Woo-hoo - time to post! September 27, 2007
Posted by Mark Tennant in : Computing, Uncategorized , add a commentThought I’d just put this link up quickly - for those looking for a summary of current IT tools for learning, this site might be of use: http://c4lpt.co.uk/recommended/top100.html
There is also a report available in PDF form.
Don’t think it’s the most authoritative list on the net, but nevertheless a good summary. You could also try out the more famous Kineo document “50 ideas for free e-learning” too.
Future of Computing Education, an interlude, and today’s news… June 15, 2007
Posted by Mark Tennant in : Computing, Subject Support, Uncategorized, future of computing , add a commentHi folks,
Haven’t disappeared off the face of the earth (yet) Just very busy. The second day’s notes from the conference will be up shortly, I promise!
Interesting articles today in Computing magazine - The front page leads with ‘Employers want IT graduates with business skills‘ Also inside is ‘China hot on UK skills’ Heels’.
Finally the editorial this week - ‘A balance needs to be struck‘. I certainly think these articles are very relevant to our thoughts on the future of Computing education in Scotland.
Future of Computing Education, Part 8 - Creative Computing May 11, 2007
Posted by Mark Tennant in : Computing, Subject Support, future of computing , add a commentThis will be a slightly shorter post than the last one, honest! This session heard from Mark Pendleton about a project called “languagezone” in East Ayrshire.
Background
In 2002, East Ayrshire Council was becoming concerned about the languages uptake and attainment in secondary schools. The decision was reached to set up a ‘virtual school’ of languages. Technology had changed, young people had changed, and digital multitasking is now the norm – ‘Digital Natives’. With all this in mind ‘languagezone’ was set up.
The project
Languagezone was designed to unite a number of schools from local authorities, including remote schools in Argyll and Bute, on one interactive website. The languages curriculum was delivered through chatrooms, articles, podcasts and traditional web pages, all under the control of classroom teachers. Being based on the internet, it was also possible to get real speakers of the languages in other countries involved.
What can we learn
The project has been a success and has increased both languages uptake and achievement. I have already spoken of a desire to set up a similar scheme in my very first blog post back in February 2006. However, with Glow (distant glimmer?) on the horizon I have been holding off. Having now seen Glow, however, I may rethink that decision!
Whatever my views on Glow however, it will truly be a national resource, and me must not miss the opportunity to engage learners using this. If it doesn’t work in Glow, we will just have to go it alone.
Future of Computing Education, Part 7 - Computational Thinking May 11, 2007
Posted by Mark Tennant in : Computing, Subject Support, future of computing , 2commentsThis presentation was given by Quintin Cutts from Glasgow University, who is developing an initiative called “Computing Science… Inside” for schools. Full details of which are on the website:
He started off his presentation by talking about initiatives. Firstly, suggesting we need a genuine website that acts as a computing science portal in Scotland. Secondly, he asked whether we can affect and question the current thinking of Curriculum for Excellence. Our aim must be to influence change in Scotland – If Microsoft are coming out and saying “it’s not okay” then we know we are in trouble!
Computing Science … inside
Quintin went on to talk about his CSI project in more detail. The rationale was that pupils found ICT boring and didn’t take computing at Standard Grade because they did not see the difference or relevance.
CSI consists of workshops built around key concepts. They work like this:
- A real life form is selected (eg ask kids about MSN)
- A concept is then worked with (from worksheets to running around)
- The reflection on this brings forward the concept to pupils
- It’s relevance to everyday life is thus illustrated. All this equals…
- … Computer Science.
Further information and materials are available on the website given above.
To me, it certainly looked like an interesting and fun concept. Other subjects already use roadshows and workshops to get their message across, so we can maybe learn something here. I know Edinburgh University is looking at a similar project.
Computational Thinking (J Wing)
Quintin then went on to the main focus of his presentation – introducing us to the theory of Computational Thinking.
Jeannette Wing, an American Computer Scientist, has theorised that this is a modern way of thinking that is universally applicable, derived from the Computer Science domain, and should be taught as a 4th ‘R’ !
There are a number of themes to computational thinking, which are explained in a paper on the web: Computational Thinking (Wing, J. 2005. CMU). Broadly speaking, the themes are:
- Problem Solving approach
- Abstraction and decomposition
- Parallel Processing (eg a supermarket queue)
- Evaluation of correctness, efficiency, aesthetics
- Caching / prefetching (a kid’s schoolbag?)
What is Computational Thinking
Computational Thinking, her paper argues is about conceptualising, not programming. It is about fundamental understanding, not rote skill. It complements and combines Maths and Engineering thinking. It’s applicable to everyone, everywhere.
