School Computing Education Leiden Lorentz Center September 2014.

School Computing Education

School Computing Education

Leiden Lorentz Center September 2014

AgendaAgenda

Why? Terminology The scientific discipline Teachers – the corner stone A word on gender The Elements that made it!

Why? Terminology The scientific discipline Teachers – the corner stone A word on gender The Elements that made it!


Why?Why?

The importance of early computing educationThe importance of early computing education


Microsoft report 2006Microsoft report 2006


“Indeed, we believe computer science is poised to become as fundamental to biology as mathematics has become to physics. [….]

“Indeed, we believe computer science is poised to become as fundamental to biology as mathematics has become to physics. [….]


However, what this report uncovers, for the first time, is a fundamentally important shift from computers supporting scientists to 'do‘ traditional science, to computer science becoming embedded into the very fabric of science and how science is done, creating what we are prepared to go so far as to call 'new kinds' of science.”

However, what this report uncovers, for the first time, is a fundamentally important shift from computers supporting scientists to 'do‘ traditional science, to computer science becoming embedded into the very fabric of science and how science is done, creating what we are prepared to go so far as to call 'new kinds' of science.” Leiden Lorentz Center September

2014

Children:Children:

Take far bolder measures to interest children in science, and then retain their interest in it and its importance for society;

Urgently and dramatically improve the teaching of mathematics and science in schools;

Make teaching of computing more than just “IT” classes and how to use Power Point.

Take far bolder measures to interest children in science, and then retain their interest in it and its importance for society;

Urgently and dramatically improve the teaching of mathematics and science in schools;

Make teaching of computing more than just “IT” classes and how to use Power Point.


Science CurriculumScience Curriculum

Make basic principles of Computer Science, such as:

abstraction and codification, a core part of the science curriculum.

Make basic principles of Computer Science, such as:

abstraction and codification, a core part of the science curriculum.


Informatics EuropeInformatics Europe

Informatics education :

Europe cannot afford to miss the boat

Report of the joint

Informatics Europe & ACM Europe Working Group

on Informatics Education

April 2013

Informatics education :

Europe cannot afford to miss the boat

Report of the joint

Informatics Europe & ACM Europe Working Group

on Informatics Education

April 2013


From the Executive OverviewFrom the Executive Overview1. All of Europe’s citizens need to be educated in both digital

literacy and informatics.

2. Digital literacy covers fluency with computer tools and the Internet.

3. Informatics covers the science behind information technology. Informatics is a distinct science, characterized by its own concepts, methods, body of knowledge and open issues. It has emerged, in a role similar to that of mathematics, as a cross-discipline field underlying today’s scientific, engineering and economic progress.

4. Informatics is a major enabler of technology innovation, …….and

the key to the future of Europe’s economy.

1. All of Europe’s citizens need to be educated in both digital literacy and informatics.

2. Digital literacy covers fluency with computer tools and the Internet.

3. Informatics covers the science behind information technology. Informatics is a distinct science, characterized by its own concepts, methods, body of knowledge and open issues. It has emerged, in a role similar to that of mathematics, as a cross-discipline field underlying today’s scientific, engineering and economic progress.

4. Informatics is a major enabler of technology innovation, …….and

the key to the future of Europe’s economy. Leiden Lorentz Center September

2014

CSTA- CS Teachers

Association

CSTA- CS Teachers

Association

CSTA, A Model Curriculum for K-12 Computer Science

2003, 2011.

CSTA, A Model Curriculum for K-12 Computer Science

2003, 2011.


CS as a Core DisciplineCS as a Core Discipline

CS teaches Problem solving;

CS supports and links to other sciences;

CS is intellectually important;

CS leads to multiple career paths.

CS teaches Problem solving;

CS supports and links to other sciences;

CS is intellectually important;

CS leads to multiple career paths.


The Royal Society ReportThe Royal Society Report

Visionfor sciences and mathematics educationJune 2014

Visionfor sciences and mathematics educationJune 2014


3.2 Mathematics education to age18

3.2 Mathematics education to age 18

“It seems evident from the latest scientific and technological advances that the landscape of 2030 will require people to be highly adept at analyzing and handling data, including strong skills in computational thinking (problem solving using computer science techniques).”

