Before one can improve computer science (CS) education, it is important to specify what is involved. To address the issue, I visited the Computer Science Teachers’ Association (CSTA) K-12 Computer Science Standards. Here are two quoted passages: “Computer science standards at the K-8 level often confuse computer science and the use of applications” [1]. “While educational technology is concerned with using these [application] tools, computer science is concerned with designing, creating, testing, modifying, and verifying these tools” [1]. In other words, we should be concerned with logical thinking and putting the resulting thoughts into practice.

The text is written as an in-service or pre-service book for teachers. There are nine chapters divided into three sections. The first is “Improving Learning” and the chapters cover text comprehension, spreadsheets, and databases. The second, “Methodological Perspectives,” addresses visualization programming, unplugging CS, and assessment of students’ programs. The third, “Improving Teachers,” is about computing traditions, applying standards, and teaching spreadsheets.

Based upon the CSTA vision of what CS should be about, only the middle section is relevant to the professional development of CS teachers. Word processing, spreadsheets, and databases are learning tools that serve multiple purposes across just about all content areas today. They should not be approached as a science. As to comprehension, texts written at an appropriate level for students are better choices than those that are too simple or complex; that should be a given. The chapter on computing traditions provides a historical view. The “applying standards” chapter introduces a German model that is compared to the CSTA one. “Teaching Spreadsheets” is more about the learning tool. I would not introduce Parts 1 or 3 to my American teachers.

Part 2 has merit. The chapter on visualization programming describes experiences that are often used in introductory courses at all levels. It makes some good points that include the role of the teacher in the learning process and the fact that teachers need professional mastery of the subject to teach it well. Chapter 5, “Unplugging Computer Science,” contains some excellent suggestions and links for teaching thinking and group work skills. The authors provide examples for different age groups and stress the importance of tying unplugged activities to learning objectives. Chapter 6 deals with the assessment of programs and programming skills. Programs refer to computer programs written by students. Though it calls attention to various tools and techniques, a great deal of guidance would need to be provided before the chapter would be useful to the classroom teacher.

To end on a positive or helpful note to readers, I searched for a text to support professional development for CS teachers at a pre-college level. Three people from the Technion - Israel Institute of Technology coauthored the best currently on the market [2].