Her Message
“Intellectually challenging and engaging science problems remain to be understood and solved”
“One can major in Computer Science and do anything”
Other resources
Quintin mentioned two other resources that may be of interest:
- “Computer Science Unplugged” Book. Unable to locate just now – can anyone help?
- CS4FN website – London.
Suggestions
Quintin began summarising by giving us his suggestions about what we need to do in schools. Firstly, we need to invert the courses, giving pupils the ‘wake up call’ first, i.e. explain the concepts then build on the skills and technology. He also suggested the we must separate the science from the technology and make the divide obvious.
Summary
- ICT is wholesale training, it is not education (boy, do I like this comment!!!)
- We need to get across importance of computer science
- We need to show the wonder and awe of computers
- It is a privilege to be a computer scientist
- The technology and our work changes lives
An excellent summary, I thought!
Future of Computing Education, Part 6 - The Northern Irish Perspective May 9, 2007
Posted by Mark Tennant in : Computing, Subject Support, future of computing , add a commentNext Speaker of the 1st Day was Ian McChesney, a lecturer and teacher from Northern Ireland.
He broadly agreed with what Adrian had said were issues with the English system, as the NI system is based on this. Qualifications are delivered by the QCA exam board in England.
In NI ICT is again the dominant area in the secondary curriculum, with GCSE ICT, applied GCSE ICT, DIDA, and A level Applied ICT being offered, while only A Level Computing was offered at KS5, though this had do be done by following the English course and sitting the English exam – it is no longer a recognised NI course.
GCSE ICT focuses on skills in NI, which Ian believes is ‘diffusing’ the distinction of computing as a unique subject. A level ICT has a strong ‘Information Systems’ flavour, with around 10% uptake. Applied ICT at single or double award has a 13% uptake, totalling about 23% of students studying an ICT course. Of all the IT courses offered, (English) A level computing represents only 19% - a very small proportion.
Promoting ICT in NI
- FE/HE links well with Secondary curriculum in NI
- Forward thinking at government level is based around ICT
- ICT has been used for the purpose of crossing boundaries and removing community divisions – a big issue in NI.
Observations
Ian also presented the conference with his observations of the NI system which he divided into those he experienced as a teacher, and those he experiences as an Undergraduate Course Director. Firstly, teaching:
- Many students enjoy ICT
- There is scope to be more exciting, use modern gadgets, technology, etc.
- A level ICT is a user qualification
- Pupils want to get into more technical area of computing, but are not getting an opportunity
- Many ICT teachers are not specialists
- Innovations to make ICT relevant to industry can be dull (eg software development has a very large documentation emphasis – what pupil wants to study that!?)
- Teachers need resources and case studies (good ones!)
- Cross-curricular ICT has eclipsed computing and masked idea of progression in computer science.
Now, his observations as a UG Course Director:
- Young people do not see the difference between ICT and Computing
- Core competences in ICT are optional at A Level
- No meaningful exposure to Programming causes difficulties for universities
- A Level ICT is insufficient preparation for progression to HE/FE
Summary
Ian had one key message to get across, which was also backed up during discussion by the admissions officer for Computing at St Andrews University, Dr Ishbel Duncan:
ICT/IS is giving pupils the wrong impression of Computing at HE level.
Hear, Hear!
Future of Computing Education, Part 5 - The English Perspective May 9, 2007
Posted by Mark Tennant in : Computing, Subject Support, future of computing , add a commentThe conference continued with a talk from Adrian Jackson, a teacher from England who took us through computing education in England. He started by explaining how the curriculum is structured in England, outlining the different Key Stage (KS) levels used. Pupils there also have to sit SATs (Standard Assessment Tests) in different core areas, including ICT. In 3rd-4th Year pupils choose their subjects from a menu of some 16 GCSEs, in 5th Year they can choose from 18 A levels. Although there is a national curriculum in England, local authorities can deliver different courses, usually designed to meet the examination needs of one of the exam boards in England.
English, maths and ICT are compulsory until KS4 (end of S4). SATs in Computing are also being introduced from next year. Schools are also under pressure from league tables showing ICT attainment, meaning that a large amount of coaching goes on. Adrian emphasised that the decisions pupils make at KS3 (our equivalent to the S2 choices) appear to have a major bearing on the career path that pupils go down – an interesting thought. Is this replicated in Scotland?
DIDA – Diploma in Digital Applications – is also becoming more popular in England, though there is very little computing content involved. New DIDA units include film and game-making, once again with little computing theory involved.
Until the end of S4 (equiv. of) there is no chance to Study computing as a subject, only ICT. At A Level, both Computing and ICT are offered.
Where is England Going?
There has been much media coverage of the replacement to A levels in England, with an exit certificate, “The Diploma,” being considered. This will be based around an updated A level curriculum with fewer units, less coursework and more examinations.
There are 5 lines of learning identified that will make up “The Diploma,” interestingly IT is one of them, though how this will relate to Computer Science remains to be seen.
