The Australian Curriculum v6.pdf Clear & strong emphasis on
Computational Thinking Standard may be high; questionable value to
some content eg Compression techniques in Year 7/8
Slide 3
Slide 4
Teachers groups - Council for Computers in Education, ICT
Educators of NSW, ICT Education Vic, the Education Computing Assn
of WA: While supportive of the inclusion of Computational Thinking,
we are concerned that all aspects of Digital Technologies are being
framed by a single, specific model - Computational Thinking. As
this model was developed from Computer Science without
consideration of other aspects of computing, i.e. software
engineering, information systems development, computer systems
analysis, digital/multimedia development, etc. it has resulted in
the Digital Technologies curriculum using a theoretical model
advocating viewing the world from the theoretical perspective of a
computer scientist (Wing, 2010) as a the comprehensive framework
for the entire Digital Technologies curriculum."
Slide 5
Google, & Information Technology Industry Innovation
Council: despite the fact that the Digital Technologies F-10
curriculum is viewed by the Council as a significant improvement on
current equivalent Australian curriculum offerings, it still falls
significantly short of what the Council believes is the necessary
level of focus required on computer science and the teaching of
associated coding skills. US -based code.org movement: Our vision
is that every student in every school has the opportunity to learn
how to code. We believe computer science and computer programming
should be part of the core curriculum in education, alongside other
science, technology, engineering, and mathematics (STEM) courses,
such as biology, physics, chemistry and algebra.
Slide 6
The Council wants the following four outcomes in the final
curriculum. We strongly support every Australian student being
taught a general purpose programming language in Years 7-8 We
strongly support every Australian student being taught a
programming language in years 5-6 (including visual programming
languages); We strongly support the teaching of algorithmic and
computational thinking in early primary years; We strongly
recommend removing project management from the syllabus completely,
and instead including syllabus points on entrepreneurial thinking.
? see my ACEC 2012 Presentation
Slide 7
47 submissions to ACARA: Respondents are generally pleased with
the draft and think it is a good step forward, but worry it will be
hard to implement in the classroom without more training for
teachers, especially in Primary Schools, and that links between
this curriculum and tertiary study are poor.
Slide 8
Schools and teachers aren't ready to teach the draft
curriculum, as teachers lack the training to do so and schools lack
to the kit or the connectivity to teach digital technologies
effectively. Technology in Primary Schools (TiPS) (primary teachers
supporting science and technology teaching in primary schools):
There are too many implications in primary schools to deliver this
curriculum as a result of resource requirements. Teachers will need
excessive amounts of professional development to adequately
implement the Digital technologies content in addition to the
acquisition and maintenance of hardware. The Digital technologies
area is too complex in content and language to be easily understood
or implemented by non-specialist teachers. The key concepts require
specialist understanding of programming and development of digital
products and are too highly-placed for student success. Primary
teachers will need to be substantially supported to deliver this
content.
Slide 9
The ambitious nature of the curriculum... is admirable and
exciting but points to an obvious and compelling need to quickly
provide: distinctive professional standing and recognition of ICT
educators, development of formal 'teacher training' for ICT
teachers, and a framework for ongoing professional development for
teachers, including the opportunity for industry experience.... it
is unrealistic to expect that high school teachers will be able to
deliver the curriculum. It is possible that some will not take it
seriously (judging it to be inappropriate, unachievable and hard to
understand), and that they will instead deliver the program
inadequately causing students to be repelled: in effect making the
current crisis Australia faces much worse.
Slide 10
In this way, while applauding and welcoming the ambition of the
current draft, the ACS would like to see the curriculum demonstrate
integrity by acknowledging the significant support that teachers
will require. The ACS is very concerned that the curriculum does
not appear to adequately anticipate tertiary education something
the ACS believes should be one of the key goals of the curriculum.
More could be done in the draft to better define F11/12 pathways.
Year 11 and 12 studies in computing need to be developed and built
on this foundation, to enable students to explore in depth some of
the more prominent ICT subdisciplines, with an unashamed focus on
preparation for tertiary study and a career in the ICT field which
is anecdotally the norm for students selecting elective subjects in
most other disciplines.