“The study of computer science should begin at an early age.”

“It seems evident from the latest scientific and technological advances that the landscape of 2030 will require people to be highly adept at analyzing and handling data, including strong skills in computational thinking (problem solving using computer science techniques).”

“The study of computer science should begin at an early age.”


K-12 Computing makes a difference!

High School as

a pipeline to higher education

K-12 Computing makes a difference!

High School as

a pipeline to higher education


From a future publicationFrom a future publication

Today many students are not familiar with the discipline of computer science, yet many have the wrong impression that they are familiar with it, and form misconceptions of the discipline and fixed attitudes towards it (many times, negative ones). Thus, their decisions whether or not to choose computer science in the future is often based on significant misconceptions.

Today many students are not familiar with the discipline of computer science, yet many have the wrong impression that they are familiar with it, and form misconceptions of the discipline and fixed attitudes towards it (many times, negative ones). Thus, their decisions whether or not to choose computer science in the future is often based on significant misconceptions.


Year of graduation

Level of exam

%of males who pursued higher computing education

%of females who pursued higher computing education

2004 0 2.6% 0.9%

1-3 4.0% 1.5%

5 19.9% 13.0%

2005 0 2.2% 1.1%

1-3 3.4% 2.1%

5 16%. 15.9%

2006 0 1.4% 0.9%

1-3 2.1% 2.0%

5 11.6% 15.2%Leiden Lorentz Center September 2014

CS paves the way to higher educationCS paves the way to higher education

“My” consequences : “My” consequences :

Computer Science is important (2020 ;2030)

It should be studied on the same par as:physics, biology, chemistry.

Mathematics provides the foundations(mother of all sciences – the queen)

Computer Science is important (2020 ;2030)

It should be studied on the same par as:physics, biology, chemistry.

Mathematics provides the foundations(mother of all sciences – the queen)


What?????What?????


TerminologyTerminology

Still confusing…..Still confusing…..


From: Shut down or restart? The Royal Society, January 2012

From: Shut down or restart? The Royal Society, January 2012

ComputingThe broad subject area; roughly equivalent

to what is called ICT in schools and IT in industry, as the term is generally used.

Computer ScienceThe rigorous academic discipline, encompassing programming languages, data structures, algorithms, etc.

ComputingThe broad subject area; roughly equivalent

to what is called ICT in schools and IT in industry, as the term is generally used.

Computer ScienceThe rigorous academic discipline, encompassing programming languages, data structures, algorithms, etc.


Continued..…Continued..… Information Technology

The use of computers, in industry, commerce, the arts and elsewhere,including aspects of IT systemsarchitecture, human factors, project management, etc.

ICTInformation and communication Technology

Digital literacy The general ability to use computers.

Information TechnologyThe use of computers, in industry, commerce, the arts and elsewhere,including aspects of IT systemsarchitecture, human factors, project management, etc.

ICTInformation and communication Technology

Digital literacy The general ability to use computers.


Computing Curricula 2005

Computing Curricula 2005

The Overview Report covering undergraduate degree programs in

Computer Engineering Computer Science

Information Systems Information Technology

Software Engineering

A volume of the Computing Curricula Series

The Joint Task Force for Computing Curricula 2005 A cooperative project of

The Association for Computing Machinery (ACM) The Association for Information Systems (AIS)

The Computer Society (IEEE-CS)

The Overview Report covering undergraduate degree programs in

Computer Engineering Computer Science

Information Systems Information Technology

Software Engineering

A volume of the Computing Curricula Series

The Joint Task Force for Computing Curricula 2005 A cooperative project of

The Association for Computing Machinery (ACM) The Association for Information Systems (AIS)

The Computer Society (IEEE-CS)


In the background section of the Lorentz Center workshop:

…..digital literacy (e.g., computational thinking)…..

In the background section of the Lorentz Center workshop:

…..digital literacy (e.g., computational thinking)…..


