1. Setting Up a Mock Wallet
   Students can simulate setting up a crypto wallet using classroom tools or software that mimics real-world applications. They can practice securing their wallets with strong passwords and multi-factor authentication.
2. Identifying Weak Points
   Students can analyze examples of phishing emails or fake websites designed to steal private keys. This helps them learn how to recognize and avoid common scams.
3. Encryption Exercise
   Teach the basics of encryption using simple ciphers or online tools. Students can encrypt and decrypt messages to understand how data security works in crypto wallets.
4. Comparing Wallet Types
   Have students research the difference between hot wallets (connected to the internet) and cold wallets (offline storage). They can present the pros and cons of each, along with suggestions for when to use them.

Case Studies: Learning from Real-World Examples

Using case studies makes learning more relatable and grounded. Here are some examples that can be discussed in class:

1. The Mt. Gox Incident
   This major crypto exchange lost millions of dollars worth of Bitcoin due to poor security measures. Students can analyze what went wrong and how it could have been prevented.
2. Ledger Wallet Phishing Attack
   A phishing scam targeted Ledger wallet users, tricking them into revealing their private keys. This case shows the importance of verifying information and safeguarding personal data.
3. Success Stories in Secure Wallet Management
   Highlight companies or individuals who’ve successfully implemented strong wallet security practices. Discuss how they’ve managed to protect their assets in a rapidly evolving digital landscape.

Simplified Concepts for a Broader Audience

For learners without a technical background, crypto wallet security can be explained using relatable analogies:

• Public and Private Keys: Think of your public key as your email address (you can share it) and your private key as your email password (keep it secret).
• Cold Wallets: Imagine storing your valuables in a safe deposit box at a bank. It’s offline and secure from online theft.
• Phishing Scams: These are like fake emails pretending to be from your bank, asking for your password. Learning to recognize these scams is crucial.

By simplifying these ideas, even high school students or adults without prior computer science knowledge can grasp the basics of wallet security.

Why It Matters

Learning about crypto wallet security isn’t just about protecting cryptocurrency—it’s a gateway to understanding broader digital security practices. From creating strong passwords to recognizing online scams, these lessons are relevant in many areas of life.

For students pursuing careers in technology, crypto wallet security also provides a foundation for roles in cybersecurity, software development, and financial technology. And for those simply curious about cryptocurrency, it’s a practical step toward managing digital assets responsibly.

Conclusion

Crypto wallet security may sound like a technical topic, but it’s one that can be made simple and engaging for learners of all backgrounds. By focusing on hands-on activities, real-world examples, and relatable concepts, educators can equip students with valuable knowledge for today’s digital world.

Whether in a high school classroom, a university computer science program, or a community workshop, understanding the basics of crypto wallet security is an investment in a safer and more informed digital future.

About the Author

Lina Belegu, a tech enthusiast, is a dedicated advocate for women’s potential in technology. With unwavering passion, she inspires and supports women in pursuing their tech aspirations. Lina firmly believes that a diverse workforce drives inventive solutions, contributing to a better future.

The post Crypto Wallet Security Explained: A Practical Guide for All Learners appeared first on Computer Science Teachers Association.

When Neil’s son, Martin, was diagnosed with hemiplegic cerebral palsy, Neil understood right away that education would be one of Martin’s biggest challenges. At Martin’s IEP meetings, Neil believed deeply that his son deserved access to all the opportunities the school could afford him, even though traditional academic expectations would not apply to him. Ultimately, his experiences with his son inspired Neil to leave his career in IT and become an educator.

In his own classroom, Neil says, “I have never hesitated to welcome any student in. Working in one of Massachusetts’s most diverse school systems, this has meant that students come into my room from many cultures, speaking different languages, and often suffering from trauma. For all of them, I maintain an unwavering commitment to their learning.”

Many special education students attend “life skills” classes, a separate placement where they receive specialized instruction in core academic subjects. Computer science was not previously included in their curriculum, and inclusion time with non–special ed students was limited to classes like art and gym. However, Neil believed he could introduce these students to computers and computing, while bringing them together with students on the traditional track. With his cybersecurity and programming students, he has hosted a “Computer Petting Zoo,” in which Neil’s students create exhibits and act as “zookeepers” for various computing hardware components, such as the keyboard, mouse, and RAM. The life skills students are the zoo’s guests, each provided with a “visitor’s pass” where they’re able to record information about each exhibit.

