Our world is both physical and digital. Students would benefit from understanding how this digital world works, and how algorithms drive it [2]. Students would also benefit from learning computational thinking, and becoming creators and designers of computer systems and applications. These are invaluable skills; not just a means to ensure a skilled workforce [1]. However, diversity, gender balance, and equality are recognized globally as challenges in this field. Looking through a lens filtered on four components: diversity, inclusion, teacher education and professional development, this study will evaluate current Computer Science (CS) learning opportunities in the Irish primary and post-primary curriculum. It aims to identify the opportunities and key factors for the growth and development of CS in Ireland. This research is divided into three phases, influenced by the three components of the CAPE model [3] that underpins this study: Capacity for, Access to, and Participation in CS education. Data will be gathered using various means: focus groups (students, teachers, principals and policymakers), and student questionnaires. The analytic approach is mixed, it involves document, thematic and content analysis. Findings from this study will provide a detailed view of the current landscape relating to CS education in Ireland, particularly its diversity and inclusion. Recommendations on the equitable integration of Computational Thinking/Coding/CS education across the formal education system in Ireland will be provided. This will have implications for educational policy, initial teacher education, and second-level teaching practice in Ireland and beyond.

Across the globe, Computer Science Education has grown tremendously over the past decade to teach primary and secondary students computing ideas and tools. From integrating computational thinking in disciplines to teaching computer science as a stand alone subject, models for teacher preparation range from one and done professional learning workshops to full certificate and licensure programs. The group will focus on providing a landscape of how CS teachers are prepared academically in various countries and make evidence-based recommendations for how teachers should be educated to develop knowledge and skill to teach computer sci- ence. The working group will also discuss how to develop these knowledge systems while promoting instruction that is equitable and centers students in the classroom. In addition, the working group will focus on new directions in computing education (such as, artificial intelligence and machine learning) and their implica- tions for teacher preparation. We will bring together a group of international computer science education scholars who have been engaged in teacher preparation. In addition to what knowledge teachers need to teach CS, we will also focus on how the field is preparing teachers to think critically about AI/ML and the role of computer science in the design of technology tools to achieve goals while mitigating potential societal harms.

Esports has generated an industry of increasing economic and cultural importance. In recent years, universities and other higher education institutions have responded to its growth by establishing undergraduate courses to satisfy the needs of innovators operating in the area. However, there is not yet consensus on what an esports curriculum should include. Despite being a technology-driven sector with ethical and professional dimensions that intersect computing, current ACM and IEEE curricula do not mention esports. Furthermore, existing courses tend to provide teaching and training on a wide variety of topics aside from those traditionally in computer science. These include: live events management; psychological research; sports science; marketing; public relations; video (livestream) production; and community management; in addition to coaching. This working group seeks to examine the requirements for developing esports studies at universities with a focus on understanding career prospects in esports and on the challenges presented by its disciplinary complexity. The group will identify key learning outcomes and assess how they align with industry needs, paving the way for a framework to support the design of esports curricula in higher education.

Peer review is a mainstay of academic publication - indeed, it is the peer-review process that provides much of the publications' credibility. This working group is examining the ways peer review is used in various computing education venues and will use this examination to articulate community standards for peer review in this discipline.

Computing education research is built on the use of suitable methods within appropriate theoretical frameworks to provide guidance and solutions for our discipline, in a way that is rigorous and repeatable. However, the scale of theory covered extends well beyond the CS discipline and includes educational theory, behavioural psychology, statistics, economics, and game theory, among others. A computing education researcher's journey towards appropriate and discipline relevant theory can be challenging and, when a researcher has learned one area of theory, it can be easy to return to familiar theory, as it may not be clear what the next step could be. The periodic table is a visual arrangement of the elements to group like with like, providing insight into how families of elements will react. Could we do the same with learning theories located in the domain of computer science education, and would it be useful? The working group will identify and survey existing literature on relationships between key areas of theory in computing education, identify ways of organising these research areas to show how knowledge of one could assist another, and produce initial graphical representations of theory and their relationship groupings to assist researchers in understanding how computing theory is currently used in the discipline and what theories might become of interest.

One of the papers presented at the IEEE History of Telecommunications Conference in Newfoundland last July looked at the first transatlantic cables from an Irish perspective. The author has studied the local impact of the cable as a relatively poor and isolated community suddenly found itself at a hub in the worldwide telecommunications network. The paper describes the Valentia community, the cable station staff, and the cable stations at Valentia, Waterville, and Ballinskelligs.