Computing for All: Labor Projections, CS K-12 Stds., Computational Thinking

Friday, May 8, 2015Bauer-Beaty, Green Lake Center, WI

Joe Kmoch <joe@jkmoch.com>

2

How many of you...

• How many of you teach computer science?• How many of you use computing technologies

fairly regularly in your courses?• Have heard about / Know something about

– Background• Polya, Bloom, SCANS, P21 – 21st Century Skills, Career Clusters

– Workforce issues related to CS and IT?– New CSTA CS K-12 Standards – Computational Thinking– CS counting for Math credit

BACKGROUND

3

4

Polya’s Four Steps to Problem Solving

• Understand the problem• Design and plan a solution• Implement that solution• Evaluate that solution

How to Solve It,1945

5

Bloom’s Taxonomy of Educational Objectives: Cognitive Domain

• Higher order (eg critical thinking)– Creating– Evaluating– Analyzing

• Lower order– Applying– Understanding– Remembering

1956, 2000

6

21st Century Skills

Four C’s– Collaboration– Communication– Creativity and Innovation– Critical Thinking and Problem Solving

+ Employability and soft skills (learning and career skills)

+ Basic computing application skills

<http://P21.org> (founded 2002)

Similar to (based on?) SCANS Report (1991)

7

Career Cluster project

• IT Career Cluster and STEM Career Clusters created along with 14 others around 2002

• IT has four pathways– Programming and Software Development– Web and Digital Communications– Information Support and Services– Network Systems(see Deborah Seehorn, “Computer Science: The Big Picture”, blog post 5/22/2012 http://blog.acm.org/csta)<http://careertech.org>

8

ACM/CSTA Model Curriculum for K-12 Computer Science

• ACM (Association of Computing Machinery) is known for developing computer science curricula at the post-secondary level

• This was ACM’s (Association of Computing Machinery) 1st attempt to create a K-12 curriculum (2003) (after 3 attempts at HS curr)

• CSTA (Computer Science Teachers Association) became responsible in 2006

WORKFORCE AND PIPELINE ISSUES

9

10

Workforce and Pipeline issues

• Since the “dot-com bubble” burst around 2000, there has been a severe decrease in number of students involved in computing

• Since around 2004, the career opportunities have increased with a corresponding decrease in courses offered and schools offering high school courses

• So, Supply is way down, Demand is way up

#NAFNext

Three Challenges

• The computing community in the US faces three significant and interrelated challenges in maintaining a robust IT workforce

1. Underproduction2. Underrepresentation3. Lack of a presence in K-12 education

(Jan Cuny, NSF CS10K Initiative)

11

Where the STEM Jobs Will BeProjected Annual Growth of NEWLY CREATED STEM Job Openings 2012-2022

Source: Jobs data are calculated from the Bureau of Labor Statistics (BLS), Employment Projections 2012-2022, available at http://www.bls.gov/emp/. 12

13

Where the STEM Jobs Will BeDegrees vs. Jobs Annually

Sources: Degree data are calculated from the National Science Foundation (NSF), Science and Engineering Indicators 2014, available at http://www.nsf.gov/statistics/seind14/. Annual jobs data are calculated from the Bureau of Labor Statistics (BLS), Employment Projections 2012-2022, available at http://www.bls.gov/emp/. STEM is defined here to include non-medical degrees and occupations.

0

50,000

100,000

150,000

200,000

250,000

300,000

Physical Social Life Engineering Computing Sciences Mathematics Sciences Sciences

• Annual Job Openings 2012-2022 • Ph.D. Degrees• Master’s Degrees• Bachelor’s Degrees• Associate’s Degrees

14

15

16

Computer Science In Wisconsin

• 9,630 open computing jobs (growing at 3.8x the

state average)

• 781 computer science graduates (BA or better)

• 67 schools teach computer science

• In 2014 – 342 Students Took AP Computer

Science, out of those, 51 were female, 4 were

Black, 9 were Mexican American or Hispanic

http://www.ncwit.org/edjobsmap

18

And These Are High Paying Jobs

Computing Occupations All Occupations$0

$10,000

$20,000

$30,000

$40,000

$50,000

$60,000

$70,000

$80,000

$90,000Annual Mean Wages

This is about more than the IT Sector

Computing occupations by sector:• 9 percent are in information services,• 12 percent are in financial services,• 36 percent are in professional and business

services,• 7 percent are in government and public education,

and • 12 percent are in manufacturing

According to the College Board, studying AP Computer Science can open the pathway to 130 career areas and 48 college majors.