Neil also partners his CS students with life skills students for Hour of Code activities each year. Working in pairs, they create dance party videos or other digital artifacts to share with their families, and the district’s special education director creates personalized certificates for each of the students. This annual tradition has been covered in the local newspaper, and Neil takes tremendous pride in hearing that life skills students have continued to seek out coding activities when they return to their regular schedule of classes.

“This is not something that I try to accomplish alone,” Neil says, “and this effort would be impossible without the assistance of my colleagues at Everett High School.” The primary classroom teacher, as well as one-to-one education support professionals, give their time generously to collaborate with Neil on lesson plans and learn basic Scratch coding themselves, so that they can support their students in turn. While these educators don’t have PLCs, they still have to create lesson plans for any joint classes, with learning outcomes identified. Neil’s grateful to his colleagues and his school administration for their support and enthusiasm. “On a personal level,” he adds, “my own son helps me test out the lessons that I develop.”

In the fall of 2024, Neil began teaching a new course called Introduction to Computers. This half-year course gives the life skills students an opportunity to learn coding and podcasting, and to produce digital presentations and other creative projects using computers. Grounded in the years of trust he’s built with his school and colleagues, Neil is proud to say that his school’s special education director gave him freedom to develop the class on his own.

“CSTA’s greatest strength is the community of members,” Neil says, and he hopes to draw on that community during his time as a CSTA Equity Fellow. He is eager to share his own experiences of working with disabled students to help his cohort to understand the breadth and diversity of the kids included under the umbrella of “students with disabilities.” When thinking about ways to welcome these students into CS, he knows it will be crucial to find flexible solutions that can be adapted to as many classroom contexts as possible.

During his fellowship year, Neil would love to create a guide for how to provide CS education to students with disabilities. “Regular education teachers are often overwhelmed with the alphabet soup of diagnoses and accommodations and modifications listed in an IEP,” he says. But he believes he can help demystify some of those terms and support his cohort as co-teachers with the special education teachers in their own schools. Through guidebooks, instructional videos, and other resources, he believes he could help CS teachers learn some best practices, including assessment techniques, when working with disabled students.

“I have been a special education co-teacher for most of my career,” says Neil, “and it’s often an uneasy relationship. But our engagement with the special education teachers is something that all of our CS teachers should learn how to include in their practice.”

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Computer Science Education Week is an annual call to action to inspire K–12 students to learn computer science, advocate for equity in the field, and celebrate the contributions of students, teachers, and partners to the field. This year, to celebrate #CSEdWeek, we sat down with Dr. Aleata Hubbard Cheuoua and Dr. DaQuan Bashir to discuss CS education.

Dr. Hubbard Cheuoua is a Senior Research Scientist on WestEd’s Learning and Technology team and is a national expert in CS education research. Dr. DaQuan Bashir is a Research and Innovation Consultant for the Computer Science Teachers Association (CSTA) and is a seasoned CS educator. Dr. Hubbard Cheuoua and Dr. Bashir are part of the project team leading the Matching Experienced and Novice Teachers for Ongoing Rigorous Support in Computer Science project, or MENTORS in CS. MENTORS in CS is a research–practice partnership between CSTA, WestEd, and three CSTA communities that provides a peer mentoring program with embedded equity supports for CS education teachers.

In this Q&A, Dr. Hubbard Cheuoua and Dr. Bashir discuss the discipline and why robust CS education is so vital for today’s students, what teachers need to know about CS education, and how the MENTORS in CS project furthers equity in the field. 

Note: This conversation has been edited for length and clarity. 

Happy Computer Science Education Week! Can you tell us a bit about computer science education (CS education) and what drives you to work in the field?

AHC: When I think about CS education, I like to think about students using computing to create tools like apps and websites. I’ve seen students create games to have fun with their friends, tools to address issues in their communities like garbage, models for understanding wildfire spread, and websites to promote their own businesses. It’s incredibly powerful. I studied computer science as an undergraduate, and because I really enjoyed the discipline, I wanted others to have the same opportunity, which inspired me to pursue CS education.

DB: My experience was actually the opposite in a way. I studied computer science as well during undergrad. But I struggled a lot. It wasn’t enjoyable; it wasn’t fun. But it’s something I really wanted to get a degree in, so I persevered. Because of my experiences in school, I went into CS education so that both students who look like me and students who don’t look like me have the opportunity to be further along than I was when I first started studying computer science.

