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26/05/2024, 16:30

Computadores e Educação

Principais Livros e Artigos

• BAU, David et al. Learnable Programming: Blocks and Beyond. Communications of the ACM, New York, v. 60, nº 6, p. 72-80, jun. 2017. [Descreve o uso de ambientes e linguagens de programação baseadas em blocos, ressaltando suas vantagens e aplicação para programadores profissionais.]
• GUO, Philip. Teaching Real-World Programming. Communications of the ACM, New York, v. 56, nº 8, p. 10-11, aug. 2013.
• SCHAUZER, Emmanuel; KRISHNAMURTI, Shriram; FISLER, Kathi. What Does It Mean for a Computing Curriculum to Succeed? Communications of the ACM, New York, v. 62, nº 5, p. 30-32, May 2019. DOI 10.1145/3319081.

Outros Livros e Artigos Interessantes

• ADAMS, Dennis. Wireless Laptops in the Classroom (and the Sesame Street Syndrome). Communications of the ACM, New York, v. 49, nº 9, p. 25-27, sep. 2006. [Defende a limitação do acesso à Internet para estudantes com notebooks em sala de aula, para reduzir as distrações durante os cursos.]
• AKBULUT, Asly Y.; LOONEY, Clayton A. Inspiring Students to Pursue Computing Degrees. Communications of the ACM, New York, v. 50, nº 10, p. 67-71, oct. 2007.
• BARANIUK, Richard G.; BURRUS, C. Sydney. Global Warning Toward Open Educational Resources. Communications of the ACM, New York, v. 51, nº 9, p. 30-32, sep. 2008. [Discute as vantagens de disponibilizar livremente material educacional através da Internet.]
• BERMAN, Francine et al. Realizing the Potential of Data Science. Communications of the ACM, New York, v. 61, nº 4, p. 67-72, Apr. 2018. DOI 10.1145/3188721.
• BRUCKMAN, Amy S. Student Research and the Internet. Communications of the ACM, New York, v. 48, n. 12, p. 35-37, dec. 2005.
• BURTON, Emanuelle et al. How to Teach Computer Ethics through Science Fiction. Communications of the ACM, New York, v. 61, nº 8, p. 54-64, Aug. 2018. DOI 10.1145/3154485.
• COMPEAU, Phillip; PEVZNER, Pavel A. Life After MOOCs. Communications of the ACM, New York, v. 58, nº 10, p. 41-44, oct. 2015.
• CRONAN, Timothy P.; FOLTZ, C. Bryan; JONES, Thomas W. Piracy, Computer Crime and IS Misuse at the University. Communications of the ACM, New York, v. 49, nº 6, p. 84-90, jun. 2006.
• CUSUMANO, Michael. Are the Costs of 'Free' Too High in Online Education? Communications of the ACM, New York, v. 56, nº 4, p. 26-29, apr. 2013.
• DENNING, Peter J. Avalanches are Coming. Communications of the ACM, New York, v. 57, nº 6, p. 34-36, jun. 2014. [Discute o impacto da tecnologia na Educação.]
• DENNING, Peter J.; McGETTRICK, Andrew. Recentering Computer Science. Communications of the ACM, New York, v. 48, n. 11, p. 15-19, nov. 2005. [Proposta de reformulação de currículo para tornar a Ciência da Computação mais atraente para novos estudantes.]
• DENNING, Peter J.; TEDRE, Matti. Computational Thinking for Professionals. Communications of the ACM, New York, v. 64, nº 12, p. 30-33, Dec. 2021. DOI 10.1145/3491268.
• DENY, Paul et al. Computing Education in the Era of Generative AI. Communications of the ACM, New York, v. 67, nº 2, p. 56-57, Feb. 2024. DOI 10.1145/3624720. [Aborda o impacto da introdução de ferramentas de IA como o ChatGPT nos cursos de programação e sugere maneiras de utilizá-las como recursos pedagógicos.]
• EDWARDS, Chris. Portable Device Fears Show Power of Social Development. Communications of the ACM, New York, v. 60, nº 10, p. 21-22, Oct. 2017.
• EDWARDS, Chris. Teaching Transformed. Communications of the ACM, New York, v. 67, nº 2, p. 12-13, Feb. 2024. DOI 10.1145/3637208. [Discute o impacto do uso de LLMs como o ChatGPT no ensino de programação.]
• GROSZ, Barbara J. et al. Embedded EthiCS: Integrating Ethics Across CS Education. Communications of the ACM, New York, v. 62, nº 8, p. 54-61, Aug. 2019. DOI 10.1145/3330794.
• GUZDIAL, Mark. Human-Centered Computing: A New Degree for Licklider's World. Communications of the ACM, New York, v. 56, nº 5, p. 32-34, may 2013.
• GUZDIAL, Mark. Inventing Computer Education to Meet All (Especially Teachers) Undergraduates' Needs: CUE.NEXT Workshops. Communications of the ACM, New York, v. 83, nº 4, p. 10-11, Apr. 2020. DOI 10.1145/3381906. [Afirma que ensinar Tecnologia da Informação para alunos do Ensino Médio exige ensinar também os seus professores.]
• GUZDIAL, Mark. The Real Costs of a Computer Science Teacher are Opportunity Costs, and Those are Enormous. Communications of the ACM, New York, v. 61, nº 3, p. 12-13, Mar. 2018. DOI 10.1145/3178118.
• HYMAN, Paul. In the Year of Disruptive Education. Communications of the ACM, New York, v. 55, nº 12, p. 20-22, dec. 2012.
• JOHNSON, Maggie. Generative AI and CS Education. Communications of the ACM, New York, v. 67, nº 4, p. 23-24, Apr. 2024. DOI 10.1145/3632523.
