|Curriculum/organization||AWS Educate||Beauty and Joy of Computing||Bootstrap||Carnegie Learning||CMU CS Academy||Code Avengers||Code.org||CodeCombat||CodeHS||CompuScholar||CS50||Edhesive||Mobile CS Principles||NMSI||Parallax Inc.||Popfizz Computer Science||Project Lead The Way||ScratchEd||Stanford's Introduction to Logic||Swift CSP||TEALS||UC Davis C-STEM||UTeach CS Principles||Vidcode|
|Course options and length||Explorer Course - 10 modules, 20 minutes each / 10 facilitator guides, 45 minutes each; |
Inventor Course - 10 modules, 20 minutes each / 10 facilitator guides, 45 minutes each;
Builder Course - 14 modules, 30 minutes each
|Full year CS Principles course, divided into four ~22-hour courses (sandwiched between are a fun programming project, the Explore performance task, and the Create performance task). All of the CS Principles material will be covered in the first three courses.||Bootstrap:Algebra - Algebra and Introductory Computer Science, aligned to the Common Core and TEKS standards. (~20-25 hours), |
Bootstrap:Reactive - Computer Science (~20-25 hours), Bootstrap:Data Science (~20-25 hours), Bootstrap:Physics(20-25 hours)
A year long CS Discoveries introductory course is also available that consists of six modular units: Problem Solving, Web Development, Interactive Animations and Games, The Design Process, Data and Society, and Physical Computing.
NMSI provides 7 days of PD, mentoring services and student study sessions
1. 1 Semester long Intro CS P class based on UC Berkeley CS 10 (BJC).
2. 1 Year long AP CS A class based on UW CSE142/143 (Building Java Programs textbook)
3. Project based advanced topics in CS project class for students completed AP CS A.
|C-STEM offers the following year-long courses for high schools: |
Algebra 1 with Computing
Algebra 1 with Computing and Robotics
Geometry with Computing and Robotics
Algebra 2 with Computing and Robotics
Integrated Math 1 with Computing
Integrated Math 1 with Computing and Robotics
Integrated Math 2 with Computing and Robotics
Integrated Math 3 with Computing and Robotics
Computer Programming for Solving Applied Problems
Computing with Robotics
Physical Computing with Arduino
AP Computer Science Principles
Principles and Design of Cyber-Physical Systems
|Unplugged / nonprogramming classroom activities||Yes, classroom activities and discussions are used to extend learning of cloud computing concepts and to teach the global impact and ethical implications of using the cloud.||Yes, classroom activities that teach programming and non-programming concepts. E.g., computing-in-the-news discussions every day, CS unplugged activities, take-a-computer-apart, binary numbers, worksheets, etc.||Yes, Bootstrap includes on-paper and acted-out unplugged activities||Yes, classroom activities such as paper prototyping are used to reinforce programming concepts, or teach non-programming concepts.||Problem solving/design process taught along with programming||A range of activities such as worksheets and unplugged activities are available to support the learning in the courses||Yes, many unplugged classroom activities to reinforce programming concepts, or teach non-programming concepts. Online widgets that don't require programming facilitate learning of the Internet, pixels, text compression, and encryption. The Internet, Representation of Data, and Big Data and Privacy units include no programming.||Yes, classroom activities are used to further reinforce concepts, demonstrate applications in the real world and provide discussion and reflection opportunities.||Each course comes with a comprehensive set of classroom resources and activities including lesson plans, problem guides and solution guides, handouts and classroom activities, connections, non-programming interactive exercises on the web, and non-programming interactive offline exercises||Each course contains relevant non-programming topics such as computing ethics and security, impact of computing on society, protection of intellectual property, binary and hex numbering and conversion, etc.||Yes, written assignments are interspersed with programming assignments. Suggestions for unplugged activities also included.||Classroom activities are used to reinforce programming concepts, or teach non-programming concepts||Yes, approximately half of the lessons are on nonprogramming topics, including unplugged and POGIL activities. The course covers all of the CSP big ideas, computational thinking practices, and learning objectives.||Yes we have options for both.||No.||Yes, classroom activities such as discussions and unplugged activities are used to reinforce programming concepts.||Yes, students take part in unplugged activities that reinforce the computational thinking learning objectives.||Includes a mix of on and off computer activities||Solving Puzzles||Yes. We have multiple unplugged activities to teach basic CS concepts, such as how the internet works, or how computers think in binary||Yes, best practices in high school level CS teaching incorporated.||Mixed coding, robotics, math activities. Personalized and collaborative learning. Programming and robotics are integrated into math and CS education.||Some unplugged activities are part of the curriculum.||Unplugged classroom activities to introduce and reinforce programming concepts. Each course comes with scaffolded resources such as lesson plans, solution guides, automatic grading for quizzes which also track success rate and rubrics for grading projects.|
|Python, Scratch, Processing, Java, Block-to-text||Block-Based (MIT App Inventor)|
Language independent (can be taught in multiple languages)
CSA: Java, Android Toolkit
|Drag-drop (Scratch)||Language independent (can be taught in multiple languages)||iOS/Swift||Intro: Drag-drop (SNAP)|
AP CS A: Java
|Hardware requirements||Web-based, PC installation, Mac installation||Modern browsers, internet required. Finch robot lab activity if those are available.||Web-based, Android tablet, iPad, Windows phone, Android phone, iPhone||Internet-connected desktops or laptops are required, at a minimum one per classroom and ideally one device per student. Software: Modern browser, either Mac OS or Windows.||Modern browsers, Internet required||Modern browsers and internet required. Works on computers, laptops and chrombooks.||Modern browsers, internet connected desktops only (not tablets).||Modern browsers, Internet required. CodeCombat runs best on computers with at least 2GB of RAM, on a modern browser such as Chrome, Safari, Firefox, or Edge, as well as Chromebooks.||Chrome, Firefox, Safari||Users with any modern browser and Internet connection can access course material, take quizzes and tests, etc. Specific courses may also require a Windows PC or Mac computer for offline coding projects.||Any machine with internet access; course IDE is cloud-based||Reliable internet, desktop or laptop computer, modern web browser||Web-based, mobile device (phone or tablet) or emulator, Desktop, Chromebook, Laptop||Web-based, Unplugged (no technology needed)||Requires a robotics or electronics kit that connects via USB. For the C-language version, no internet beyond the software download is needed. The Blockly-based option requires a reliable internet connection. Tested on Mac, Windows, Chromebook.||Web-based, Android tablet, iPad||Computers, Android Tablets, Internet Access||Relatively recent web browser with Adobe Flash. Offline editor also available.||We are web-based. All you need is a modern browser and internet connectivity||Mac computers running OS X with Xcode installed. Internet required||Computers from last 5 years.|
Intro: Access to internet and SNAP.