In my time working with educators and students, I’ve come to see that computer science is truly everywhere with a wide variety of components. When we think about technology now, artificial intelligence, machine learning, even basic stuff like computational thinking—which is how computers take steps to solve problems—we want our students to understand and practice those problem-solving skills. Being able to bring all these things together and integrate students’ interests so they can develop and create something new is super exciting. My experience galvanized me to want to create change in some way, which is why I’m in this field now, working to advance equitable computer science education.

Why is it important now and in the future for all students to have access to high-quality, equitable computer science education?

DB: When we think about equity, it’s about making sure that each student gets exactly what they need in order to be successful in a particular class. I mentioned computational thinking earlier. That is such a transferable skill that students can use, regardless of where they are, what they’re thinking about, or what they’re studying. It is just a process in which you tackle these complex problems and issues. I use computational thinking in my own life. Having a skill that you can use in any area of your life is something that pays dividends instantly.

But we also want our students to be future ready. The way we do that is by making sure that they understand how they live within a world that is going to be powered by computers and computing and how they see themselves fitting into what this future is, doing what they need to do to make sure that they can create the future for themselves that they envision. Being able to study computer science definitely assists with unlocking some of those opportunities.

AHC: I agree. CS is everywhere. Even in my lifetime, I remember having the large desktop computer at home. And now the computer is in everyone’s hand. I see my 2-year-old pick up anyone’s phone and find Spotify and his Baby Shark song, despite not having seen that device before.

We just need our students to be ready to understand this technology-driven world and have a voice in it. And you can’t have a voice in something if you don’t understand it.

I agree with everything Dr. Bashir said; we need students to be able to understand this technology, contribute to it, and make it as they want it so they can make the world that they want.

What should computer science educators, and educators of all subjects, know about how they can prepare students for a “world powered by computing,” as CSTA puts it?

AHC: Computer science is more than coding. I think the world—the community—has made some big shifts in that direction. But to know it’s more than just sitting down and writing your Python program. To know that your students can also benefit from learning the history of computing, the ethics of computing, the impacts of computing to learn, what we have built in the past that harmed people. What have we built in the past that just was not very useful? So that students don’t make those same mistakes.

The other thing I would tell educators is that beyond coding, it’s also learning how to collaborate. It’s not the individual sitting there at their machine, making whatever they want. Students need to learn how to work with each other to solve problems. They also need to learn how to communicate what they’re doing to people who understand computing and people who don’t. I think those have been things that have been overlooked in past decades but are important if we want to prepare students to have an impact beyond their own bubbles.

DB: I’ll also add that in thinking about what computer science is, I want educators to know that it is for everybody. Anybody can learn it at any time. There should be no barriers that get in the way for someone who wants to learn it and/or teach it.

There is this misconception that only a certain type of student will do well in computer science—and that’s just not the case. Computer science is for everybody.

I also want educators to know that computer science can be a creative outlet for students and teachers alike. Just because computer science is dealing with computers, that doesn’t mean it has to be stiff or dry. It can serve as a venue for students to fully express themselves in ways that excite them. 

MENTORS in CS is a yearlong, equity-focused peer mentoring program pairing experienced CS teachers with teachers who are brand new to CS. Can you tell us more about the project, its equity focus, and what you’re learning from the research–practice partnership?

DB: One of the big things about the project is community. We know quite often a computer science teacher might be the only CS teacher at their school or even in their district. MENTORS in CS offers a way for community to be built among CS educators by bringing educators together to learn from each other and build intentional relationships. That includes creating space for introspection that needs to be done, to make sure that they’re being effective as mentors, but also growing and learning in their own development throughout the course of the year.

To advance equitable CS education, educators need to do that interpersonal work so that they’re not afraid to participate in conversations about equity, and then when they do engage in those discussions with colleagues and students, they’re not doing harm and are aware of their own biases and triggers.

In doing so, we set the stage for not only conversations about equity to happen, but the application of those ideas. We talk about equity, but there’s also action behind it. We’re enabling mentors and mentees to take concepts and conversations they’ve engaged in and apply it to their work. To be honest, it’s not always easy. When you start to address issues related to equity, you have to navigate things like structures and difficult conversations.

But I think we need that now more than ever in education, especially in computer science. We want all of our students to feel like, no matter what classroom they walk into, that they belong. They can learn in this space. This space is set up for them to participate and engage in the learning that is happening. Mentors and mentees are using what they’re learning and the conversations they’re having in the program to push for actions in the classroom that further help their students.

