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

fadi.deek@njit.eduwww.ccs.njit.edu/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