Presentation @ #cesicon 2017 on the Provision of Computer Science in Upper Second Level Education Internationally

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Overview Background to the Study Research Questions

Challenges in the Field Course Content & Learning Outcomes Nature of the Subject Teacher Professional Development

LC Computer Science Specification Development Timelines

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Rationale & Motivations Educational Social & Cultural Economic

Challenges in the Field

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Clarity in Terminology Confusion Illusion Lack of Identity

Challenges in the Field

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Computer Science “referring to the scientific discipline of Computer Science, covering principles such as algorithms, data structures, programming, systems architecture, design, problem solving etc..”

Information Technology “should be understood to mean the assembly, deployment, and configuration of digital systems to meet user needs for particular purposes”

Digital Literacy “should be understood to mean the basic skill or ability to use a computer confidently, safely and effectively, including: the ability to use office software such as word processors, email and presentation software, the ability to create and edit images, audio and video, and the ability to use a web browser and internet search engines”

(Furber, 2012)

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Computer Science Substantive course content Re-emphasis on revision Focus on Computer Science as a

discipline and away from computing ‘use as a tool’

Course Content & Learning Outcomes

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Programming Central component Interweaving of theory & practice Coding: engaged & active learning Problem Solving & Computational

Thinking


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Programming Methods & Tools


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Nature of the Subject

Participation Offered as an elective subject

without strict pre-requisite studies Rates are low but growing in many

instances

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Nature of the Subject Participation

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Participation Female participation rates are low

(with the exception of Israel ) Girls tend to achieve better

grades

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Assessment Leading to a national qualification Combination written exams & course

work


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Teacher Professional Development

Central Role of Teachers Pre-Service training In-Service training

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(Sentance, 2016)

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(Thompson & Bell, 2013)


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Summary of Findings

Strong rationale for adoption internationally Extensive & largely agreed body Computer

Science content available Assessment combination of written

examination and course work. Implementation challenges Central role of teachers

Anna WalsheNational Council for Curriculum and Assessment

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LC Computer Science- priorities for development

The nature of the subject

Emerging consensus internationally

A computer science course should equip students to:

understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms, and data representation;

analyse problems in computational terms, and have repeated practical experience of writing computer programs to solve such problems;

design and produce solutions, models and artifacts, evaluate their own and others computational work;

be responsible, competent, confident, and creative users of technology.

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That Computer Science is a subject discipline, quite distinct from the more technology-focused skills of the use and application of computers educational benefits: thinking and problem solving skills, understanding

a world where digital technology is ubiquitous economic benefits: innovation, creativity, employment and economic

development social and cultural benefits: inclusion, equality and empowerment–

students become active creators and producers of technology rather than passive users

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International recognition

Leaving Certificate specifications

Systematic representation of content, described as learning outcomes

Specify what students should be able to do, rather than what they should know

flexibility of teaching and learning approaches built in Key skills embedded in learning outcomes

Curriculum that supports development of:

Skills Knowledge

Strength in disciplinary or subject matter knowledge

Key skills A critical disposition An ethical framework

within which decisions and choices are made

Balance

Key skills of senior cycle/computer science

Investigate, Design,Development,

Programming andMake

Project Management(Agile vs. Waterfall Development, User

Centred Design)Team

Work/Collaboration

The Key Skills Framework was developed to provide a common, unified approach for embedding key skills across all future Leaving Certificate specifications.

Communications,Presentation,

Data Representation/Visualisatio

n

Timeline

Time (2017) Action

January Publication of background research

February Consultation event on the shaping of computer scienceFinalisation of briefing paper and establishment of development group

March-May Drafting of specification

June Draft specification to Board and Council for approval for consultation

June -September Consultation on specification for LC Computer Science

November Draft specification for discussion at Board and Council

December Specification for approval at Council and for issue to DES

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