AP: Eclipse, and access to Java API docs.
|Modern browser, Windows, Mac, Chromebook, Tablets, Raspberry Pi.||Internet and a browser.||All modern browsers or tablets, including Chromebooks. Internet required|
|If your curriculum platform provides auto-grading or other teacher tools, please specify||All student activities available in the AWS Educate student portal are autograded by the LMS, Canvas. All activities available in the AWS Educate educator portal are not autograded.||The lab exercises and homework will be auto-graded on edX for everyone. Teachers in our SPOC will grade the students' three projects and are encouraged to have a celebration so students can share their work with the class. Individual students in the MOOC will peer-grade their three projects.||Some assessments such as multiple choice and matching are auto-graded. General features of Passport®, Carnegie Learning's state-of-the-art learning environment, include:|
• Project-based learning
• Assigning and grading ability to personalize instruction
• Detailed student data
• Portfolio capabilities
• Opportunities for differentiated instruction
• Custom lesson creation
|Interactive Notes, Auto-graded Exercises, Anti-Plagiarism Features, Teacher Portal (grades, tracking), ongoing free teacher PD||All tasks are graded with immediate feedback for learners in the lesson, and student progress reports and overviews provided on the teacher dashboard. Teachers can see how students are going with the courses, and export data. Teachers are provided with suggested lesson plans.||CSP and CS Discoveries are integrated into the Code Studio platform that provides a teacher dashboard of classroom progress, online curriculum, short video lectures, etc.||- Teacher dashboard that tracks student progress and can control access to additional content. |
- Formative and summative assessment levels provide automatic feedback on students' comprehensions of key concepts.
|All coding exercises are autograded, and teachers are provided with answer keys and a code review dashboard.||All quizzes and tests are auto-graded; hands-on projects are teacher-graded (rubrics provided) or fully auto-graded (Python course).||We use a tool called check50 to autograde submissions for correctness, a tool called style50 to autograde submissions for style, a platform called cs50.me to grade and comment student submissions, and staff solutions for instructors||Quizzes and tests are auto-graded. Detailed rubrics are provided so teachers can grade projects.||Online formative assessments are auto-graded and a teacher dashboard is provided for teachers to check student progress. Access to sample midterm and final exams as well as auto-graded unit assessments in Google forms. Teachers grade students' portfolios and performance tasks.|
Supports include teacher PD, mentoring and student study sessions.
|None||All coding assignments are autograded.||The PLTW learning management system (LMS) powered by Canvas incorporates numerous learning tools, including assignment submissions (video, text, etc.), gradebooks, and embedded student- and teacher-facing content.||Community of support for teachers at http://scratched.gse.harvard.edu||Online exercises are auto-graded. We provide mid-term and final exam questions and solution sets for teachers.||AP uses PracticeIt assignments||Teacher notes, exercises, and activities are provided. Classroom Management Systems in RoboBlockly for auto-grading.||N/A||Each 10 hour unit includes summative assessments which are auto graded. Creative projects include paired rubrics.|
|Alignment with standards (CSTA, Common Core, NGSS)||K-12 CS Framework||Full alignment with Computer Science Principles curriculum framework (we have been twice selected as a Collegeboard National pilot)||CSTA or state-specific standards, National or state math or science standards, K-12 CS Framework||NGSS, ISTE, CSTA, Common Core, various state-specific standards||CSTA or state-specific standards, K-12 CS Framework||Strong alignment to the Algorithms and Programming strands of CSTA and K-12CS . Partial alignment (coverage) of Data and Analysis, Computer Systems and, Impacts of Computing strands.||Code.org's CS Principles course is endorsed by the College Board that it aligns to the CS Principles Framework. Lessons are strongly aligned to the CSTA standards.||CSTA or state-specific standards, National or state math or science standards, K-12 CS Framework||CSTA or state-specific standards, National or state math or science standards, K-12 CS Framework||CSTA and K-12 CS Framework, plus state-specific standards. See https://www.compuscholar.com/schools/standards/states/.||Strong alignment with CSTA standards||Aligned to CSTA standards; AP CSP and AP CSA are fully endorsed College Board curricula.||CSTA or state-specific standards, AP CSP Framework; Common Core||AP Exam requirements||National or state math or science standards, K-12 CS Framework||CSTA or state-specific standards, National or state math or science standards, K-12 CS Framework||Aligned with CSTA K–12 Computer Science Standards, Common Core Math Standards, and Next Generation Science Standards.||Connections to Common Core mapped in curriculum guide||We have done an informal mapping to CSTA, Common Core and NGSS standards||College Board's APCSP framework||Intro aligns to CSP. UC A-G approved.|
AP aligns to College Board.
