een wondering in pain what happens to all this research and why don't we apply it in every classroom every day :( Students-teachers learn that in theory and then are forced to follow the curriculum that does not fit the level of their students.
Why don't we have a computer in the hands of every child to help him or her grow at his or her own pace? I don't mean we have to have the students on computers all the times, I mean that a computer is a pen, a book, a calculator, a brush, a camera, and many more things. It's the tool for almost any activity. I think even gym teachers could use wii with their classes.…
s fits nicely into any curriculum as it is student-driven, the kids come up with the topics and themes of the web site they are going to build. More than anything I have used in my 20+ years of teaching, this engages kids and helps them collaborate with other kids from around the world. This year I have 92 fifth graders involved in the project- a wide spectrum of kids. My colleague- Janet Barnstable- who is a technology communications teacher at the middle school level (grades 7 and 8) is also involved and does some amazing things with her students. You can email her at email@example.com for more info.
an in North India, approached me for a job. Upon querying what he can do, he replied “Main Computer Chalatha Hoon”. This kept ringing in my mind, does one drive a computer like a car or use computer like a car. The widespread dispersion of computing devices like laptops, tablets and smartphones has put the internet and software at anyone’s command that you can proudly announce “Main Computer Chalatha Hoon” especially in India with its huge digital divide and urban – rural disparities. This incident made me wonder about “Computer Class” in my daughters school and what they are learning. I do see them trying to use Microsoft Word and Power Point and at some point LOGO programming language. Shouldn’t we distinguish between Computer Science Education and “Computer Class” or “Digital Literacy”? The school has “Computer Teachers”, but have they been trained in “Computer Science”? I have embarked on a study to see the state of the field in various countries and was amazed to notice the attention Computer Science Education was receiving from Policy Makers, Academicians, Industry Experts but not so much from School Boards and Schools itself.
Software has touched every field of human endeavor and use of internet has become widespread in the last 25 years. The field Computer Science and Programming which was once thought of as a useful tool that supports various core subjects of science, mathematics and engineering but has now emerged as core subject on its own. Yet, Computer Science Education has largely remained the domain of higher education in colleges and universities and has not touched K-12 education. Recent developments are very encouraging and USA educators are saying “This CS education imperative has dovetailed with the science policy attention to science, technology, engineering, and mathematics (STEM) learning in the United States since the turn of the 21st century. With Computational Thinking being viewed as at the core of all STEM disciplines”7.
Jeannette Wing, Professor of Computer Science at Carnegie Mellon University, said “It represents a universally applicable attitude and skill set everyone, not just computer scientists, would be eager to learn and use”5. Steve Jobs in The Lost Interview said “I think everybody in this country should learn how to program a computer because it teaches you how to think.”
The Royal Society’s report in Jan 2012 said “the role of Computer Science as a discipline itself and as an ‘underpinning’ subject across science and engineering is growing rapidly. It is becoming increasingly clear that studying Computer Science provides a ‘way of thinking’ in the same way that mathematics does, and that there are therefore strong educational arguments for taking a careful look at how and when we introduce young people to the subject and ensure that the next generation of young people in this country can be creators of technology – not just consumers of it.”2. This report distinguishes between digital literacy, using of computers in schools by teachers and students for course work and emphasizes the need for computer science education.
The attention that CS Education in K-12 is receiving in USA and UK is echoed in Germany as per a recent article in Spiegel Online, which says, “Education experts in Germany are pushing to modernize the country's basic curriculum by making instruction in computer science mandatory.” There many voices from the academia and the industry which are says that the 3Rs of education (Reading, wRiting and aRithmatic) should now be made 4Rs of education by including algoRithms through Computer Science as a formal part of K-12 education.
In India, CBSE and ICSE have introduced formal computer science curriculum from IX grade onwards and in XI and XII grades as an elective. Whereas, in a laudable initiative of the Computer Science Department in IIT, Bombay, has introduced CS curriculum in the local schools in Mumbai and consulted educators to develop a Model Computer Science Curriculum for Schools in March, 2010 covering elementary schools to high schools and released the same under Creative Commons license.
While the advantages of introducing CS education in K-12 are compelling, the task itself is daunting when it comes to Training the Subject Teachers, Class Teachers and School Administrators. Parents and Schools in our already overburdened educational system can either choose to wait or take the initiative by using free online resources like Scratch from MIT, Alice Programming from Carnegie Mellon, Java Script, Python and Ruby Programming from Code Academy or online CS courses from eimacs.com, udacity.org , coursera.org and edx.org . Kids are smart enough to figure out what is appropriate for them from a learning perspective and need just the facilitation from Parents and Teachers or their involvement as co-learners.
1) Computational Thinking in K−12: A Review of the State of the Field , Shuchi Grover and Roy Pea EDUCATIONAL RESEARCHER 2013 42: 38 .
2) Shut Down or Restart : The way forward for computing in UK schools, Royal Society report on CS education in UK, Jan 2012.
3) Model Computer Science Curriculum for Schools, Sridhar Iyer, Malathy Baru, Vijayalakshmi Chitta, Farida Khan, and Usha Vishwanathan, Department of Computer Science and Engineering, Indian Institute of Technology Bombay, March, 2010
4) Reading, Writing, Algorithms: Should IT Classes Be Required? Hilmar Schmundt , Spiegel Online International, May 16, 2013
5) Wing, J. (2006). Computational thinking. Communications of the ACM, 49(3), 33–36.
6) Henderson, P. B., Cortina, T. J., Hazzan, O., and Wing, J. M. (2007) Computational Thinking. In Proceedings of the 38th ACM SIGCSE Technical Symposium on Computer Science Education (SIGCSE ’07), 195–196. New York, NY: ACM Press.…
o design lessons that extend and personalize learning for all learners, including learner styles and needs at school and at home. The focus is 21st Century, personalized learning with access anywhere, with the added benefit that families improve their technology learning also. It's ambitious because the alternative creates such disparity in opportunity. Thanks, Martin, for showing a possible model. Look around these sites; you'll see the careful consideration for how technology drives our lives, how curriculum and lessons apply to student/careers; and
how access to a personal learning platform, equipment, and connections by everyone is necessary and possible:
om's comment about "whoever has the gold makes the rules" is where the change will occur.
Right now many parents are already opting out of the existing public education system, either to send their kids to private schools, or to home school them. Many more are beginning to send their kids to the growing number of charter schools, funded with a combination of public and private dollars.
This is just putting the education choice into the hands of the consumer, who is the parent, and the student.
Right now public schools, private schools and charter schools are just different versions of "thinking inside the box" where there is structured curriculum where kids get some sort of credential (report card/diploma) that indicates they have mastered enough information to move to the next level. The credibility of these indicators can be part of a thousand other discussions.
So far, the signature on the report card/diploma for a K-12 student comes from the traditional school.
I think the first major change/breakthrough will come with the signature on the diploma comes from a local college/or a distant college/ that offers the curriculum through the Internet and contracts with a variety of traditional and non-traditional groups to mentor students into learning from this curriculum.
Such groups could be the current mix of public/private/charter schools, home school parents, or a new group of competitors, consisting of local parent networks, local church/business/parent groups, the Boys & Girls Clubs, or any place with access to the Internet where adults can help kids learn from the content provided by who every puts their name on the diploma.
As long as there is "credibility" in that institution, this can happen....IF, the purchasing decision is in the hands of the consumer (parent) and not the bureacracy (government/local schools system).
How this affects the institutions of higher education, with huge expense commitments for the buildings on their campuses, remains to be seen. However, I suspect there are task forces trying to figure ways to stay relevant, and competitive, in this new era.…