Let’s try and make some orderLet’s try and make some order


Regarding School system:3 different aspects:

Regarding School system:3 different aspects:

Digital literacy (office etc…)

Applications: Using the potential of computers and the internet for the teaching and learning of other disciplines;

Computer Science – the scientific discipline.

Digital literacy (office etc…)

Applications: Using the potential of computers and the internet for the teaching and learning of other disciplines;

Computer Science – the scientific discipline.


The heart of the scientific

discipline

The heart of the scientific

disciplineAlgorithmic Thinking

vs.

Theoretical Mathematical Thinking

or Instrumental Thinking

Algorithmic Thinking

vs.

Theoretical Mathematical Thinking

or Instrumental Thinking


Theoretical Mathematical ThinkingTheoretical Mathematical Thinking

Proof that the problem has a solution;

Proof that the problem has a unique solution;

Possibly find a formula for the solution.

Proof that the problem has a solution;

Proof that the problem has a unique solution;

Possibly find a formula for the solution.


Instrumental ThinkingInstrumental Thinking

Find a formula for the solution;

Place the numbers – the data – in the formula;

Find the solution – the number…

Find a formula for the solution;

Place the numbers – the data – in the formula;

Find the solution – the number…


Algorithmic ThinkingAlgorithmic Thinking

State the problem clearly and unambiguously; Write an algorithmic solution that:

takes into account all boundary conditions (robustness);

determines that the algorithm produces eventually the right answer (correctness);

tests that the solution is efficient (complexity considerations).

Translate the algorithm into a programming language;

Run it on a computer.

State the problem clearly and unambiguously; Write an algorithmic solution that:

takes into account all boundary conditions (robustness);

determines that the algorithm produces eventually the right answer (correctness);

tests that the solution is efficient (complexity considerations).

Translate the algorithm into a programming language;

Run it on a computer.Leiden Lorentz Center September

2014

Definitions/DescriptionsDefinitions/Descriptions


CSTA K-12 StandardsCSTA K-12 Standards

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

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


Peter DenningPeter Denning

CS is a mathematical discipline, a scientific discipline and an engineering discipline:Mathematics, the origins of Computer

Science, provides reason and logic.Science provides the methodology for

learning and refinement.Engineering provides the techniques for

building hardware and software.

CS is a mathematical discipline, a scientific discipline and an engineering discipline:Mathematics, the origins of Computer

Science, provides reason and logic.Science provides the methodology for

learning and refinement.Engineering provides the techniques for

building hardware and software.


David HarelDavid HarelDavid HarelDavid Harel

“The Spirit of Computing”Three complexities: Computational complexity; Behavioral complexity; Cognitive complexity.

“The Spirit of Computing”Three complexities: Computational complexity; Behavioral complexity; Cognitive complexity.


What should we teach?What should we teach?


CSTA K-12 standards (1st version 2003)CSTA K-12 standards (1st version 2003)

The curriculum should prepare students to understand the nature of computer science and its place in the modern world.

Students should understand that computer science interweaves concepts and skills.

Students should be able to use computer science skills (especially computational thinking) in their problem-solving activities in other subjects.

The computer science standards should complement Information Technology and Advanced Placement computer science curricula.

The curriculum should prepare students to understand the nature of computer science and its place in the modern world.

Students should understand that computer science interweaves concepts and skills.

Students should be able to use computer science skills (especially computational thinking) in their problem-solving activities in other subjects.

The computer science standards should complement Information Technology and Advanced Placement computer science curricula.


The Israeli curriculumThe Israeli curriculum

Computer Science should introduce students, even the younger ones, to its true nature.

Any program should concentrate on key concepts and foundation of the discipline;

Provide different ways of algorithmic thinking and different ways of solving problems.

Computer Science should introduce students, even the younger ones, to its true nature.

Any program should concentrate on key concepts and foundation of the discipline;

Provide different ways of algorithmic thinking and different ways of solving problems.


When??When??

Early – Junior High (Middle School)

Early – Junior High (Middle School)


Should computing be taught earlier than middle school?

