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Transcript of 1 The ACM K-12 Computer Science Curriculum: Dissemination, Implementation, and Sustainability Fadi...
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The ACM K-12 Computer Science Curriculum:
Dissemination, Implementation, and Sustainability
Fadi P. Deek
[email protected]/fadi
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Current Status of K-12 Computer Science EducationAn Integrated CSE EnvironmentBrief Overview of ACM K-12 Curriculum RecommendationsCurriculum Model “Deliverable” Curriculum
Standards and benchmarksCurriculum developmentLearning outcomesProgram/content evaluationGrade Level Details
Teacher Certification/Education ProgramsFunding Opportunities and Other ResourcesComputer Science Teachers AssociationHomework
Agenda
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K-12 Computer Science Education
The ACM K-12 Model Curriculum is available at http://www.acm.org/education/k12.
Where to next?
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Integrated CSE Environment
ACM Curriculum
Model
State Teacher Certification
Teacher Preparation Programs
State Content Standards/
Benchmarks
Integrated K-12 CSE
Environment
Alignment w/ University Courses
Technical/Pedagogical Support from
University Faculty
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A Brief Overview of Recommendations
Grade: K-8
9 or 10
10 or 11
11 or 12
Level I - Foundations of Computer Science
Level II - CS in the Modern World
Level III - CS as Analysis and Design
Level IV - Topics inComputer Science
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Foundations of Computer Science (Grade K-8)
Foundational concepts
Basic skills in technology + simple algorithmic thinking ideas (NETS standards)
Hands-on activities
Modules in science, mathematics, and social studies
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Level I ExamplesAlgorithm for finding your way out of a maze
(Turtle graphics, robotics)
Algorithm for alphabetizing a list of words
How pixel arrays and other symbols are used to describe pictures, bar codes, etc.
Text compression
Battleships (basic search algorithms)
The “orange game” (network traffic, deadlocks, etc.)
See www.unplugged.canterbury.ac.nz for examples
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Introduction to computer science
Computers and their place in the modern world
Effective use of computers
Integrating technology with emerging interests
Computer Science in the Modern World (Grade 9 or 10)
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Level II Topics
1. Principles of computer organization and components
2. Algorithmic problem-solving
3. Components of networks
4. Organization of Internet elements
5. Fundamental hierarchy and abstraction in computing
6. Mathematical elements of computer science
7. Computer models of human behavior
8. Utility of computers and algorithms in the modern world
9. Ethical issues of computers and networks
10.Careers in computing
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Computer Science as Analysis and Design (Grade 10 or 11)
One-year elective course that earns a curriculum credit
Emphasis on scientific/engineering aspects of computer science
Focuses on mathematical principles, algorithmic problem-solving/programming, software/hardware design, networks, and social impact
Explores interest in computer science as a profession/major
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Level III Topics
Fundamentals: style, abstraction, correctness, efficiency
Simple data structures and their uses
Discrete math: logic, functions, sets, and their relation to computer science
Usability: web pages, interactive games, documentation
Elements of hardware design
Characteristics of compilers, operating systems, and networks
Limits of computing: computationally “hard” problem? unsolvable problem?
Principles of software engineering: projects, teams, software life cycle
Social issues: intellectual property, professional practice
Careers: computer scientist/engineer, software engineer, information technologist
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Topics in Computer Science (Grade 11 or 12)
Topics of personal interestIn-depth understanding Special skills
ElectiveAP Computer ScienceProjects-based courseCourses leading to Industry Certification
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Acceptance and Ownership
For acceptance, recommendations should be endorsed (e.g., ACM SIGCSE, ISTE SIGCS, ASCD, NEA, NASSP, state boards of education, National School Board Association)
For ownership, teachers should embrace the proposed curriculum model and organize themselves as a coherent group
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From a Curriculum Model to a “Deliverable” Curriculum
Important steps beyond the curriculum model definition
Partnership among teachers, professional organizations, school systems, higher education, and the government
A cyclical curriculum process to deal with the constant change in computer science
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Building Awareness for CS Learning and Teaching
Effective CS teaching and learning environment
Administrative and community support for the CS program
Understand how CS programs improve opportunities for students’ achievement and attitudes
Strategies and resources to develop standards-based CS curricula
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Standards
Standards are guiding principles for making a judgment of quality
Content standards specify what students should know and be able to do
Indicate the knowledge and processes essential to teach and learn
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The Role of Content Standards
Not a curriculum
Not a policy or a mandate
A vision
A guide
Not a test, but can define learning outcomes
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But the Outcome is not Guaranteed!