|CCSS, CSTA, NGSS; UCOP A-G Approved in California||Tightly aligned with College Board AP CS Principles standards, CB endorsed.||Aligned to CSTA, NGSS, A-G in California, TEKS and Common Core standards.|
|Cost of curriculum||Free||Free, creative-commons licensed.||Curriculum, software, online support, and exercises are free. Student workbooks can be purchased for $8/student, and PDFs of the workbook can be downloaded for free.||Yearly site licenses, which includes access to all courses, are $29.95 per student.|
One course is $1,500 per year for one classroom.
|All course content is free||10 hours of Free Introductory projects. |
Full access $12.50 - $25/student. Bulk discounts available. 30 Day trials are also available
|PD provided||Online training available through the AWS Educate portal and periodic virtual webinars. In-person training available at various conferences and AWS events.||NYC: see http://sepnyc.org/apcs/|
Non-NYC: Yes, 6-week PD (1-week face-to-face, 4 weeks online, 1 week face-to-face).
|Yes, 3-day PD workshops are available for school and school districts. See www.BootstrapWorld.org/workshops||Zulama offers guided student experiences, video tutorials, and step-by-step instructions and examples, so any teacher can teach it, no matter what their background or expertise.|
PD options include:
- self-paced online courses for general "how-to" as well as course-specific preparation (required). Approx 1-2 hourse per course.
- online live webinars (optional)
- full-day onsite in-person professional learning workshops (optional)
|Three-day in-person workshops or, alternatively, ~25 hours of online training. There are leveling-up opportunities for teachers to become "CMU CS Academy educators" and "CMU CS Academy trainers" to promote continued learning.||Online self paced learning material, teacher PD modules and lesson plans/notes included as part of free 30-day teacher access and full year paid teacher access. Online PD webinars available for school and district partners.||We offer a week-long summer PD, combined with online supports, and in-person year-round checkins. We also have a virtual option during the academic year. Over 100 hours of professional development to help prepare and support non-CS teachers to familiarize them with the content and the pedagogy.||Virtual Webinar - 60 minute virtual session in which educators will be provided with both training in the use of CodeCombat as well as guidance on how to use it to support specific institutional and instructional goals.|
Customizable Half-Day in-person training - 4 Hour workshop in which educators and administrators will be training on use of CodeCombat, set measurable institutional goals, hands-on account setup, and curriculum-based planning.
|Online professional development courses are 30-40 hours. Teachers are assigned a CodeHS team member who gives feedback and guides teachers through the course. In-person PD is available in the form of one-day or two-day workshops. Teachers may take either in-person PD, online PD, or both.||Onboarding via webinar; monthly enrichment webinars on topics of interest; opportunities to take CompuScholar courses for personal growth; built-in/recorded PD modules on course-specific details.||3 day in-person workshops offered during late spring/summer||40-hour, self-paced online course; in-person PD available - please inquire.||Online, In-person, or Hybrid|
Extended (90-100 hours): $2500
Immersion (50 hours): $1500
Includes master teacher and academic year support
We offer 7 days face to face PD, online mentoring and blackboard teacher support environment, and face to face student study sessions.
|In-person immersive, hands-on 1 and 2-day trainings. Occasionally, we host live webinars/video-conferences where we can provide demonstrations and question/answer/discussion sessions.||Two 45-minute online workshops are provided with several in-person check-ins during the year supplemented by online materials. Customized in-person PD is available upon request.||PLTW provides readiness training, core training, and ongoing professional development using face-to-face training and online resources.||In-person educator meetups: http://scratched.gse.harvard.edu/resources/scratch-educator-meetup-guide|
|The teachers can learn the material through a MOOC. We also offer in-person PD.||Three day in-person workshop, with materials and curriculum supplied before the training.||Volunteer and teachers team teach during school year and lesson plan during summer. Year-round check ins.||Nearly 100 free interactive and video tutorials. C-STEM Center offers 2-Day Workshop, 1-Week Workshop, 1-Week Institute, custom-tailored on-site training, and Trainer program for school, district, or county wide implementation.||5-day, in-person PD is available for $1,200/teacher. Online is available for $600/teacher.||Free onboarding webinar. Animated online PD courses, one on one webinars and in person professional development available for purchase.|
|Additional teacher supports (if any)||Online office hours, teacher facilitator guides, AWS Educator Cloud Ambassador Program, access to AWS Industry training||Year-round support through Piazza "BJC TEACHERS" forum and online webinars.||Online office hours, teacher discussion forums, teacher-PD videos, grading rubrics, supplemental homework assignments, and solutions to every activity are available. Classroom visits and live support are also available to partnering school districts.||n/a||Lots! A team of CMU undergrads are available at all hours via our online support tool in the platform.||Online email-based support, telephone support, teacher guides||Year-round support via our online forums or email, online modules focusing on content and teaching strategies, and teacher-facing PD videos.||Instructor training videos, dedicated Customer Success Manager, online chat support, and dedicated email support||Teachers who take PD are assigned a CodeHS team member to support them throughout the PD and throughout the year as they teach the course.||Dedicated CSR assigned to every teacher for one-on-one support, periodic check-ins and mentoring. Comprehensive reporting is built into the system to track student engagement and progress.||Email-based support, community forums||All teachers are assigned a dedicated team contact; Access to 7-day expert support forum.||Year-long online/virtual support from a Master Teacher (mentor), support through an online forum, periodic webinars, and Mobile CSP staff.||NMSI provides ongoing mentor support throughout the year to partner schools, as well as expert-led student study sessions and merit-based awards. Teachers also get access to an online platform that allows teachers to customize their instruction and homework assignments toward students’ individual learning needs.||We provide an educator phone-in hotline where teachers can ask for any help needed. We also provide phone- and email-in technical support during standard business hours.||Online "office hours", support hotline, teacher-PD videos||Live school & technical support, M-F 7 am-11 pm, along with online forums. State-level support teams include PLTW staff and university partners.||Community of support for teachers at http://scratched.gse.harvard.edu||We are eager to address specific questions.||Teacher support through video conferencing and email.||Online TEALS teacher / volunteer community.|
Online TEALS curriculum repository.
