A framework for enhancing the social good in computing education: a values approach
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This paper addresses two interrelated problems currently confronting computer science education, motivating students while simultaneously providing them with the skills they'll need to solve complex interconnected problems. We describe a framework for motivating computer science students by adding the context of social good to introductory computing assignments. Adding the context in this manner also goes some way to addressing the need for graduates to have skills, attributes and behaviours appropriate to contributing to social good outcomes. Accompanying this, we provide 14 concrete examples of introductory computing projects that convey and reinforce computing's social relevance and potential for positive societal impact.
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Primary studies report using general learning approaches including student-centered active learning, discussions and reflections, preparation and classification of ready-made project ideas on computing for the social good, experiential and reflective learning activity and reflective reports, a Sustainable programming pedagogical model with reflections, and a flipped classroom for critical thinking
“In this category, the studies report on using student-centered active learning [24], discussions and reflections [54,67,68,84], preparation and classification of ready-made project ideas on computing for the social good [21], experiential and reflective learning activity and reflective reports [59], a”
From Sustainability in computing education: A systematic literature review (2024) · cites this paper as [21]
Connecting computing to social sustainability can bring sustainability to life.
“In addition, connecting computing to social sustainability can bring sustainability to life [21,73].”
From Sustainability in computing education: A systematic literature review (2024) · cites this paper as [21]
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References 81 · Cited by 65
Research works printed but not linked: 9
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- Authors
- Goldweber, M., Barr, J., Clear, T., Davoli, R., Mann, S., Patitsas, E., & Portnoff, S.
- Affiliations
- Xavier University (US)
- Ithaca College (US)
- Auckland University of Technology (NZ)
- University of Bologna (IT)
- Otago Polytechnic (NZ)
- University of Toronto (CA)
- Downtown Magnets High School
- Venue
- ACM Inroads
- Published
- 2013-03
- Volume
- 4
- Issue
- 1
- Pages
- 58-79
- ISSN
- 2153-2184 (ISSN-L)
- 2153-2192
- OpenAlex
- W2175909646
- Cited by
- 65
- References
- 81
- Citations by year
- 2026: 5 · 2025: 6 · 2024: 5 · 2023: 6 · 2022: 3 · 2021: 4 · 2020: 5 · 2019: 5 · 2018: 6 · 2017: 5 · 2016: 2 · 2015: 7 · 2014: 6
- FWCI
- 7.61
- Type
- journal article
- Language
- en
- Open access
- green
- hdl.handle.net
- Locations
- ACM Inroads (publishedVersion)
- Tuwhera (Auckland University of Technology) (submittedVersion)
- Archivio istituzionale della ricerca (Alma Mater Studiorum Università di Bologna) (submittedVersion)
- Funders
- Auckland University of Technology, New Zealand
- Topics
- Physical Sciences › Computer Science › Computer Science Applications › Teaching and Learning Programming
- Social Sciences › Education › Problem and Project Based Learning
- Social Sciences › Education › Service-Learning and Community Engagement
- Keywords
- social good, computing education, student motivation, introductory computing, societal impact of computing, graduate competencies
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