Should computing be taughtearlier than middle school?

Abstraction is fundamental to computing. A deep and thorough research is needed:

How early can students – children handle abstraction?

If computing is taught working only with concrete objects – technical coding only – what is the effect of such and introduction to the image of computing?

Is this image fixed? Could it be changed at an older age?

Abstraction is fundamental to computing. A deep and thorough research is needed:

How early can students – children handle abstraction?

If computing is taught working only with concrete objects – technical coding only – what is the effect of such and introduction to the image of computing?

Is this image fixed? Could it be changed at an older age?


However…However…

Every junior-high student should be exposed o a broad introductory course;

Not every high-school student should take CS; CS should be an elective; Following the broad junior-high course,

students should be able to decide whether to take the discipline in high school;

High school will serve as pipe line to higher education.

Every junior-high student should be exposed o a broad introductory course;

Not every high-school student should take CS; CS should be an elective; Following the broad junior-high course,

students should be able to decide whether to take the discipline in high school;

High school will serve as pipe line to higher education.


Who should teach?Who should teach?


Teachers The Corner Stone

Teachers The Corner Stone


S.M. Scott, Peter Pauper Press, Inc., 1998.

S.M. Scott, Peter Pauper Press, Inc., 1998.

To Teach Is to Touch Lives Forever

To Teach Is to Touch Lives Forever


From the point of view of policy makersFrom the point of view of policy makers

Sandy Lenning,teacher in Denali Elmentary Fairbanks, AlaskaSandy Lenning,teacher in Denali Elmentary Fairbanks, Alaska


“If anything is going to happen

teachers have to make it happen”

From the point of From the point of view of an view of an educator:educator:

““Errata an examined life”

Yale University Press 1997.

From the point of From the point of view of an view of an educator:educator:

““Errata an examined life”

Yale University Press 1997.


Ideally, major scholarship and philosophy can arise out of the business of teaching. I am persuaded that they should. Teaching and the companionship of mutual provocation in a seminar have been my oxygen.

I cannot imagine my work – even, to a vivid extent, my fiction – without them.

If I struggle against retirement, it is because my students have been indispensable. This is good luck.”

Ideally, major scholarship and philosophy can arise out of the business of teaching. I am persuaded that they should. Teaching and the companionship of mutual provocation in a seminar have been my oxygen.

I cannot imagine my work – even, to a vivid extent, my fiction – without them.

If I struggle against retirement, it is because my students have been indispensable. This is good luck.”


Educators vs. Researchers:Educators vs. Researchers:

Researchers

Extensive knowledge in the field itself;

Research skills and methodologies of the field.

Researchers

Extensive knowledge in the field itself;

Research skills and methodologies of the field.

Educators

Extensive knowledge in the field itself; The ability to convey this knowledge correctly and reliably;Provide perspective;Infuse students with interest, curiosity, and enthusiasm.

Educators

Extensive knowledge in the field itself; The ability to convey this knowledge correctly and reliably;Provide perspective;Infuse students with interest, curiosity, and enthusiasm.


CS teachers face more challengesCS teachers face more challenges Trouble in defining computer science; Continuously change or development of

the field and thus the curriculum; Change of the technology; The “generation gap”;

Isolation: lack teachers community; The lack of professional literature;

Trouble in defining computer science; Continuously change or development of

the field and thus the curriculum; Change of the technology; The “generation gap”;

Isolation: lack teachers community; The lack of professional literature;


What should CS teachers know?(Knowledge)

What should CS teachers know?(Knowledge) The History of CS: theory as well as the

machines themselves;

The nature of the discipline (two different skills);

The relationship of the field to other disciplines;

Curricula and study programs on both the school and university levels;

The History of CS: theory as well as the machines themselves;

The nature of the discipline (two different skills);

The relationship of the field to other disciplines;

Curricula and study programs on both the school and university levels;


A variety of issues concerning problems in teaching theoretical and practical concepts

(abstraction, recursion, efficiency etc.. ;

Methodological and pedagogical issues, such as project-based, web-based, and technology-based learning.