|Online, video tutorials, email and phone support.||See curriculum above.||Telephone support. In-platform Chat Support. Email Support. Teacher PD videos.|
|PD location / geographical limits (if applicable).||Globally at various education conferences, as well AWS and partner events||NYC: See http://sepnyc.org/apcs/ and Berkeley, CA, and North Carolina||Our in-person PD Workshops can be delivered anywhere in the US. Contact Bootstrap for details.||International via webinar, in-person available in the U.S. and Canada||None||Online only||Workshops are hosted by our regional partners and are available across the United States.||No geographical limits||Online PD available everywhere. In-person workshops can be scheduled with district coordination, and there are free summer workshops in select cities. See codehs.com/pd for more information.||Anywhere / online||No geographical limitations.||No limitation.||Regional PDs available in AZ, CO, CT, OH, MA, MN, and TX.|
Online PD available throughout the U.S.
Additional regional PDs may be available to states and districts with sufficient interest.
|Across the US||We can travel to a school if 15 or more teachers attend or if the school/district can pay for our travel to them. We host professional development events each month across the United States and internationally.||In-person workshops are available in U.S. upon request.||PLTW partners with nearly 60 affiliate universities across the U.S. to deliver face-to-face training. See complete list of affiliate partners: https://www.pltw.org/university-partners.||Cambridge, NYC, and online||During 2019 a teacher PD will be offered on the west coast (Stanford), and another PD on the east coast (Philadelphia).||29 states, Washington DC, and British Columbia, Canada||C-STEM offers PD nationwide with 8 or more teachers.||We deliver Face-to-Face PD nationwide.||None|
|Unit of partnership (at what level can you partner)||District partnership, School partnership, Any teacher||School partnership, Any teacher||District partnership, School partnership, Any teacher||All levels||District partnership, School partnership, Any teacher||District partnership, School partnership, Any teacher||Our regional partners partner with districts, schools, and teachers.||District partnership, School partnership, Any teacher, After-school programs and Summer camps||Any level (teacher, school, district)||Any teacher, school or district||Statewide partnership, district partnership, school partnership, teacher partnership||All levels - district, school, teacher||District - Coordinate with districts and the district then determines which teachers use the curriculum and attend PD. School - Coordinate with schools and the school then determines which teachers use the curriculum and attend PD. Any teacher - Individual teachers can sign up without their school or district administration being involved, State||District||District partnership, school partnership, Any teacher||District partnership, school partnership, Any teacher||District partnership, School partnership||Any teacher||District partnership, any teacher||Any teacher - Individual teachers can sign up without their school or district administration being involved||District partnership, School partnership||We can work with teacher, school, district at any level.||States, districts and regions primarily. Also, schools and teachers.||District partnership, school partnership, library partnership, after school partnership|
|What is expected of the teacher/school/district||Teachers commit to learning basics of the cloud to teach to own students. Ideally districts and schools introduce in an organized manner, however AWS Educate can be implemented directly by teachers in their classrooms.||NYC: Requirements for teachers and schools: http://sepnyc.org/apcs/|
Non-NYC: Requirements for teachers is that they guarantee to teach BJC in 2015-2016 school year.
|Individual teachers attend a Bootstrap PD workshop, and use the curriculum as they see fit. Partnering districts provide a training location, select teachers to attend the workshops, and commit to providing sufficient access to computers and student workbooks for students.||Teachers are most successful when they complete our recommended Professional Learning pathway. Implementations are the smoothest when the district provides one responsible point of contact.||An excited, motivated teacher willing to learn||District/School level: Complete onboarding process by setting up classrooms and teacher accounts. Have a dedicated Code Avengers facilitator to provide support to other teachers. Teacher level: We recommend that teachers complete the online PD modules and review the lesson plans for the courses they plan to teach.||The district is expected to recruit participating schools + teachers, who attend summer workshops + online PD. The school is expected to make a slot in the master schedule, provide an internet-connected computer lab, and market the course to students. Teachers are expected to attend the workshops and teach the course.||Districts - Dedicated District administrator to help designate and organize participating schools and instructors|
Schools - At least 1 instructor allocated time in existing, supplemental or after-school course
Teachers - Commit to setting up teacher account and onboarding call
|Online PD requires teachers to spend 30-40 hours on the course. For in-person workshops, districts and schools must recruit teachers and set aside 1-2 days for teachers to attend training.||Participate in online webinars and/or watch recorded webinars. Take CompuScholar courses like a student would, if desired, for personal growth. Engage with CSR as desired.||Teachers should enroll in edX's CS50x course at cs50.edx.org; be familiar with (and committed to completing) the entire CS50 curriculum; and|
complete at least the first half of the course (up through and including Problem Set 4) prior to the start of the workshop. PD is not required to teach the course but is strongly recommended.
