Communications of the ACM
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From BLOG@CACM
Five Research Questions Raised by a Pre-Mortem on the 60 Minutes Segment on Code.org
If undergraduate CS research doesn't become gender-balanced in 10 years, why didn't it?
From BLOG@CACM
The Artificialistic Fallacy
Ethics discussions of artificial intelligence reveal a fallacy of omission.
From BLOG@CACM
An Agile Approach to Learning Programming
The Super Simple Programming Book is one example to teach programming in an Agile way. In general, Agile concepts can lead to highly effective learning.
From BLOG@CACM
In (Virtual) Defense of Democracy
There are two ways to proceed with political discourse in cyberspace, if the trolls are to be tamed.
From BLOG@CACM
Calculating With Roman Numerals is Not So Difficult
How to deal with Roman numerals and without a sign for zero in an additive number system, if no hand abacus is available?
From BLOG@CACM
Computer Science Was Invented to Teach Everyone About Everything
Our goal should not be Computational Thinking, but Science, Mathematics, History, Engineering, and *Everything* Thinking.
From BLOG@CACM
Why is Privacy So Hard?
Why is privacy so hard? Why is it, after so much negative press about it, are we still being constantly tracked on the web and on our smartphones? Why is it, after...
From BLOG@CACM
Standing on the Shoulders of Giants
What SIGCSE's Top 10 Lists tell us about the growing field of Computer Science Education (and computer science more broadly).
From BLOG@CACM
How Did the Romans Calculate?
Experts are still wondering how the Romans calculated with their number system.
From BLOG@CACM
The Growing Tension Between Undergraduate and K-12: Is CS for All, or Just Those Who Get Past the Caps?
Are we repeating the 1980's? It's even worse now.
From BLOG@CACM
What Is a Variable?
A stab at a definition, for outsiders, of what we in computing mean by the term "variable" raises more questions than it answers.
From BLOG@CACM
More Replicas of Historical Calculating Machines Found
Documenting the discovery of several previously unknown replicas of historical computing devices made by Roberto A. Guatelli.
From BLOG@CACM
The Ethical Responsibilities of the Student or End-User Programmer
If a student's program goes awry, who is responsible? How do we protect society and encourage people to learn about code?
From BLOG@CACM
Computer Science Relies on the Opposite of Godel's Results
The first-order theories of Gödel's results necessarily leave mathematical objects ill-defined.
From BLOG@CACM
The Model Maker of Leonardo da Vinci, Blaise Pascal, and Charles Babbage
Discovery of a previously unknown replica of the legendary Swiss Millionaire calculating machine at Carnegie Mellon University in Pittsburgh, PA.
From BLOG@CACM
Broadening Participation in Computing Is Easier Than You Think
Some small steps that can make a big difference.
From BLOG@CACM
There Are No Digital Humanities
Many think that the opposite of digital is analog or mechanical.
From BLOG@CACM
FictionStein
Science fiction like Frankenstein nudges readers to confer humanity but nudges them away from moral fortitude.
From BLOG@CACM
A Tale of Two CTs (and a Revised Timeline for Computational Thinking)
Rethinking the timeline of Computational Thinking to recognize several computer scientists in addition to Jeannette Wing.
From BLOG@CACM