October 30-November 2, 2014
October 30-November 2, 2014
November 4-7, 2014
Palm Springs, Calif.
Students and their parents view coding as an indispensable skill in the digital era, especially since the number of programming-related jobs is projected to soar in the next decade. Not everyone agrees that studying programming in the middle or high-school years is the key to collegiate or professional success, but that hasn't slowed the coding juggernaut.
The Technology Association of Georgia predicts that by 2018, more than 210,000 jobs in STEM-related fields will open in the state. Programs such as The Clubhou.se are involved in grassroots efforts to train children and young adults in coding, programming, graphic design and other technical skills.
More than 75 students from middle schools all over Horry County gathered as part of an iTeams camp put on by the South Carolina Governor’s School for Science and Mathematics. The camp is designed to help students to learn about technology and how it can be used in the workplace.
With schools too small to support specialized instructors, rural students did not have much access to STEM education. Since Florida's FloridaLearns STEM Scholars began three years ago, the initiative has created opportunities for 27 rural and small school districts and helped more than 1,000 high school students engage in STEM-related activities.
September 30-October 3, 2014
September 19-22, 2014
Pluralsight has partnered with the Utah Stem Action Center and the Governor’s Office of Economic Development with a $5 million donation to give Utah educators a free one-year subscription to Pluralsight’s online training library.
It's estimated that in the next decade the number of computer science jobs in the U.S. will outnumber qualified people by 1 million. That's 1 million jobs for the taking that Americans will miss out on because of inadequate skill sets. Despite this, only 10 percent of K12 schools have computer science programs.
The solution to the hiring gap is not to shame private companies into adopting racial quotas and preferences in their hiring practices. The solution is for black and Hispanic leaders to work in their own communities to encourage parents to do whatever they can to keep their kids in school and for leaders, teachers and parents to encourage kids to gain the skills necessary for high-tech careers.
About 56 percent of parents and students feel their schools are adequate technology-wise, according to a survey from the Center for the Digital Future. Less than half of students said their teachers were adequately teaching them to use new technologies.
Karen Veilleux, the information technology director for Southington schools, will take the same position in the Wallingford school system. Veilleux fills a vacancy left by Randall Backus, who left Wallingford to become the chief technology officer for Newington schools.
Chris Schnepp moved from his position as principal of Alexandria-Monroe Intermediate School and is now the director of e-learning and is leading all professional development for Alexandria-Monroe Community Schools. He will also work closely with school technology directors.
In Connecticut, Stamford has replaced its schools' chief information officer after hiring Christina Hefele from the neighboring Darien school system. Hefele's hiring comes nearly a year after Phillip Dunn resigned as Stamford Public Schools' top technology administrator.