|Must provide hardware and software requirements. Teacher is encouraged to complete online PD.||Teachers complete the summer PD before teaching the course.||Any teacher, school, district, or homeschool who expresses an interest in doing a robotics, programming, or computer science program with their students is encouraged to attend any of our professional development events. Schools must be able to provide access to computers for their students in order for their students to use our hardware products.||Teachers commit to 1:1 online PD sessions.||Teachers complete online Readiness and face-to-face Core Training prior to teaching PLTW programs.||N/A||Learn the material and commit to teaching it. Obtain approval from the relevant authority to grant credit for the course.||Teachers are expected to work through the curriculum before teaching the course, and to communicate if they have any problems or feedback.||Classroom teacher co-teaches with a TEALS industry volunteer, and commits to teach un-aided (without volunteers) after 2 years. District and school commit to TEALS partnership and to growing the CS program as outlined in our partnership documents||Teachers are expected to attend Professional Development training to learn how to teach C-STEM curriculum and how to use C-STEM resources. Schools and districts are expected to facilitate the C-STEM annual subscription, software and hardware purchasing, and software installation.||District/school - get CS Principles on the school master schedule.||Any teacher (classroom teacher, or specials / tech teacher) can integrate the curriculum into their schedule. The first 40 hours is easy to implement with no training. Teachers can get started teaching in 5 minutes. For full year and cross-curricular implementations teachers are expected to take our online PD course to help prepare for the class.|
|Current scale of PD programs (if applicable)||Over 10,000 educators globally from K-12 and Higher Education||NYC: 100 teachers (and schools) by 2020.|
Non-NYC: We have already worked with 200 teachers, will take as many as we can (~100) in the summer of 2015.
|Bootstrap reaches ~10k students each year, partnering with schools and districts in 16 states.||Over 5000 teachers have successfully completed our PD programs.||150 teachers at present (April, 2019)||20,000+ teachers have accessed online, self-paced PD.||As of January, 2020, over 10,000 teachers have participated in the CS Principles or CS Discoveries Professional Learning Program.||All school-wide partnerships participate in PD sessions||National||All CompuScholar teachers, plus several hundred more participate in free course-taking opportunities yearly.||250+ teachers worldwide have taken our PD. 650+ use our curriculum in some form or fashion||National||~600 teachers/schools in 42+ states through a combination of PD formats.||Across the US||We host 1-2 trainings throughout the United States each month for up to 25 teachers at a time, often in partnership with various universities.||12 teachers, 8 schools||480 open seats for 2015 ICS Training.|
816 open seats for 2015 CSE Training.
|15,000+ teachers have joined ScratchEd since 2009||We have trained 25 teachers, and the course has been recognized for "g" credit in California.||20 teachers have been through our training.||Nearly 500 high schools||nationwide||We have trained 600+ teachers.||1500+ teachers have attended our cross-disciplinary PD workshops|
|Cost of PD and other teacher supports||All PD is free||NYC: We will pay 100 teachers to attend PD. http://sepnyc.org/apcs/|
Non-NYC: we pay travel and stipend as available, and crowdfunding through "Let's Teach CS" is an option.
|Fees determined case by base. Most commonly workshops cost $15/teacher/hour (includes food and materials). A typical workshop serves 40 math and CS teachers over the course of 3 days.||Included with student curriculum: |
• Engaging, immersive, self-guided online professional learning courses that get teachers started on our platform.
• Self-guided online tutorials that correspond to each student course.
• Coding coaches are available through live chat during regular business hours (EST).
• Online teachers forum, video library, and FAQ’s.
Live, online professional learning is priced at $600 which includes a 2 hour webinar and the corresponding preparation and follow up time
Live, onsite training is priced at $3,000 per day (travel expenses included)
|All PD is free||Free onboarding PD session and ongoing teacher support is included with any School license purchase. Pro courses to learn in depth content of digital technologies/ computer science included with Teacher License. Additional PD Training Session USD $200 per teacher per half day session delivered via Video Conference.||Scholarships and discounts are available. Details and fees for your area are available at code.org/apply.||Freemium (some PD is free, but there is a cost for additional PD or support)||Free summer PD workshops this summer. District PD costs vary. Online PD courses are $1500.||FREE||$1200/teacher, tuition waivers available||$1,000 for full online PD course||Immerison PD (50 hours): $1500/teacher|
Extended PD (90-100 hours): $2500/teacher
Includes mentoring throughout the school year, periodic webinars on topics of CS content and pedagogy, free access to all teaching and classroom resources, and access to the Mobile CSP teacher dashboard.
|Free for partner schools||Professional development is free for teachers who travel to courses we host, and we only charge for travel and equipment to districts or organizations that would like us to train teachers on-site and in-person. We can offer graduate credit to teachers who attend any of our multi-day professional development events for an additional charge of $75 per semester-hour payable to Fresno Pacific University.||Freemium (some PD is free, but there is a cost for additional PD or support)||ICS (5 days face-to-face): $1,200. |
CSE and CSA (10 days face-to-face): $2,400.