Observations
Adrian presented a number of personal observations about the English system to the conference. These are summarised below:
- Much teaching makes use of full commercial software which is comples and inappropriate for learning the principles.
- League tables have encouraged ‘coaching’
- Plagiarism is a problem
- The is no accepted body of knowledge for ICT in Secondary Schools
- Teachers of other subjects do not yet have skills to use and teach ICT to any more than a basic level (eg word processing)
- Most students think ICT = Computer Science and thus do not wish to enter further/higher education following an ICT course.
Summary
Adrian summarised by telling delegates there was significant change on the way in England with an increase in skills-based content (ICT), and currenly no Computing below KS5, only ICT – this was not about to change.
As a personal observation, many delegates suddenly seemed glad they taught in Scotland!
Future of Computing Education, Part 4 - The Scottish Perspective May 8, 2007
Posted by Mark Tennant in : Computing, Subject Support, future of computing , add a comment
The second main talk of the day came from Terry Carr, HMIe in Computing. He spoke about the current picture in Scotland, How we got here, and what HMI has said about computing and ICT. Lastly he went on to list some examples of good practice he had seen.
The current picture
In S1 and S2 computing is usually delivered as part of a whole-school ICT course, with the amount of time and contact varying greatly. It is fair to say that Computing as a discreet subject does not really exist in pre-Standard Grade education in Scotland. Terry made a number of further observations about the curriculum:
- There are often poor links with Primary School
- The level of skills taught in Primary Schools is often underestimated
- Some schools show evidence of preparing pupils for SG Computing, but not many
- Skills the pupils can use school-wide are seen as a driving force for ICT
- There has been a trend towards certification of some sort recently
- Some schools have begun moving Standard Grade down a year, beginning in S2.
In S3 and S4 most schools are still delivering Standard Grade Computing, though Int1 and Int2 courses are being introduced, making the picture more complex. Some schools are also offering more vocational courses, from PC Passport to the Cisco Courses.
- The boy/girl split is approximately 65/35 in Computing. Interestingly, Administration is almost a mirror image of this!
- Most schools now use Visual Basic for Programming
- however the manner in which they use the language and the tasks carried out has changed little since the 1980s
- One school done some interesting work with JavaScript
- The recent changes in the subject are good, but come with a big overhead in terms of resources and training.
In S5 and S6 it is an even more complicated picture. The subject is split into the two higher still subjects, with the majority still taking Computing. The introduction of Information Systems proved complicated and problematic in terms of teacher understanding and training, but was well intentioned.
From 2003 onwards there is sign of a slight decline in Computing, but it is still a major player: 11th most popular subject; with Info Systems at 18th. Combined, it is the 9th most popular (See Graph below).
How did we get there?
Terry went on to explain how we got to the current position, back to the Bellis report of 1972 that urged education to get into computing. However, the focus shifted later to getting into using computers as a skill area, rather than the science.
He pointed out that not only have computing teachers had to cope with changing curricula, but also the changing hardware and software. Computing has traditionally been beset by problems getting the hardware to work that, until centralised ICT strategies, teachers often fell behind on the pedagogy side as they were too busy just getting the equipment to work!
What has HMIe Said?
Terry presented us with three quotes from HMI reports over the past 20 years. While the language was different, the message was essentially the same: There must be a clarity in the reason teachers use computers for a particular purpose; the training, competence and confidence of teachers is key; and good leadership and support from SMT, as well as the resources, is essential.
Good Practice according to HMIe
HMI looked at good practice in Computing, selecting schools on the number of Advanced Higher Candidates they were presenting. They found:
- In these schools, the subject was not just good at AH, but at all levels – overwhelmingly so
- The subject was also incredibly popular – pupils really enjoyed it
- There were positive staff/pupil relationships and enthusiasm for the subject
- Relevant interesting contexts were used, eg “how long would it take to transfer this video to YouTube”
- Mobiles and ipods etc have been used to deliver innovating learning and set the subject in an interesting context to the pupils.
- The language of the subject is used effectively, and vocabulary enforced rigorously.
Summary
Terry finished by talking about the future, and suggesting two questions we need to answer as a subject:
-
- Where are we just now?
- Where do we want to be?
further questioning after the talk identified some further suggestions from the floor, such as:
- We need to develop pupil’s independent study skills
- Standard Grade Computing should be compulsory !!
- Many schools have begun introducing basic programming and HTML coding into their S1/2 course both to make it more rigorous and promote the computing side of the subject over the ICT skills.
For anyone wanting to speak to Terry further, his email is: terry.carr@hmie.gsi.gov.uk
Future of Computing Education, Part 3 - The American Perspective May 4, 2007
Posted by Mark Tennant in : Computing, Subject Support, future of computing , add a comment
First real talk of the day came from Chris Stephenson. She is one of the executive directors of the Computing Science Teachers Association in the USA, and was invited to give the US perspective on things.