AHC: That last part especially makes me think of the research side. One way we’ve seen an impact of that equity focus is what the teachers are talking about when we bring up equity. When some teachers are starting with us in the program, and they think about equity, they first think about gender, and they’ll say there are not enough girls in my classroom, and that comes up a lot. And then over time, you sort of see the discussion shift, and there are other things that we can be looking at in terms of equity. They start to see that there are other backgrounds that students bring to the classroom, other interests that they have, and here’s how we’re going to weave those backgrounds and interests into our lessons. That’s just some concrete evidence about how this focus on equity is making a difference for teachers.

It is really important to have this focus on equity. Our project demonstrates how the equity focus has an impact on changing teaching practice for all students, and not for just particular types of students. We see the teachers enjoying it, and they come back to the program. Equity matters, it makes a difference. If [the nation] wants to stay competitive and help our students be a part of this world, we need projects like this to keep going.

To learn more about computer science education and the MENTORS in CS project, visit WestEd’s Computer Science Education website and the MENTORS in CS project page. 

This interview originally ran on the WestEd blog.

The post Celebrating Computer Science Education: Q&A with Dr. Aleata Hubbard Cheuoua and Dr. DaQuan Bashir appeared first on Computer Science Teachers Association.

I am not your typical teacher, so everything in my class has to be innovative! In today’s fast-changing environment, giving my students unforgettable experiences and providing them with high-level learning through real-world application is a necessity. Computer science skills have become essential for success in many fields. They equip students with critical problem-solving abilities, data literacy and technological proficiency needed in today’s job market. For Title I school students, who often face resource constraints, equipping them with these skills can open doors to future opportunities. As a seasoned IT professional, I was enthused with the opportunity to present Project STEM to my school district. In partnership with Amazon Future Engineer Program, Project STEM brings together comprehensive materials and extensive support to help you implement engaging middle/early high school CS programs. Students start with basic programming concepts, using platforms like Scratch to create interactive projects. This foundational knowledge builds both confidence and curiosity. My students absolutely love the program, and the first few units truly assisted with building foundational skills and helping cultivate a love for critical thinking and decision-making. What I love most is the confidence and smiles etched on my students’ faces after completing each unit!

Another inspiring partnership involved organizations like Planted Detroit in Detroit, Michigan. Planted Detroit operates as a cutting-edge vertical farming company that uses technology, including coding, to manage and optimize its operations. Workshops led by Planted Detroit staff allow students to see coding in action. They learn how professionals use technology to solve problems and make decisions in real-time. This partnership not only teaches students valuable technical skills but also connects them to real-world applications in sustainable agriculture. By partnering with local schools, Planted Detroit provides students with firsthand experience in how coding is applied in agriculture. This initiative serves as a model for how technology can intersect with sustainability, highlighting the relevance of coding skills in addressing real-world challenges. As students advance, they explore how coding can be applied to monitor plant growth, control environmental conditions, and manage resources efficiently. They might use coding to analyze data collected from sensors in the vertical farm.

This initiative also encourages community involvement, inviting parents, local businesses, and educational institutions to support the program. Collaborations can include mentorship opportunities, internships, and resources for teachers to enhance their coding curriculum. A pivotal aspect of the program is the field trips to organizations like Planted Detroit. Here, students can witness the integration of technology and agriculture firsthand. They can see coding’s impact on efficiency and sustainability, reinforcing their classroom learning with practical applications. These experiences not only inspire students but also build their confidence in pursuing careers in technology and agriculture.

For many students in Title I schools, access to technology and coding education is limited. By introducing computer science into their curriculum, educators can empower these students, fostering critical thinking, problem-solving, and creativity. Learning to code also prepares students for a variety of career paths, enhancing their employability in an increasingly digital world.

Teaching coding and computer science skills to Title I school students offers a unique opportunity to blend education with real-world applications. By empowering these students with essential skills, we not only prepare them for future careers but also cultivate a generation of innovators ready to tackle challenges in sustainable agriculture and beyond. This initiative stands as a testament to the transformative power of education, technology, and community collaboration.

To learn more about Planted Detroit, please visit: https://planteddetroit.com/Interested in launching Project STEM in your school, please email them at: info@projectstem.org or visit, info@projectstem.org.

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