|Free||$750, but scholarships available. Everything else is free.||In-person training costs $250, to support costs for running PD. Any online support, resources, and/or online-PD is free.||$5,000 in direct to volunteer travel stipend allocated||Nearly 100 free video tutorials. Generally, $150/day for face-to-face PD.||5-day, in-person PD is available for $1,200/teacher. Online is available for $600/teacher. Year-round, on-demand teacher support is purchased with the curriculum, for $1,200 the first year and $300 for renewals.||Free onboarding call, animated online PD course, $250/webinar, $3500/onsite PD|
|Funding source||AWS Educate is a no cost program which is fully funded by Amazon Web Services||NYC: NSF has funded us for 4 years in US and is funding us for 5 more years. Let's Teach CS is a model for crowd-funded teachers to attend PD which we may use this summer and in the future.|
|Non-Profit||Districts generally budget for computer science purchases under Curriculum, CTE, Business Education, or Mathematics.||Free||For profit with private investor backing.||We are a well-funded nonprofit.||For Profit||Funding comes from customers||For profit||nonprofit/self-funded||Mission-based for profit||National Science Foundation, Infosys Foundation USA, and Google CS4HS||Nonprofit||As a for-profit family-owned company, we fund the PD we offer through the sale of the hardware that we manufacture.||For profit||PLTW is a 501(c )3 nonprofit with a sustainable business model.||Non profit||Sprague Foundation, Infosys Foundation, Stanford University||We are a 2-year university-style program that allows students to pay tuition on an income-share agreement, rather than up front. We're a well-funded, Y-Combinator company that has been around since 2013. We've put this curriculum out for free to help create more students that are interested in iOS development (more potential students for our university program!)||Program is supported by Microsoft.||Nonprofit. Some federal and state grant funding. Annual subscription.||NSF grant-funded, transitioning to revenue-based.||For profit. Purchases from schools allow us to deliver a state of the art platform with up to date, relevant and standards aligned coding coures. We are a female founded company and built Vidcode on a mission to create an online coding platform that is as appealing to girls as it is to boys.|
|Other / Notes||In the Fall of 2015, the course will be offered on edX as a massive open online course (MOOC) for individual students and learners. It will simultaneously be offered a a small private online course (SPOC) for high school teachers to use in a blended-learning classroom setting. In the SPOC model, teachers get a copy of the curriculum, and can adjust the dates, brand it with their school logos, edit/remove/reorder items, and enroll students into their private forums, seeing messages only from students in that class. Teachers will be provided with an edX dashboard to see student progress.|
The course will have short videos, quizzes, lab activities, readings, discussions, and classroom activities. The course launches Labor Day 2015 a four separate 5-week courses of ~22 hours each.
Leads: UC Berkeley Senior Lecturer SOEs Dan Garcia and Brian Harvey, and NC State's Prof Tiffany Barnes
Main URL: bjc.berkeley.edu
Main contact: firstname.lastname@example.org
|Our materials reinforce core concepts from mainstream subjects like Math, Physics and more, enabling non-CS teachers to adopt our introductory materials while delivering rigorous and engaging computing content drawn from CS classes at universities like Brown, WPI, and Northeastern.|
Our Algebra class can be integrated into a standalone CS or mainstream math class, and aligns with national and state math standards. And since every child takes algebra - regardless of gender or background - Bootstrap is one of the largest providers of formal CS education to girls and underrepresented students nationwide.
Our other modules model physics, data science, and sophisticated interactive programs, and can be integrated into Social Studies, Science, Math, Intro and even AP CS Principles courses. Teachers can mix-and-match content across various modules to fit their needs.
|Zulama is cost effective.|
Any teacher can use Zulama.
Carnegie Learning has a long history of providing stellar teacher support.
Zulama courses were written by faculty from MIT and Carnegie Mellon and contain expertly crafted activities, projects, assessments, and more.
|We'll let our teachers speak for themselves: https://vimeo.com/300648678||Our online learning platform has interactive courses, projects, quizzes as well as online and offline activities covering digital technologies/computer science topics. We have resources suitable for grades 1 to 12 that are aligned to curricula around the world. We also put a big focus on supporting teachers with resources, tools and training. Our team is made up of talented school teachers, academics, software developers, designers, marketers, education consultants and advocates all with the mission to make learning fun and engaging and prepre your students for the opportunities of tomorrow.||AP CS Principles was created by the College Board with a goal to broaden participation in computer science by people and groups who are traditionally underrepresented in the field. Code.org's CS Principles course has been designed to be engaging and accessible to all students, by offering opportunities throughout the course for authentic discovery and creation, and opportunities to connect and reflect on the impact of computing in the real world. The course takes more of an inquiry approach, which is also reflected in our PD.||CompuScholar's courses have been reviewed and adopted by a number of states (see https://www.compuscholar.com/schools/standards/states/) and can be used to student for industry certification exams (https://www.compuscholar.com/schools/standards/certifications/). Our material can be integrated into 3rd party LMS via IMS Global standards (https://www.compuscholar.com/schools/standards/integrations/). Examples of monthly PD webinars can be found here: https://www.compuscholar.com/schools/outreach/webinars/.||CS50 is Harvard University’s introduction to the intellectual enterprises of computer science and the art of programming for students less comfortable and more comfortable alike. CS50 for AP Computer Science Principles is an adaptation of CS50 for high schools that aligns with the AP Computer Science Principles curriculum framework. The course assumes no prior background of students, but it is rigorous by design and programming-centric, engaging students with fundamentals of computer science by way of hands-on programming projects. The computational-thinking skills that students ultimately acquire are broadly applicable. The curriculum includes all that teachers might need in order to teach CS50 in their own classrooms, including assignments, notes, slides, software, videos, and more.||Teachers do not need any background in computer science to teach the course. Teachers with backgrounds in social studies, English, art, and other areas have been very successful teaching Mobile CSP.|
Students can participate in 3rd party competitions such as Technovation, Congressional App Challenge and others. Local schools and cities often build other partnerships such as the one in Hartford, CT. Connecticut students who take the Mobile CSP course can apply for a summer internship in the Mobile Apps for Hartford program. Since the summer of 2014, 40 students have worked with the Hartford mayor, the Hartford Public Library, the Connecticut Science Center and local non-profits to design and develop mobile apps that serve the city and its organizations, including a Kiosk app for City Hall, a app to encourage library visits, and an app that provides a historical tour of downtown Hartford.
