A university-based model for supporting computer science curriculum reform View Full Text


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Article Info

DATE

2018-08-23

AUTHORS

Faron Moller, Tom Crick

ABSTRACT

Computer science curriculum reform in the United Kingdom has been subject to substantial scrutiny—as it has in many other countries around the world—with England introducing a radical new computing curriculum from September 2014. However, in Wales—a devolved nation within the UK—political, geographical and socio-cultural issues have to date hindered any substantive educational policy or curriculum reform for computer science. In this paper, we present the activities of Technocamps, a national university-based schools outreach programme founded in 2003, and consider its wider impact on computer science education, schools, pupils and teachers in Wales. In contrast to successful interventions elsewhere in the UK in building and sustaining communities of practice, certain political and cultural challenges in Wales have largely prevented these successful models from being adopted. Through the consideration of the national case study presented in this paper, we demonstrate the necessity of the nation-wide school- and student-focused Technocamps model in building resilient and scalable practitioner-led support networks. Furthermore, with emerging curriculum reform in Wales, we frame the wider opportunity for computer science education and sustainably embedding cross-curricular digital competencies—along with changing the wider public perception and perceived value of computer science as an academic discipline—as a prospective replicable case study of a national engagement model for nations with similar aspirations of developing digitally confident and capable citizens. To this end, we conclude by drawing out the important lessons learnt for consideration when embarking on a programme of national curriculum reform and associated professional development. More... »

PAGES

415-434

References to SciGraph publications

  • 2016-11-16. Investigating teacher perceptions of teaching ICT in Wales in EDUCATION AND INFORMATION TECHNOLOGIES
  • 2016-11-28. A framework of curriculum design for computational thinking development in K-12 education in JOURNAL OF COMPUTERS IN EDUCATION
  • 2017-05-06. Coding skills as a success factor for a society in EDUCATION AND INFORMATION TECHNOLOGIES
  • 2006-10-07. Implementing government policy on ICT in education: Lessons learnt in EDUCATION AND INFORMATION TECHNOLOGIES
  • 2016-03-10. Computer science (CS) in the compulsory education curriculum: Implications for future research in EDUCATION AND INFORMATION TECHNOLOGIES
  • 2017-03-14. Facilitating collaborative learning between two primary schools using large multi-touch devices in JOURNAL OF COMPUTERS IN EDUCATION
  • 2016-04-05. Computing in the curriculum: Challenges and strategies from a teacher’s perspective in EDUCATION AND INFORMATION TECHNOLOGIES
  • 2013. The Darmstadt Model: A First Step towards a Research Framework for Computer Science Education in Schools in INFORMATICS IN SCHOOLS. SUSTAINABLE INFORMATICS EDUCATION FOR PUPILS OF ALL AGES
  • 2016-04-28. Computer science in K-12 school curricula of the 2lst century: Why, what and when? in EDUCATION AND INFORMATION TECHNOLOGIES
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    http://scigraph.springernature.com/pub.10.1007/s40692-018-0117-x

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    http://dx.doi.org/10.1007/s40692-018-0117-x

    DIMENSIONS

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