• KIRKPATRICK, Keith. Technology Brings Online Education in Line with Campus Programs. Communications of the ACM, New York, v. 58, nº 12, p. 17-19, dec. 2015. [Descreve a necessidade de verificar a identidade dos estudantes que comparecem às aulas e fazem provas online.]
• KOSTAKOS, Vassilis. Training Users vs. Training Soldiers: Experiences from the Battlefield. Communications of the ACM, New York, v. 55, nº 3, p. 33-35, mar. 2012.
• KUSSMAUL, Clif. Guiding Students to Develop Essential Skills. Communications of the ACM, New York, v. 63, nº 2, p. 35-37, Feb. 2020. DOI 10.1145/3376893.
• LAPLANTE, Phillip A. Licensing Professional Software Engineers: Seize the Opportunity. Communications of the ACM, New York, v. 57, nº 7, p. 38-40, jul. 2014.
• LIMONCELLI, Thomas A. Four Ways to Make CS and IT More Immersive. Communications of the ACM, New York, v. 60, nº 10, p. 50-52, Oct. 2017.
• LUTZ, Michael J. et al. Undergraduate Software Engineering. Communications of the ACM, New York, v. 57, nº 8, p. 52-58, aug. 2014.
• MARTIN, Fred G. Will Massive Open Online Courses Change How We Teach? Communications of the ACM, New York, v. 55, nº 8, p. 26-28, aug. 2012.
• MITRA, Ankita. A Byte is All We Need. Communications of the ACM, New York, v. 59, nº 6, p. 42-44, jun. 2016. [Uma adolescente explora formas de atrair meninas para estudar Ciência da Computação.]
• PAUSCH, Randy; MARINELLI, Don. Carnegie Mellon's Entertainment Technology Center: Combining the Left and Right Brain. Communications of the ACM, New York, v. 50, nº 7, p. 50-57, jul. 2007. [Descreve uma fascinante experiência curricular, combinando num mesmo curso TI e Artes, visando formar profissionais para a indústria de entretenimento computadorizado.]
• PORTER, Leo et al. Success in Introductory Programming: What Works? Communications of the ACM, New York, v. 56, nº 8, p. 34-36, aug. 2013.
• REPENNING, Alexander. Scale or Fail. Communications of the ACM, New York, v. 61, nº 5, p. 40-42, May 2018. DOI 10.1145/3199603. [Descreve a implantação da Ciência da Computação no currículo escolar da Suíça.]
• REPENNING, Alexander; BASAWAPATNA, Ashok. Explicative Programming. Communications of the ACM, New York, v. 64, nº 11, p. 30-33, Nov. 2021. DOI 10.1145/3486642.
• RESNICK, Michael et al. Scratch: Programming for All. Communications of the ACM, New York, v. 52, nº 11, p. 60-67, nov. 2009. [Apresenta Scratch, um ambiente visual colaborativo para desenvolvimento de programas por não-especialistas, em particular crianças.]
• SCOTT, Jeremy; BUNDY, Alan. Creating a New Generation of Computational Thinkers. Communications of the ACM, New York, v. 58, nº 12, p. 37-40, dec. 2015. [Discute uma experiência de sucesso nas escolas da Escócia.]
• SHAPIRO, R. B.; FIEBRINK, Rebecca; NORVIG, Peter. How Machine Learning Impacts the Undergraduate Computing Curriculum. Communications of the ACM, New York, v. 61, nº 11, p. 27-29, Nov. 2018. DOI 10.1145/3277567.
• SHEIN, Esther. Applied AI Teaches Handwriting. Communications of the ACM, New York, v. 65, nº 10, p. 19-20, Oct. 2022. DOI 10.1145/3554919.
• SOMMERVILLE, Ian et al. Large-Scale Complex Systems. Communications of the ACM, New York, v. 55, nº 7, p. 71-77, jul. 2012. [Discute os problemas de sistemas de alta complexidade, e propõe uma grade curricular específica para estudá-los.]
• STROUSTRUP, Bjarne. What Should We Teach New Software Developers? Why? Communications of the ACM, New York, v. 53, nº 1, p. 40-42, jan. 2010.
• TISSELBAUM, Mike; SHELDON, Josh; ABELSON, Hal. From Computational Thinking to Computational Action. Communications of the ACM, New York, v. 62, nº 3, p. 34-36, Mar. 2019. DOI: 10.1145/3265747.
• WILENSKY, Uri et al. Fostering Computational Literacy in Science Classrooms. Communications of the ACM, New York, v. 57, nº 8, p. 24-28, aug. 2014.
• WU, Fei; HE, Qinming; WU, Chao. AI+X Micro-Program Fosters Interdisciplinary Skills in China. Communications of the ACM, New York, v. 64, nº 11, p. 52-54, Nov. 2021. DOI 10.1145/3481612. [Propõe aprendizado de IA aplicado a temas específicos através de vários cursos práticos, direcionados aos temas desejados.]
• YUAN, Chunfeng et al. Teaching Undergraduates to Build Real Computer Systems. Communications of the ACM, New York, v. 64, nº 11, p. 48-49, Nov. 2021. DOI 10.1145/3481606. [Descreve a experiência de ensinar Tecnologia da Informação de forma prática nas universidades chinesas.]
• ZYDA, Michael. Computer Science in the Conceptual Age. Communications of the ACM, New York, v. 52, nº 12, p. 66-72, dec. 2009. [Discute a reformulação edo currículo de TI para se adaptar às necessidades da indústria de jogos.]

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