Updated: 1 hour 19 min ago
Raghu Raman, Smrithi Venkatasubramanian, Krishnashree Achuthan, Prema Nedungadi
Computer science (CS) and its enabling technologies are at the heart of this information age, yet its adoption as a core subject by senior secondary students in Indian schools is low and has not reached critical mass. Though there have been efforts to create core curriculum standards for subjects like Physics, Chemistry, Biology, and Math, CS seems to have been kept outside the purview of such efforts leading to its marginalization. As a first step, using the Darmstadt model from the ITiCSE working group that provides a systematic categorization approach to CS education in schools, we coded and analyzed the CS situation for the Indian schools.
Jeongwon Choi, Sangjin An, Youngjun Lee
Computer education has been provided for a long period of time in Korea. Starting as a vocational program, the content of computer education for students evolved to include content on computer literacy, Information Communication Technology (ICT) literacy, and brand-new computer science. While a new curriculum related to computer science was established in 2007, the range of computer education being provided in Korean schools has been repeatedly reduced. To identify the cause of this recent phenomenon, we review the computer education environment using the Darmstadt model, including educational systems, curricula, and teaching environments. Then we examine what factors affected the decline of computer education.
Maria Knobelsdorf, Johannes Magenheim, Torsten Brinda, Dieter Engbring, Ludger Humbert, Arno Pasternak, Ulrik Schroeder, Marco Thomas, Jan Vahrenhold
In North-Rhine Westphalia, the most populated state in Germany, Computer Science (CS) has been taught in secondary schools since the early 1970s. This article provides an overview of the past and current situation of CS education in North-Rhine Westphalia, including lessons learned through efforts to introduce and to maintain CS in secondary education. In particular, we focus on the differential school system and the educational landscape of CS education, the different facets of CS teacher education, and CS education research programs and directions that are directly connected with these aspects. In addition, this report offers a rationale for including CS education in general education, which includes the educational value of CS for students in today’s information and knowledge society.
Alexander Repenning, David C. Webb, Kyu Han Koh, Hilarie Nickerson, Susan B. Miller, Catharine Brand, Ian Her Many Horses, Ashok Basawapatna, Fred Gluck, Ryan Grover, Kris Gutierrez, Nadia Repenning
An educated citizenry that participates in and contributes to science technology engineering and mathematics innovation in the 21st century will require broad literacy and skills in computer science (CS). School systems will need to give increased attention to opportunities for students to engage in computational thinking and ways to promote a deeper understanding of how technologies and software are used as design tools. However, K-12 students in the United States are facing a broken pipeline for CS education. In response to this problem, we have developed the Scalable Game Design curriculum based on a strategy to integrate CS education into the regular school curriculum.
Peter Hubwieser, Michal Armoni, Michail N. Giannakos
Aiming to collect various concepts, approaches, and strategies for improving computer science education in K-12 schools, we edited this second special issue of the ACM TOCE journal. Our intention was to collect a set of case studies from different countries that would describe all relevant aspects of specific implementations of Computer Science Education in K-12 schools. By this, we want to deliver well-founded arguments and rich material to the critical discussion about the state and the goals of K-12 computer science education, and also provide visions for the future of this research area. In this editorial, we explain our intention and report some details about the genesis of these special issues.
Peter Hubwieser, Michal Armoni, Michail Giannakos
Jaakko Kurhila, Arto Vihavainen
The Finnish national school curriculum, effective from 2004, does not include any topics related to Computer Science (CS). To alleviate the problem that school students are not able to study CS-related topics, the Department of Computer Science at the University of Helsinki prepared a completely online course that is open to pupils and students in all schools in Finland. The course is a Massive Open Online Course (MOOC), as the attendance scales without an upper bound. Schools in Finland have offered the MOOC as an elective CS course for their students and granted formal school credits for completing (parts of) it.