Conventicle 2013 Digital Technologies Australia, England & the Literature
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Transcript of Conventicle 2013 Digital Technologies Australia, England & the Literature
The Australian Digital Technologies Curriculum: Challenge and Opportunity
The 2nd Adelaide Conventicle, 2013
Rebecca Vivian, Katrina Falkner & Nickolas Falkner | CSER Group
Next Generation ICT Curricula
• Reports from Europe, UK, the US and Australia
• Driven by a recognised need to teach students how to be digitally literate and creators of technologies
• To prepare students for many jobs that use technologies
• New national curricula in Australia & England in 2014
– Introduce computer science and computational thinking as a learning area
University of Adelaide 2
Australia: Digital Technologies
University of Adelaide 3
Australia: Digital Technologies
University of Adelaide 4
“Identify, explore and use digital systems”
“represent and play with a sequence of steps to
solve problems”
“how people use different information systems”
5- 7 yrs old
Australia: Digital Technologies
University of Adelaide 5
“explore representations for the same data”
“transmit different types of data”
“implement visual programs with user input
and branching”
8- 11 yrs old
Australia: Digital Technologies
University of Adelaide 6
12-16 yrs old “how digital systems represent whole numbers”
“components of digital systems…”
“using information systems... new applications of systems”
“define problems in terms of data and functional
requirements…”
“algorithms…”
Australia: Digital Technologies
University of Adelaide 7
“how… data are represented as binary”
“how data are transmitted and secured”
“model processes and object…”
“trace algorithms to predict output…”
“branching, repetition, iteration…”
12-13 yrs old
Australia: Digital Technologies
University of Adelaide 8
“stored in binary with compression…”
“develop cases to validate algorithms…”
“develop modular digital solutions…”
14-16 yrs old
England’s Computing Curriculum
University of Adelaide 9
• Understand what algorithms are and how they are implemented
• Create and debug simple programs• Logical reasoning to predict program
behaviour• Manipulate digital content• Common uses of technology• Safe and respectful use
England’s National Curriculum
University of Adelaide 10
• Design, write & debug programs• Sequence, selection, repetition
• Detect errors in algorithms and programs• Computer networks• Searching the web
• Use software to design and create a range of programs, systems and content that accomplish goals
• Safe technology use
England’s National Curriculum
University of Adelaide 11
• Computational abstractions• Understand several key algorithms
• Use 2 or more programming languages• Understand Boolean logic
• Numbers represented as binary• Hardware, software components and networks
• Data types• Create digital artifacts
• Safe use
England’s National Curriculum
University of Adelaide 12
• Study aspects of IT and CS at depth• Develop capability, creativity and
knowledge in CS• Apply analytical, problem-solving,
design and computational thinking• Understand how changes affect safety
Comparisons
Australia England
University of Adelaide 13
Digital literacy &
computational thinking from
first year
Introduces programming through a focus on the problem
solving abilities
Focuses explicitly on programming and
programming languages
Introduces digital representation at an early point
Stronger focus on understanding data
Focuses on a stronger understanding of abstraction
More advanced software decomposition and design
methodology
The Challenge
• A new learning area with rapid implementation
• Many teachers are unfamiliar and untrained in computer science and computational thinking
• Existing CS programs (cs4fn, CS Unplugged) are aimed at changing perceptions
• CS education research is growing… but what about research across the early years?
University of Adelaide 14
The Literature
• What research exists to guide teaching CS to students aging from 5 years to 18 years?
• Which methodologies have researchers used?
• Which Digital Technology concepts do the studies investigate?
University of Adelaide 15
Method
• Google Scholar & ACM Digital Library
• 2003- 2013
• F-12 (ages 5- 18)
• Research papers & reports
• Activities teaching CS-related concepts
• Any context
… returned 71 relevant papers
University of Adelaide 16
Simon’s Classification System
• Topic what the paper is about
• Context the subject area
• Scope the breadth
• Nature the type of paper
University of Adelaide 17
Location
University of Adelaide 18
US, 39
Europe, 15
Asia, 9
UK, 2
Australia, 1NZ, 1
Other, 4
Year Published
University of Adelaide 19
0
2
4
6
8
10
12
14
16
18
‘04 ‘05 ‘06 ‘07 ‘08 ‘09 ’10 ‘11 ‘12 ‘13
Scope
University of Adelaide 20
Intensive program/ initiative, 31
Single case, 17
Multi-institutional (different schools),
10
Institution (within school), 9
Not applicable, 4
Context & Topic
University of Adelaide 21
Context/Top
ic
Ability/
aptitude
Assess.
techniquesAssess. tools Curriculum
Perceptions/
interestT/L
T/L
techniquesT/L tools Total
Broad-based 3 2 5
Computation
al thinking1 2 3 3 9
Curriculum 1 2 3
Data structures 1 1
Gaming 2 1 3
Hardware/architecture 1 1
Information systems 1 1
Integrated curriculum 1 2 3 1 7
Introduction to IT 2 2
Mathematics 1 2 1 4
Programming 11 4 1 7 8 31
Project 1 1 2 4
Total 12 2 2 5 14 1 19 16 71
Topic
University of Adelaide 22
Topic Lower (5-9yrs)Mid/Upper (10-
14yrs)HS (14>) Broad-age
Ability/aptitude 4 6 2
Assess. technique 2
Assess. tools 1 1
Curriculum 4 1
Perceptions/
interest9 3 2
T/L 1
T/L techniques 1 10 6 2
T/L tools 4 6 4 2
Total 10 31 22 8
Resources & Tools
University of Adelaide 23
Early Yrs
(5- 9yrs)
Mid/Upper Yrs
(10- 14 yrs)
High school
(14+)Total
Tangible programming tools 5 14 2 21
Other resources/tools 3 1 5 9
Curriculum resources
(CS Unplugged)0 3 4 7
Electronics 0 4 2 6
Non-digital activities 0 2 3 5
Robotics 1 3 1 5
Game creation environments 0 4 0 4
Java and java-programming tools 0 2 2 4
Game or PC puzzle 0 2 1 3
CS Concepts
University of Adelaide 24
Communication of Problems and Solutions
Algorithms (following and describing) 29
Implementation (translating and programming) 34
Specification (descriptions and techniques) 18
Data
Data collection (properties, sources and data collection) 3
Data interpretation (patterns and context) 8
Data representation (symbolism and separation) 12
Digital systems (hardware, software, and networks on the Internet)
Hardware and software 7
Networks and the Internet 9
Interactions (people and digital systems, data and processes) 8
Broad-based concepts 8
Abstraction (hiding irrelevant details) 7
Impact (impacts and empowerment) 1
Opportunities
University of Adelaide 25
CS F-10 Pedagogy
Particular focus on the early years needed
Effective pedagogy
How students perform and measured learningoutcomes
Computational thinking
Methodology, sample & scope
Authentic classroom environment & situation
Beyond outreach programs, connected with curricula
Longitudinal, larger random samples
Teacher experience & development
How to support teachers and their needs
Understanding teacher experiences & their influence
Solutions?
• National scale & urgent
• Supporting teachers (domain knowledge and comfort)
• Developing effective pedagogy for all year levels
• Collaboration between teachers in primary schools, high schools and university with educational researchers
• Developing community networks
• Resources and lesson ideas that map to the curricula
• International collaborations & research
University of Adelaide 26
Questions & Comments?
University of Adelaide 27
Thank You
[email protected] Science Education Research (CSER) Group
Presentation based on a paper accepted for ACE 2013, co- authored with Associate Prof Katrina Falkner and Dr Nickolas Falkner