Susan B. Miller

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Visual programming in 3D sounds much more appealing than programming in 2D, but what are its benefits? Here, University of Colorado Boulder educators discuss the differences between 2D and 3D regarding three concepts connecting computer graphics to computer science education: ownership, spatial thinking, and syntonicity.
An educated citizenry that participates in and contributes to science technology engineering and mathematics innovation in the 21st century will require broad literacy and skills in computer science (CS). School systems will need to give increased attention to opportunities for students to engage in computational thinking and ways to promote a deeper(More)
This paper summarizes findings from a Student Motivation Survey (SMS) developed to monitor students' dispositions toward CS education. This survey was administered as part of the iDREAMS project, which involved creating in-school computer programming opportunities for middle school students. The analysis reported here is based on survey responses collected(More)
T he popularity with children of 3D design environments such as Minecraft has revealed previously untapped interests in modeling worlds, regardless of whether they're real or fantasy. As processors and graphics engines have improved, so have opportunities to consider how 3D programming environments might engage a signifi cant proportion of the next(More)
In this research, I studied two enactments of a professional development course designed to help teachers learn how to program games and teach programming to middle school students using a guided discovery approach. In the first PD course (n=58), a wholly teacher-directed approach was used. In the other PD course (n=54), a guided discovery approach was(More)
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