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Standards-based Curriculum
Is a non-linear process
Represents the concept of “backward design”
Begins at different points
Requires rubrics and assessments
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Learning Objectives, Outcomes, and Standards
Concept to be addressed and related standards (or benchmarks)
Learning objectives/expectations
Lesson that meets the standards.
Learning outcomes to assess achievement (or meeting of standards).
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Evaluating and Selecting Standards-Based Instructional
MaterialsEvaluate and select instructional materials that align with
a standards-based approach to CS
Develop a process for evaluating and selecting high quality instructional materials
Strategies for piloting and making selection of instructional materials
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Grade-Level Details
District Curriculum Guidelines
Commercial/Web Material
Program Evaluation
Integrated K-12 CSE
Environment
Grade-Level Instructional
Units/Assessment Tools
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Teacher Certification/Education Programs
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State-Level Certification StandardsA few states have standards for CS teachers
Continuing educationIn-service workshops and courses for recertification in
CS
Schools of EducationLimited Teacher Education Programs in CS (Standards endorsed by NCATE
http://www.ncate.org/standard/programstds.htm)
Current State
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Information Technology -Teacher Education at NJIT
The IT concentration in Teacher Education, offered in conjunction with Rutgers-Newark Department of Education, is designed for students interested in obtaining teacher certification in either elementary or secondary education. Students will study foundations of education and teaching methodology in addition to practical issues of technology and technology education. Students will culminate the concentration with a student teaching experience.
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Professional Development for Curriculum Implementation
Implementing standards-based instructional materials requires on-going professional development initiatives and qualified trainers to provide it who need to be identified, developed, and supported
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Computer Science Teachers Association
A Community of CS Educators
A semi-autonomous organization under the auspices of ACM
Opportunities for high quality, relevant professional development
Comprehensive CS curriculum
Communicate the excitement of CS and its opportunities
Research about CS Education
Policy recommendations
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Integrated CSE Environment
ACM Curriculum
Model
State Teacher Certification
Teacher Preparation Programs
State Content Standards/
Benchmarks
Integrated K-12 CSE
Environment
Alignment w/ University Courses
Technical/Pedagogical Support from
University Faculty
Community of CS Educators
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Supporting Resources
Existing global resources (e.g., The Eisenhower National Clearinghouse, Ontario Association for Computer Studies Educators, the Computer Science Unplugged Project). See www.enc.org, www.acse.net/resources.htm, and www.unplugged.canterbury.ac.nz
Dissemination (e.g., ACM K-12 repository, the JETT project and other forums for sharing and exchanging ideas). See http://jett.acm.org and http://www.acm.org/education/k12
Funded initiatives (e.g., NSF, DOE, foundations). See http://nsf.gov/ and http://www.ed.gov
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Opportunities for Funded Initiatives
NSF Graduate Teaching Fellows in K-12 Education (GK-12) - fellowships and associated training to enable graduate students and advanced undergraduates to serve as resources in K-12 schools
Course, Curriculum, and Laboratory Improvement (CCLI) - to improve the quality of science, technology, engineering, and mathematics education for all students
Centers for Learning and Teaching (CLT) - address the need to enrich and diversify the national infrastructure by increasing the number of K-12 educators prepared in content, pedagogy, and assessment methodologies
Teacher Professional Continuum (TPC) - addresses needs regarding the recruitment, preparation, enhancement, and retention of K-12 teachers
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Homework
Obtain a copy of and read The ACM K-12 Education Task Force Computer Science Curriculum Report
Become an active member of CSTA
Read articles in conference proceedings/journalsTechnical Symposium on Computer Science Education
(ACM SIGCSE)Journal of Computer Science Education - ISTE SIGCSJournal of Computer Science Education - Swets