Shuchi Grover is an Indian-American learning scientist and computer scientist whose work as a computer science education and AI literacy researcher is widely recognized. Her seminal research on computational thinking and how to design effective computationally rich educational experiences for children has shaped policies and curricula on computational literacy worldwide. [1] [3]
Grover completed her undergraduate studies in India at Birla Institute of Technology and Science, Pilani, majoring in computer science and physics. She earned a master's degree in computer science from Case Western Reserve University where her masters thesis involved developing software for music students. [4] As part of this project, she used digital repositories to store score sheets. It was her first introduction to the potential of technology to accelerate student learning. [4] After a career in software engineering, she made a shift to diverse issues in education like teaching and learning with technology, online learning, and computational thinking in children. [5] She earned a master's degree in Technology, Innovation, and Education at Harvard, before moving to California. [4] Grover focused on learning sciences at Stanford University for her doctoral research, which investigated advanced computational thinking for deep learning in middle school students and was supervised by Roy Pea. [2] She developed a 6-week Stanford OpenEdX course to introduce middle school students to computer sciences. [6]
In 2014, she argued that to increase the number of women in technology, computer science should be taught in US schools, and computer scientists should act to diminish the "nerd" stereotype. [7]
Grover has led or co-led several research projects funded by the National Science Foundation. She has authored over 100 well-cited peer-reviewed conference papers and journal articles, book chapters, and mainstream articles. [8] Grover's book on Computer Science in K-12: An A-to-Z Handbook on Teaching Programming included contributions from 40 researchers and educators of computer science from around the world.
Grover's research on developing computational competencies in school education is recognized globally. She advises ministries of education, organizations such as OECD's Programme for International Student Assessment (PISA), EU's Joint Research Centre, and national well as trans-national education projects. She is invited for keynote addresses and presentations worldwide.
In 2010, Grover was awarded an Amir Lopatin Fellowship to study computational thinking in K-12 students. [9] She is particularly interested in how computational learning could be a social driver. [9] [10] As part of the fellowship, Grover studied middle school students in Bangalore. Her research investigated the various dimensions of computational thinking and how children choose what to value and engage with. [9]
The US National Academies Division of Behavioral and Social Sciences and Education selected Grover for the 2024 Henry and Bryna David award, given to a leading researcher who has drawn insights from the behavioral and social sciences to inform public policy. [11]
Dr. Shuchi Grover's paper on Teaching AI in K-12: Lessons, Issues, and Guidance [12] won the best paper award at the Association for Computing Machinery (ACM)'s SIGCSE Technical Symposium on Computer Science Education conference in March 2024.
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Roy D. Pea is David Jacks Professor of Learning Sciences and Education at the Stanford Graduate School of Education. He has extensively published works in the field of the Learning Sciences and on learning technology design and made significant contributions since 1981 to the understanding of how people learn with technology.
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Computer science education or computing education is the field of teaching and learning the discipline of computer science, and computational thinking. The field of computer science education encompasses a wide range of topics, from basic programming skills to advanced algorithm design and data analysis. It is a rapidly growing field that is essential to preparing students for careers in the technology industry and other fields that require computational skills.
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Said Hadjerrouit is a professor of informatics and computer science at the University of Agder in Kristiansand, Norway. He got a doctoral degree (Dr.Ing) in 1992 in the field of medical expert systems and artificial intelligence, and a master's degree (1985) in software engineering from the Technische Universität Berlin, Germany. His teaching in Berlin focused mostly on informatics and society, philosophical and ethical issues of computing, and computers in developing countries. In 1991, he moved from Berlin to Kristiansand, Norway, and worked at the Institute of Electronic Data processing at the University of Agder. In 1994, he moved to the Institute of Mathematical Sciences at the same university, where he was appointed as an associate professor for teaching object-oriented programming, Web engineering, software development, and databases. From 2004, his work shifted to didactics of informatics and computer science education, ICT in mathematics education, ICT-enhanced learning, Web-based learning resources, social software, and Web 2.0 technology. In 2008, Hadjerrouit made a major shift in his research focus from didactics of informatics and Computer Science to mathematics education and use of digital tools in teaching and learning mathematics. He has been teaching the doctoral course “Theories in the Learning and Teaching of Mathematics” since 2014. He is also supervising two PhD students in the field of Flipped Classroom and documentational approach to mathematics education. Hadjerrouit has more than 140 publications in international journals and conference proceedings. He was awarded for Best Paper at Society for Information Technology and Teacher Education Conference in San Diego, California, United States, and IADIS e-Society conference 2012 in Berlin, Germany.
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Ashok K. Goel is a professor of computer science and human-centered computing in the School of Interactive Computing at Georgia Institute of Technology, and the chief scientist with Georgia Tech's Center for 21st Century Universities. He conducts research into cognitive systems at the intersection of artificial intelligence and cognitive science with a focus on computational design and creativity. Goel is also the principal investigator and executive director of National Science Foundation's AI Institute for Adult Learning and Online Education and an editor emeritus of AAAI's AI Magazine.
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