A variety of issues concerning problems in teaching theoretical and practical concepts

(abstraction, recursion, efficiency etc.. ;

Methodological and pedagogical issues, such as project-based, web-based, and technology-based learning.


Skills (Pedagogical, methodological):Skills (Pedagogical, methodological):

self-study of professional scientific literature;

scientific research skills; skills required for preparing and delivering

a lesson; Skills required for writing assignments and

exams; presentation skills .

self-study of professional scientific literature;

scientific research skills; skills required for preparing and delivering

a lesson; Skills required for writing assignments and

exams; presentation skills .


ReferencesReferences

J. Gal-Ezer & D. Harel:"What (else) should CS educators know?" Communications of the ACM, 1998, 41, 9,pp. 77-84.

J. Gal-Ezer and E. Zur:"What (else) should CS educators know? -

revisited" ; WiPSCE2013 Proceedings.

J. Gal-Ezer & D. Harel:"What (else) should CS educators know?" Communications of the ACM, 1998, 41, 9,pp. 77-84.

J. Gal-Ezer and E. Zur:"What (else) should CS educators know? -

revisited" ; WiPSCE2013 Proceedings.


How???How???


Teachers from different backgrounds:Teachers from different backgrounds:

Ericson, B. et al. 2008, Ericson, B. et al. 2008,

Ensuring exemplary teaching in an essential Ensuring exemplary teaching in an essential discipline: Addressing the crisis in computer science discipline: Addressing the crisis in computer science teachers,teachers,

describe four different groups of teachers of CS: describe four different groups of teachers of CS:

- New teachers; - New teachers;

- Veteran teachers with computer science experience;- Veteran teachers with computer science experience;

-Veteran teachers with NO computer science; -Veteran teachers with NO computer science;

-Experience; individuals coming from industry with a -Experience; individuals coming from industry with a computer science background (of whom there are computer science background (of whom there are many in Israel). many in Israel).

Ericson, B. et al. 2008, Ericson, B. et al. 2008,

Ensuring exemplary teaching in an essential Ensuring exemplary teaching in an essential discipline: Addressing the crisis in computer science discipline: Addressing the crisis in computer science teachers,teachers,

describe four different groups of teachers of CS: describe four different groups of teachers of CS:

- New teachers; - New teachers;

- Veteran teachers with computer science experience;- Veteran teachers with computer science experience;

-Veteran teachers with NO computer science; -Veteran teachers with NO computer science;

-Experience; individuals coming from industry with a -Experience; individuals coming from industry with a computer science background (of whom there are computer science background (of whom there are many in Israel). many in Israel).


Teacher certification programsTeacher certification programs

In addition to a bachelor degree in computer science, two components: courses and practical training which is accompanied by a workshop.

Courses:1. A seminar course (based on the ’98 paper);

2. A methods course.

In addition to a bachelor degree in computer science, two components: courses and practical training which is accompanied by a workshop.

Courses:1. A seminar course (based on the ’98 paper);

2. A methods course. Leiden Lorentz Center September

2014

The Methods courseThe Methods course

Teaching a specific CS subjects; Preparation and evaluation of exams; Different programming environments; Guiding high school students in lab

projects participants;

For a detailed description of the course, see:

Teaching a specific CS subjects; Preparation and evaluation of exams; Different programming environments; Guiding high school students in lab

projects participants;

For a detailed description of the course, see:


References:References:

Lapidot, T. and Hazzan, O. (2003), Methods of Teaching Computer Science Course for Prospective Teachers, Inroads – the SIGCSE Bulletin, 35(4), pp. 29-34.

Hazzan, O. and Lapidot, T. (2004). The practicum in computer science education: Bridging gaps between theoretical knowledge and actual performance, inroads – the SIGCSE Bulletin 36(4), 47-51.

Hazzan, O., Lapidot, T. & Ragonis, N. 2011. Guide to teaching computer science. London: Springer-Verlag.

Lapidot, T. and Hazzan, O. (2003), Methods of Teaching Computer Science Course for Prospective Teachers, Inroads – the SIGCSE Bulletin, 35(4), pp. 29-34.