21

That’s nice data, but so what?

*Slide is from Ed Lazowska The instructional practices and assessments discussed or shown are not an endorsement by ACM or the U.S. Department of Education.

Biology - Algorithms for DNA sequencing of human genome

Brain Science - Modeling the brain as a computer

CT/CS in Other Sciences, Math, and Engineeringsome examples from Jeannette Wing

Chemistry - Optimization and searching algorithms identify best chemicals for improving reaction conditions to improve yields

22

Geology - Abstraction boundaries and hierarchies of complexity model the earth and our atmosphereAstronomy - Sloan Digital Sky Server brings a telescope to every childMathematics - Four-color theorem proof

Engineering (electrical, civil, mechanical …) - Boeing 777 tested via computer simulation alone, not in a wind tunnel

CT/CS in Other Areassome examples from Jeannette Wing

23

Economics - Automated mechanism design underlies electronic commerce, e.g., ad placement, on-line auctionsSocial Sciences - Statistical machine learning is used for recom- mendation and reputation services, e.g., Netflix, affinity cardMedicine - Electronic health records require privacy technologies; Robotic Surgery, creating new drugsLaw - Approaches include AI, temporal logic, state machines, process algebras, petri nets; Sherlock Project on crime scene investigationEntertainment - Games; Lucas Films uses 2000-node data center to produce Pirates of the Caribbean.Arts- Art (e.g., Robotticelli); Drama, Music, Photography; Programming for Musicians and Digital Artists

CSTA K-12 CS STANDARDS

24

25

Context for New Standards• We define computer science as:

“Computer science (CS) is the study of computers and algorithmic processes, including their principles, their hardware and software designs, their applications, and their impact on society.”

26

Organizing Structure

27

Learning Outcomes Organized by Strands

28

Five Strands in CS:Collaboration

• Using technology tools and resources for collaboration

• Computing as a collaborative endeavor

29

Five Strands in CS:Computational Thinking

• Problem solving• Algorithms• Data representation• Modeling and Simulation• Abstraction• Connections to other fields

30

Five Strands in CS:Computing Practice and Programming

• Using technology resources for learning• Using technology tools for the creation of

digital artifacts• Programming• Interacting with remote information• Careers• Data Collection and Analysis

31

Five Strands in CS:Computers and Communication Devices

• Computers• Troubleshooting• Networks• Humans vs Computers

32

Five Strands in CS:Community, Global and Ethical Impacts

• Responsible use• Impacts of technology• Information accuracy• Ethics, Laws and Security• Equity

33

Computing Practice and Programming Strand map

CSTA K-12 CS Standards Pp 58-59

34

Example Strand for Level 2Computing Practice & ProgrammingThe student will be able to:

1. Select appropriate tools and technology resources to accomplish a variety of tasks and solve problems. (Using technology resources for learning)

2. Use a variety of multimedia tools and peripherals to support personal productivity and learning throughout the curriculum. (Using technology resources for learning)

3. Design, develop, publish, and present products (e.g., webpages, mobile applications, animations) using technology resources that demonstrate and communicate curriculum concepts. (Dig artifacts)

4. Demonstrate an understanding of algorithms and their practical application. (Programming)

5. Implement problem solutions using a programming language, including: looping behavior, conditional statements, logic, expressions, variables, and functions. (Programming)

6. Demonstrate good practices in personal information security using passwords, encryption, and secure transactions. (Interacting with remote information)

7. Identify interdisciplinary careers that are enhanced by computer science. (Careers)

8. Demonstrate dispositions amenable to open-ended problem solving and programming (e.g., comfort with complexity, persistence, brainstorming, adaptability, patience, propensity to tinker, creativity, accepting challenge). (Careers)

9. Collect and analyze data that is output from multiple runs of a computer program. (Data coll and analysis)

COMPUTATIONAL THINKING

35

#NAFNext

Computational Thinking as a critical base for engaging CS

in K-12

The Reason for infusing it into all areas?

Computing and computer science are integral to most career paths

36

Critical Thinking + Computing Power

= Making Decisions or Innovating Solutions

(Think “Create, Produce, Manipulate”)

What is CT?