|We love working with teachers in any capacity or format, and whenever possible, we work closely with schools and districts to design and conduct professional development to meet their needs. It’s also important to note that our resources are easy to implement, even for teachers who have little prior experience with programming, electronics, and/or robotics. Our tutorials are very step-by-step, making it easy for students to follow and for teachers to guide. We field-test all of our tutorials with both teacher groups during our professional development courses and with local schools, and we are very responsive to customer feedback - we strive for clarity and take great pains to ensure our published materials are of the highest quality.||PLTW offers students a cohesive computer science pathway from kindergarten through 12th grade. Students can seamlessly transition from one grade to the next as their interest and skill levels grow. Teachers participate in PLTW’s renowned professional development, which mixes online and face-to-face learning and empowers teachers with the skills they need to be confident teaching computer science. All PLTW programs include robust day-to-day support for teachers: teachers receive frameworks that align learning objectives to student activities, projects and problems, and middle and high school courses include standardized End of Course assessments. Schools also have access to implementation and tactical support from PLTW’s national team. In addition, PLTW has developed a wide network of university, business, and nonprofit partners that provide opportunities for students, teachers, and communities.||Situated at the Harvard Graduate School of Education||We offer support to rural schools and schools outside of tech hubs via our remote instruction model.||The C-STEM Math-ICT Curriculum and C-STEM ICT Pathway provide K-12 students with up to 13 years of hands-on integrated math and computer science education with coding in Blockly and Ch/C/C++ using Barobo Linkbot, Arduino, Raspberry Pi, and Lego Mindstorms NXT/EV3.|
C-STEM's RoboBlockly (roboblockly.org) is a Freely Available online block-based programming environment capable of controlling hardware robots with nearly 500 pre-built activities and assignments. Many teaching resources are freely available in addition to Programming and Robotics curriculum. Math curriculum and more thorough teaching materials included with annual subscription.
RoboPlay Competition is a level-playing field competition for students to showcase their computing, robotics, math, and problem solving skills in a competitive environment.
Girls in Robotics Leadership (GIRL/GIRL+) Camps (c-stem.ucdavis.edu/girl) are camp-in-a-box summer camps for schools to provide a fun, engaging opportunity for middle and high school girls to learn more about how exciting STEM subjects can be through peer-mentoring.
|Testimonials / qualitative info||95% of educators who have responded to our annual survey say that online training and professional development on AWS has met or exceeded their expectations.|
“In my course, roughly 500 students per year utilize AWS Educate in both face-to-face and distance learning environments, and more than 20 of my peers teach with it. In my own classroom, AWS Educate has been transformative. My students work on real-world data, projects, and infrastructure that give them practical experience.” AWS Educate Member Teacher
|BJC is one of the most popular CS Principles initiatives, in terms of numbers of teachers who chose to attend our PD (almost 200 through direct NSF-funded work). We have partnered with TEALS, and their 1-semester "intro" course is "BJC-lite" and there are 44 teaching it this year. It has one of the most programming-focused curricula, but using a graphical language makes hard ideas (recursion, functions-as-data) easier.|
At UC Berkeley, the course was the first in the school's recorded history to achieve more than 50% women!
|Bootstrap:Algebra has been selected by Code.org to form the basis for their math curriculum, and by CS:NYC to be the go-to class for math teachers across New York City. |
Bootstrap students showed statistically significant gains on traditional, pencil-and-paper algebra problems after completing the course material.
|Schools mostly teach core subjects such as reading, writing and math. They struggle to connect academic content with the real world. Zulama infuses game projects with the core subjects and bridges the gap between school and real life. We use hands-on activities to teach hard skills like programming as well as soft skills such as collaboration and critical thinking. Zulama students graduate with portfolios filled with digital art, computer games, and other meaningful artifacts that they use when applying to higher ed and career opportunities. And it's not just game design. Zulama prepares students for any high-tech/creative pursuit, from architecture to product design to engineering.||“We had a new teacher join us last year, who had no experience teaching Computer Science. She found Code Avengers immensely helpful, as did I, and before long we convinced the school to get all our grade 6-9 students using Code Avengers. I can start a whole class at one point, and allow the more advanced students to move ahead, and I can see the ones who are struggling. The kids who don’t do well at reading instructions can choose to hear them audibly through headphones, which is great. The teacher resources and class management is much easier. I can look at any part of the DT/CS curriculum and Code Avengers explains what it’s all about and how to teach it, step-by-step. Code Avengers is a complete tool - and it’s being updated and refreshed all the time.” Head of Computer Science (grade 6-12 School)||ALL 7 of the largest districts in the United States have selected Code.org as their professional development and curriculum provider for high school computer science (and so have over 110 other districts). Over 70% of teachers attending our high school PD workshops rank it the "best professional development I've ever attended."||"CodeCombat was one of the easiest programs we've piloted and student engagement was extremely high. The way the content is designed scaffold perfectly and allows students to quickly move into high level programming skills far beyond anything we could have hoped for." Steve Kong, Instructional Services Specialist, Riverside Unified School District|
"Never have I seen my students more engaged. Every child is feeling the success of perseverance rather than frustration.” - Lewis Smith, Romulus Community Schools
"If you can name a program online, I’ve tried it and none of them match up to CodeCombat. Any teacher out there wanting to get their students learning how to code...START HERE!" - Scott Baily, Bobby Duke Middle School
Teachers rate our PD 9/10 on average.