Slide 11
Generally judged to be age-appropriate A few submissions feel
the year 7-8 course may be tricky. Information Technology Educators
(ACT): There are concerns that teachers may initially be
overwhelmed by the expectations - it is quite a significant jump
for many current students (cohort and disparity) at this age.
Implementation will need to be sensitive to this, and will be a
significant challenge for high school. Transition between primary
and secondary schools will also be a concern for schools and
teachers. Catholic Education Office (Sydney): Significant parts of
the content are considered as too demanding for a student at the
Year 7 or 8 level.
Slide 12
Several submissions query whether the separation of subjects
and subject matter. Queensland University of Technology: We would
however argue against the trend to compartmentalise components of
ICT. For example, multimedia can be used effectively in both
Digital Technologies and Media Arts. The former could focus on the
more technical specifications of images and audio files while the
latter may be more concerned with their aesthetic application.
Image management is also needed in Digital Technologies as part of
broader attention to data management. A fine example is this is the
current Information Technology Systems (ITS) syllabus in Queensland
Secondary Schools.
Slide 13
Students should be taught how to create technology, rather than
simply consume it. Students should learn to use and develop
technology to solve real-world problems. Students should be
encouraged to think entrepreneurially and strive to lead Australia
into international esteem. thanks to The Register (UK)
http://www.theregister.co.uk/2013/07/09/industry_doubts_schools_ability_to_teach_digital_tech_curriculum/
http://www.theregister.co.uk/2013/07/09/industry_doubts_schools_ability_to_teach_digital_tech_curriculum/
- See submissions herehere
Slide 14
The Digital Technology and Australian Teenagers: Consumption,
Study and Careers survey, commissioned by the ACS, found about half
of the high school students believe working in ICT would mean
sitting at a computer all day: Considering students general goals
for a career, the disjunction needs to be highlighted between what
students stated that they want in a career interesting work, good
money, creative, to help people; their statements about working in
ICT (would allow creative thinking; studying IT would be
interesting); and their views on IT in general, Dr Karen
Macpherson, professional associate at the University of
Canberra
Slide 15
Only 31 per cent of students had considered IT as a career. It
is possible that a number of students are not aware that careers in
IT are able to meet their generalised career needs for interesting
work, good pay and creativity. - Dr Karen Macpherson
Slide 16
The thirst for technology consumption does not translate into
an interest in pursuing technology as a career, Sustaining and
increasing productivity in modern economies largely depends on the
application of new technology, and current and projected labour
force figures suggest we do not have sufficient graduates entering
ICT jobs. - Dr Karen Macpherson Digital Technology and Australian
Teenagers: Consumption, Study and Careers
Slide 17
Programming is a way of thinking, not a rote skill: Learning
about "for" loops is not learning to program, any more than
learning about pencils is learning to draw. People understand what
they can see - If a programmer cannot see what a program is doing,
she can't understand it. Thus, the goals of a programming system
should be: to support and encourage powerful ways of thinking to
enable programmers to see and understand the execution of their
programs
Slide 18
Is there an over emphasis or under emphasis on Computational
Thinking if so, what would replace it? What is Entrepreneurial
Thinking - why & how can we teach it? There is clearly a need
for considerable teacher training; resources; connectivity how can
this be achieved? Yr 11 & 12 disconnect what should be
done?
Slide 19
Age appropriateness issues just Year 7/8; where else; how could
this be improved? Do we really need a separate stream how does
Media Arts, and other Technology and Design subjects fit with
Digital Technologies? What about student (and parent) perceptions?
How can these be addressed & altered? Other Issues? In groups
of 4-5 for 15-20 mins please. Spokesperson to give short review of
group thought.
Slide 20
Teach content via Coding projects Involve real clients as much
as possible For networks, give some limited access to school
sub-networks; run LAN Games; Genesis Desk Create apps for school
classes/teachers/events eg. Swimming carnival app; Maths, spelling,
language games Industry visits Next (after lunch): Practical
Session #2 General Purpose Programming Languages & text- based
coding & scripting languages