37

The core principles of Computer Science are the basis for Computational Thinking.

CT is the use of CS principles in problem domains

What is CT?

38

There are 9 concepts• Data Collection, Data Analysis, Data Representation • Problem Decomposition, Abstraction • Algorithms, Automation • Simulation and Modeling, Parallelization

These are all essential to computer science

What are these core principles?

39

• There are 5 dispositions– Confidence with complexity– Persistence in working through problems– Ability to deal with open ended problems– Ability to communicate and collaborate to

achieve a common goal– Tolerance for ambiguity

What are these core principles?

40

• The Dispositions are important to preparing solutions to significant problems

• They also match well to the 8 Common Core State Standards – Mathematical Practices

• <http://www.corestandards.org/Math/Practice/>

What are these core principles?

41

42

Comparing CT Core Dispositions and CCSS Standards for Mathematical Practice

CCSS Standards for Math Practice Computational Thinking core dispositions

1. Make sense of problems and persevere in solving them

Confidence with complexityPersistence in working through problems

2. Reason abstractly and quantitatively Ability to deal with open ended problems

3. Construct viable arguments and critique the reasoning of others

Ability to communicate and collaborate to achieve a common goal

4. Model with mathematics Tolerance for ambiguity

5. Use appropriate tools strategically Ability to communicate and collaborate to achieve a common goal

6. Attend to precision Persistence in working through problems

7. Look for and make use of structure Ability to deal with open-ended problems

8. Look for and express regularity in repeated reasoning

Ability to deal with open-ended problems

<http://www.corestandards.org/the-standards/mathematics/introduction/standards-for-mathematical-practice/>

43

Comparing CT Core Concepts and CCSS Standards for Mathematical Practice

CCSS Standards for Math Practice Computational Thinking core concepts

1. Make sense of problems and persevere in solving them

Data collection, analysis, representationProblem Decomposition/Analysis

2. Reason abstractly and quantitatively Abstraction

3. Construct viable arguments and critique the reasoning of others

Algorithms and Procedures

4. Model with mathematics Modeling & Simulation

5. Use appropriate tools strategically Automation

6. Attend to precision Data collection, analysis, representation

7. Look for and make use of structure ParallelizationAlgorithms & Procedures

8. Look for and express regularity in repeated reasoning

Algorithms & Procedures

<http://www.corestandards.org/the-standards/mathematics/introduction/standards-for-mathematical-practice/>

CCSS: Standards for Mathematical Content

High School: Modeling

Modeling StandardsModeling is best interpreted not as a collection of isolated topics but rather in relation to other standards. Making mathematical models is a Standard for Mathematical Practice, and specific modeling standards appear throughout the high school standards indicated by a star symbol ( ).★<http://www.corestandards.org/the-standards/mathematics/high-school-modeling/introduction/

>

44

Where do you find CT?

In CS

• CT is a fundamental base for every new

curriculum at all levels from K through 12

• Code.org K-5 modules

• Code.org Middle School Modules

• Exploring CS

• APCS Principles

45

Here are the 9 CT concepts• Data Collection, Data Analysis, Data Representation • Problem Decomposition, Abstraction • Algorithms, Automation • Simulation and Modeling, Parallelization

As you think about what you teach, can you think of a lesson, topic, unit where one or more of these concepts would appear?

Stop and “chat”

46

CT Operational Definition (handout)

47

CT Building Blocks (handout)

48

CT Building Blocks (handout)

49

CT for All Teachers

CT has a shared vocabulary that can be highlighted in lessons from every discipline.

50

• Google.com/edu/ect• Reworking their site• Reworking lessons there for consistency and clarity• Rollout early this summer

• CSTA CT-Taskforce• Reworking their website• Focused on CT in CS Standards and other courses• Assessment ideas• Identifying and developing new model lessons

Any new developments with CT?

51

52

Resources:Computational Thinking:http://computationalthinking.pbworks.comhttp://csta.acm.org/Curriculum/sub/CompThinking.htmlwww.iste.org/computational-thinking

This presentation:http://expandingcswisconsin.pbworks.com

NCWIT (National Center for Women and Information Technology)and other CS&IT Resources:http://ncwitcstaresources.pbworks.com

Thank you!