Hazzan, O. and Lapidot, T. (2004). The practicum in computer science education: Bridging gaps between theoretical knowledge and actual performance, inroads – the SIGCSE Bulletin 36(4), 47-51.

Hazzan, O., Lapidot, T. & Ragonis, N. 2011. Guide to teaching computer science. London: Springer-Verlag.


Establishing a CS Teacher Preparation WorkshopEstablishing a CS Teacher Preparation WorkshopO. Hazzan, J. Gal-Ezer, & N. Ragonis,

How to establish a Computer Science Teacher Preparation Program at your University, The ECSTPP Workshop, ACM Inroads Magazine, 2010, 1, 1, pp. 35-39.

O. Hazzan, J. Gal-Ezer, & N. Ragonis,

How to establish a Computer Science Teacher Preparation Program at your University, The ECSTPP Workshop, ACM Inroads Magazine, 2010, 1, 1, pp. 35-39.


GenderGender


CSCS Awards: Awards:CSCS Awards: Awards:Turing Awards: 3 out of 61(Shafi, Barbara Liskov, Frances Allen)Karl Karlstrom Outstanding Educators: 3 out of 24(Susan rodger, Barbara Ericson, Nell Dale)Outstanding Contribution to CS Education: 4 out of 33…(Sally Fincher, Judith Gal-Ezer, Nell Dale, Grace Hopper )This workshop….

Turing Awards: 3 out of 61(Shafi, Barbara Liskov, Frances Allen)Karl Karlstrom Outstanding Educators: 3 out of 24(Susan rodger, Barbara Ericson, Nell Dale)Outstanding Contribution to CS Education: 4 out of 33…(Sally Fincher, Judith Gal-Ezer, Nell Dale, Grace Hopper )This workshop….


High School Graduates who took advanced level sciencesHigh School Graduates who took advanced level sciences


CS Matriculation Exams’ Achievements CS Matriculation Exams’ Achievements

Year Male Achievements Female Achievements

5 units 1-3 units 5 units 1-3 units

2005 88.2 80.1 88.6 82.6

2006 88.9 81.6 89.2 83.6

2007 89.1 81.9 88.9 83.4

2008 89.0 78.1 88.9 80.9

2009 89.2 80.4 89.5 82.8

2010 90.1 81.1 90.5 82.9

2010 89.8 81.2 90.0 82.5


Why?????Why?????

CS courses have reputation for being boring;

CS students suffer from the “nerd” image;

Before entering school women have less hands-on experience;

Women do not receive the same level of support from the social environment (home and school).

CS courses have reputation for being boring;

CS students suffer from the “nerd” image;

Before entering school women have less hands-on experience;

Women do not receive the same level of support from the social environment (home and school).


Pedagogical “solutions”:Pedagogical “solutions”:

Developing courses that are motivating and reflect the relevance of CS to real life;

Develop courses that allow creative freedom;

Combating the asocial reputation of computing;

Designing assignments, lecture examples and laboratories that have relevance to the students’ lives;

Developing courses that are motivating and reflect the relevance of CS to real life;

Develop courses that allow creative freedom;

Combating the asocial reputation of computing;

Designing assignments, lecture examples and laboratories that have relevance to the students’ lives;


Social Recommendations:Social Recommendations:

Recognizing the importance of female role models by hiring more women as lecturers and TAs;

Actively recruiting women to CS programs;

Bringing about cultural and environmental change;

And more………

Recognizing the importance of female role models by hiring more women as lecturers and TAs;

Actively recruiting women to CS programs;

Bringing about cultural and environmental change;

And more………


The Four Elements that

make it

The Four Elements that

make it


The Five Elements that make itThe Five Elements that make it

CS

Curriculum and Syllabus

CS Teachers’ Preparation/

Certification Programs

Mandatory CS Teaching License

CS Education Researchers Community


CS Teachers Community

Thank youThank you


School Computing Education Leiden Lorentz Center September 2014.

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Transcript of School Computing Education Leiden Lorentz Center September 2014.