The case for alternative endpoints in computing education

This paper argues for a re-examination of the nature and goals broad computing education initiatives. Instead starting with specific values or goals, we instead begin by considering various desired endpoints instruction then work backward to reason about what form learning activities might take are underlying principles that support learners in reaching these endpoints. The result this exercise is push rethinking contemporary an eye toward more diverse, equitable meaningful With focus on role constructionist-focused pedagogies designs can play supporting endpoints, examine four distinct cases they support. not intended encompass all possible alternate computer science education; rather, seeks start conversation around need as means re-evaluate current tools curricula prepare future active empowered computing-literate citizens. Practitioner notes What already known topic There growing call be core educational component. Computing traditionally has narrow goal training people programming jobs. fails connect students underrepresented STEM. adds An argument why diverse education. That many inclusive, just than software engineering. Constructionism particularly useful paradigm approaching Implications practice policy Helps reframe education, truly “for all.” Provides set how reframing achieved. Gives new lenses understanding, evaluating implementing