See more at https://codehs.com/testimonials
|Please see Testimonials (https://www.compuscholar.com/schools/testimonials/) and a series of getting started videos (https://www.compuscholar.com/onramp/getting-started/).||All past participants have stated (via feedback forms) that they would recommend PD offering to others.||"Without Edhesive, teaching CS would have been impossible. Edhesive’s online course structure works beautifully for students of all different levels." - CS Teacher, CA||Over 600 teachers have completed Mobile CSP PD since the program’s inception in 2013. Overall, teacher and student experiences with Mobile CSP training, curriculum, and academic year support have been positive. Below information from the latest completed year of the project, 2017-2018, is shared. Over 100 teachers completed professional development in the summer and fall of 2018. Currently, over 40 teachers have volunteered to work with Mobile CSP during the 2018-2019 academic year to collect and submit research data.|
After completing the PD teachers reported that they felt confident that their Mobile CSP course in the subsequent academic year would go well. On average, teachers agree or strongly agree that the PD activities established a sense of community.
Following the PD, Mobile CSP works with teachers to collect student data. Of those teachers who submitted student data for the 2017-2018 academic year, the student population on average was 49% underrepresented in computer science minorities and 48% female.
On average, students tended to state that Mobile CSP increased their understanding and interest in computer science. Students also identified that computer science is challenging yet socially beneficial.
Mobile CSP students performed very well on the 2018 AP CSP exam. Out of 73,732 students who took the 2018 exam, 4,031 (5.4%) were part of a course using the Mobile CSP syllabus and 76.2% of Mobile CSP students passed with a grade of 3, 4, or 5, compared to 68.9% for all students.
82% of teachers stated that over half of their total students were interested in additional CS courses.
A Mobile CSP teacher reported that "From the beginning, the kids thought it was really fun. My enrollment tripled from last year to this year."
Teachers complete surveys during and post workshop addressing needs.
|100% of the teachers surveyed after our training found them valuable and engaging, with approximately 60% of those teachers committing to implementation either immediately or upon securing funding for their programs. John Agostinelli, the engineering pathways coordinator for CRANE (A California CTE initiative), said “Blockly and Parallax is a perfect combo. The system works so well for differentiated instruction. Struggling students will see results early while picking up programming logic; simultaneously advanced students can toggle back and forth with the C screen to further develop their programming arsenal.|
Thank you Parallax for making learning so easy. Every company in the world should do customer support like you do. Parallax actually lays out tutorial sheets for every command and component they utilize. I am not talking techie lingo that doesn’t make any sense either. I am talking clear to follow instructions with examples and explanations. Simply amazing. In addition, when you call the help desk, you get to talk to a real person!
Parallax robots are engaging. I once had a teacher come visit my class during our robotics section and they couldn’t believe how totally engrossed the students were into their robots. They were rushing me to get role done so they could start work, and then rushed off to get their robots, and immediately started working. All without a word from me. This visiting teacher was absolutely amazed.”
Our company has been working with industry, hobbyists, and schools for over 20 years. If you talk to a roboticist or effects artist in the field, there is a good chance they know who we are and that they have worked with our products.
|From the teachers who responded to post-workshop survey gave 4.8 for helpfulness on a scale of 1-5.||PLTW’s teacher professional development effectively prepares teachers to engage students in problem-based computer science courses. In a survey of Computer Science and Software Engineering (CSE) core training participants, 90% would recommend PLTW CSE training to others. Teachers with no computer science background state they leave "confident" in their understanding of the material and ability to teach the class. Moreover, national and state initiatives, such as Change the Equation and the Iowa's Scale-Up program, have endorsed PLTW programs as high-quality and ready to scale immediately.||The Riverside STEM Academy reaches out to students|
from across our city, providing access for underserved students to STEM education. Access without rigor, however, is a hollow promise. Stanford’s Computer Science Department provided critical teacher training and engaging curriculum. This enables me to help all students improve their logical reasoning, modeling and communication skills. I want to help every student discover the power of logic and unleash their Inner Geek. The Stanford Team helps me do this! As a busy classroom teacher, I could not have developed this course to its current level of sophistication without their help. Geeks Unite! --Michael Towne, Science Teacher, Riverside STEM Academy, Riverside Unified School District
|We partner with urban, suburban, and rural high schools, whether they are public, independent, or religious; high performing or high need.|
89% of our students said that the volunteers were effective in helping them understand CS (n=548). Across the board students reporting themselves proficient in a programming language went from 19% to 82% (n=800, 566).
|C-STEM Success Stories: Two examples found here:|
“Oh my gosh! I barely can contain myself...soooo fun!!! So challenging and so rewarding at the same time!!!” - Jessica Fernandez, Math Teacher, Glen Edwards Middle School, California
"This was incredible. I have been to A LOT of trainings, and this was by far the best!" - Allen Thoe, Computer Science Teacher, Citrus Valley High School
"I really loved this training. In over 20 years of teaching I can't remember another one I enjoyed so much." - Sandy Anderson, Math Teacher, La Sierra High School
"Simply the best staff development training I have ever been to. The C-STEM curriculum is a godsend to me." - Doug Obrigawitch, Math Teacher and Department Chair, Manteca High School
“As a teacher of mathematics for the past 28 years, I have to say that this is the best program I have worked with to inspire and focus on most struggling learners in Algebra.” — Susan Johnston, Livermore High School, California
|–“The kids flat-out love the course, love the materials, love the hands-on, kinesthetic aspects.” - Chris|
–“The curriculum… It is so awesome. I feel like my students are totally prepared for taking the test tomorrow.” – Aime
–“Those new to the curriculum - do not miss out on the FUN and seeing the light shine for the students.”- Dina
|“The kids were able to understand pretty sophisticated concepts immediately. Normally, it would take a little while for anyone to learn the syntax and more-advanced technology of coding and animation, but with Vidcode, they were hands-on and able to create things within in minutes. I thought that it could even be an amazing learning tool for adults, as well.”|