She first of all spoke about the CSTA being an international organisation, who’s core objective is to provide support, guidance and training for increasingly isolated Computer Science teachers. CSTA is an international organisation which is now driving much of the progress in the US.
She explained there is much confusion amongst non-specialists as to what Computer Science is, i.e. is is Software/programming, ICT, Info Systems, Skills-based, Mathematics, and so on? This is one of the areas the CSTA set out to tackle, as having others able to easily understand your importance and raison d’etre was key. She emphasised that the educational administrators at all levels must be educated and informed on the importance of Computing.
There is also a ‘shrinking pipeline’ in the US too, affecting HE centres (should that be centers?) Chris firmly blamed the ‘dot bomb’ – the collapse of so many early computing businesses – and the impression that IT jobs are being continually offshored.
Most concerning, the US curriculum is defined at school level, so the experience among students – and even staff – is hugely varied. She spoke of a number of findings that the CSTA has derived from research, namely,
- The national No Child Left Behind policy has proved disastrous for computing, with funding being taken away and redirected to high-achieving schools.
- There is no national, or even state-level computing curriculum.
- However, 72% of schools offered an intro to Computing, and at 31% of centres this was compulsory (though mainly in private funded schools)
- Being too ‘geeky’ and too male dominated were not seen as big issues.
- “21st Century skills” and learning how to teach them was severly limited by time in the US, as well as Canada and Israel.
- Rapid Change in technology was a major problem – “occasionally in Geography the African nations shuffle around and change names, but the plates are moving too slowly so we can keep up.” In computing, our plates keep turning somersaults, crashing to the floor, taking off, wobbling without any predictability.
CSTA curriculum solutions
- A model curriculum has been drawn up and used to shape what is being taught from school to school and state to state
- “New Educational Imperative – Improving Computer Science Education” report.
- “Java Engagement for teacher training” CPD prompted by the huge jump to OOP.
- “Teacher engagement in Computer Science” CPD program for introducing non-specialists into delivering a computing programme.
- National Bank of teaching materials
- Posters and Brochures highlighting importance and relevance of CS.
In summary,
- Systemic Change will require three things
o Long term engagement
o Support
o A vision
- The gaming curriculum will not solve the lack of women in the subject.
- We must define ourselves as a scientific discipline unique in our features and benefits.
Overall, a hugely interesting talk. Chris can be contacted on 1-541-687-1840 or email cstephenson@csta.acm.org
The Future of Computing Education, Part 2 - Conference intro May 4, 2007
Posted by Mark Tennant in : Computing, Subject Support, future of computing , add a commentHey folks, just back from the conference in Glasgow. Very interesting and enjoyable day. Heading back early tomorrow for the next part where we try to find a way forward.
The day started with an introduction to the conference by Andrew McGettrick, one of the driving forces behind the two days. He outlined some of the current issues and what the next two days are about.
- Attendance was by invitation purposely so that we did not create the false impression that change was imminent, rather that we should first decide what type of change we want (and need?)
- There are perceived to be problems at all levels of Computing Education, from Primary to Higher Education, hence the broad spectrum of invitees.
- There is a continued problem with the poor female uptake in the subject.
I have to say, I’m somewhat humbled by those in attendance, but it shows how serious a problem there is perceived to be in computing: SQA, HMIe, University, TEIs, major computing companies, BCS all have representatives joining us.
Needless to say, I have a lot to discuss, so this will be one of a number of posts on the issue. Stay tuned folks…
The Future of Computing Education - Part 1 May 3, 2007
Posted by Mark Tennant in : Computing, Subject Support, future of computing , 4commentsI’m off to Strathclyde University today for what I hope will be a very interesting couple of days. Interesting, as they have invited a cross section of those with an interest or stake in Computing education to meet and discuss the problems and possible solutions with the current curriculum in Scotland. Everyone from teachers, Higher Education, industry and business have been invited.
The conference has no official status or powers, hence the reason it has been a fairly quiet affair until now. Everyone attending fully acknowledges that change, if it is to happen, is a long process of which this is only a very tentative beginning.
Most interesting to me will simply be to find out if other teachers are finding the same problems in the subject, such as
- A difficulty identifying it as a seperate subject from ICT skills
- An apathy amongst pupils who feel they know it all when it comes to computers
- National Qualifications that don’t really give pupils real-life skills required by modern employers
- How do we keep teachers of the subject trained up to deliver courses in modern computing areas, especially when it is such a broad subject?
Anyway, that’s my $0.02 for now. Watch this space for an update from the conference. If anyone would like to leave comments I’ll happily air them over the next two days…