Notes from the Editor
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John Thompson, Editor
Welcome to the third issue of the Journal for Computing Teachers (name changed in 2008 from the Journal for Computer Science Education). This issue, in the sales parlance of a car dealer in my area, is HUGE! This issue has a baker’s dozen (i.e., 13) of contributions from a wide variety of authors from around the world. Besides contributions from USA-based authors, this issue includes papers from authors in Australia, Finland, Israel, and Singapore.
A significant development since our last issue has been receiving an ISSN (International Standard Serial Number) - 1943-9725 - for the Journal for Computing Teachers. An ISSN is accepted within the print publishing industry as a way to identify serial publications. Having an ISSN enhances the status of the journal.
The peer review process for submissions continues to strengthen as the number of members on our Editorial Review Board continues to grow – more than doubling in size since our last issue. The current Editorial Review Board members are listed in this issue. They are doing a great job. I really appreciate their professionalism in the peer review process. Please contact me if you are interested in being on the Board and/or want more information.
The following papers were double-blind peer reviewed meaning that they were reviewed by members of our Editorial Review Board (see listing) by means of a review process in which neither the reviewers nor the authors were revealed to one another. Lynette Molstad Gorder in Factors Influencing Technology Integration in the Classroom discusses an investigation into teachers integrating technology following a professional development initiative, looking at the factors helping or hurting technology integration in the classroom. Julianne Lynch in Declining Participation in Computing Education: An Australia Perspective on the “Gender and IT” Problem reports on an Australian study that looked at secondary students’ thoughts about computing education and careers in IT, including issues that adversely impact on girls in IT education. Quek Choon Lang in Designing a Computer-supported Project-based Learning Environment for High School Students: A Case Study researched perceptions and learning experiences of high school students in a computer-supported project-based learning environment. Justus Randolph, George Julnes, and Erkki Sutinen, and in Trends, Tribes and Territories in Computer Science Education Research present the results of an extensive review of recent computer science education literature. Peter Schultz in The Connection of Digital Media with Curricular Goals - Innovative Use of Digital Media Portfolios and Cultural Content in Standards-based German Project looks at using Windows Movie Maker, a digital camera, and digital camcorder for video production in high school. Judith Gal-Ezer and Chris Stephenson in their The Current State of Computer Science in U.S. High Schools: A Report from Two National Surveys report on the results of recent surveys conducted by the Computer Science Teachers Association that collected data about the state of high school computer science education in the United States. Mike Unuakhalu in An Empirical Investigation of Visual Computer Programming Language Effects on HBCU Students’ Problem-Solving Capabilities explores how students exposed to an integrated object-oriented programming instruction with transfer training activities in everyday tasks might improve their problem solving abilities.
The following papers were editor reviewed, meaning that the authors worked directly with me during the review process. Erlan Burk in Analysis Techniques for an Online Class examines the use of analysis in an online computer programming course. Barbara Ericson in Women and Computing cites contributions by women in computing, inspects some obstacles keeping women from computing, and offers ideas to increase the number of women in computing. Joe Frantiska in Knowing the Flow: How Flowcharting Can Help Visualize Software Application Development suggests using flowcharting as a basic visualization tool. Bob Lemire in To End Reading Failure in America’s Schools looks at the state of reading in U.S. schools and advocates the use of technology-based supplementary reading programs to address the situation. Lauren Cummins, Regina Rees, and Kelly Bancroft in Picture This: Students Find Their Voice through Digital Storytelling discuss a workshop fostering children’s ability to be effective storytellers through the use of digital photography and computer-based digital storytelling. Dave Moursund, a true pioneer in computing, informs us of his latest periodical, Information Age Education Newsletter.
The Journal for Computing Teachers accepts unsolicited papers and other materials for possible online publication. E-mail your paper or material to me, indicating if you want an editor review or a peer review, and we will go from there. If you have any questions or just want to discuss the suitability of a possible submission, feel free to contact me (thompsjt@buffalostate.edu, 716-860-0341 cellphone).
Note: The submission deadline for the fall 2009 issue is September 1.
Please enjoy this spring 2009 issue of the Journal for Computing Teachers.
John T. Thompson, PhD
Editor, Journal for Computing Teachers
Associate Professor
Educational Computing Program
Computer Information Systems Dept.
Chase 208, Buffalo State College
1300 Elmwood Avenue, Buffalo, NY 14222
(716) 878-3531 thompsjt@buffalostate.edu
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