PSD Workshop on Computer Science-DRPASHA

Teaching of Computer Science

in Schools

Computing as a Discipline

Computer Engineering (CE)

focuses on computing

hardware and associated computing aspects.

Computer Science (CS)

focuses on computing theory, methodology, innovation,

development (programming) of technologies and

applications, and applying computing to new

Information Systems (IS) focuses on applying computing in organizations and organizational information

management.

Software Engineering (SE) focuses on developing large complex software systems.

Information Technology (IT) focuses on solving organizational computing

challenges by integrating technologies into solutions and deploying and

Computing: A Historical Perspective

 _{Before 1990’s: Computer Science (CS), Computer}

Engineering (CE), and Information Systems (IS)

 _{By 1990s: Software Engineering (SE)}

 _{By the end of 1990s: Information Technology (IT)}  _{Emerging Disciplines:}

 “Computational-X”: C_{omputational Mathematics,}

Computational Physics, Computational Finance, etc.

 “X- Informatics”: _{Bio-Informatics,}

Five Reasons Why CS Learning is Critical for

Students

1. Thinking is Good for Thinking.

Computer Science promotes algorithmic

thinking which involve sequencing, analysis, and testing processes in time and space. It helps students to develop their habits of

Five Reasons Why CS Learning is Critical for

Students (Cont.)

2. Sustaining the Next Generation of Creators and Innovators.

Computers can engage students in creative play, innovation, and exploration through entertainment, communication, and social

applications. Computing power and the skills to harness this power are the “Engines of

Five Reasons Why CS Learning is Critical for

Students (Cont.)

3. Empowering Students to Change the

World. Computer Science empowers

Five Reasons Why CS Learning is Critical for

Students (Cont.)

4. Preparing Students for Future Endeavors.

Five Reasons Why CS Learning is Critical for

Students (Cont.)

5. Collaboration, Communication, and Teamwork—Key 21st Century Skills.

Computer Science promotes collaboration. Collaborative problem solving prepares

Pedagogical Guide Lines

- Before the start of the course consider: What do you expect students to know? At what

level? And where are the students expected to learn required knowledge and skills?

- Assume that students know nothing coming into the course

- Make students aware about the

time-consuming nature of computing discipline - Survey the class on their perceived

Pedagogical Guide Lines (Cont.)

- Don't forget the needs of the advanced students. Introduce them to each other.

Suggest more challenging work that they can explore.

- Must take care of Computing Labs (Open

labs/Closed labs/ Frustrating labs. Remember Labs are new for students not for you.)

Pedagogical Guide Lines (Cont.)

- Must be aware of “Tools vs. Toys" Approach:

Some students look at computers as toys, others as tools. Some students want to play with computers but others want to do something useful with them. - Computer science course usually aims to measure

students improvement in logical thinking & problem solving skills. It must teach to the

students “What should I do?” (ethics) and “How

Pedagogical Guide Lines (Cont.)

 _{Computer science can't be taught in the same manner as high}

history, English, or even math. It requires:

 _{Create more interaction (give aid where needed )}

 _{Design activities which promote critical thinking skills and high-order}

creativity

 _{Provide maximum practice opportunities}  _{Offer more exploratory hands-on activities}  _{Design in-class exercise to be fun}

 Create engaging homework assignments

 _{Adopt easy-to-harder but interesting problem solving approach}  _{Introduce small-group exercises}

 _{Less teaching (just lectures, reading or text-based assignments), more}

stress on problem solving and skill development.

 _{Introduce interesting extra credit problems encourage a student to}

What is Expected from a CS Teacher

Knowledge

 _{Historical development of computing disciplines}  _{Different domains of computing discipline}

 _{Historical evolution of computer and its}

hardware, software components

 _{Computer science core body of knowledge}  _{the knowledge and skills that students must}

have to enable them to thrive in the 21st Century global information economy

What is Expected from a CS Teacher (Cont.)

Knowledge

 _{Use of social media and global knowledge}

resources

 _{Legal, social, and ethical issues of computing in}

society

 _{Current Trend, Practices, and innovations}  _{Addiction to computers and the Internet}  _{Advertising and censorship on the Internet}

 _{Digital finger print and hacking on the Internet}

What is Expected from a CS Teacher (Cont.)

Pedagogical aspects

 _{Acquaint with the aims and objectives of teaching computer}

science in secondary and higher secondary schools

 _{Ability to plan learning activities according to those}

objectives.

 _{Having skills relating to planning lessons and presenting}

them effectively.

 _{Familiarity with the various methods that can be employed}

for the teaching of computer science.

Instructional Strategies

 _Lecturing  _{Role Playing}

 _{Jigsawing Activities}  _Games

 _{The CS-unplugged}

Approach,

 _{Rich Tasks}

 _{Concept Maps}

 _{Pair and Small-group}

Collaboration

 _{Structured Tinkering}

 _{Multiple Solutions}

 _{Modeling Simulations}  _Multimedia

Presentations

 _{Journal Reflections}  _{Different Forms of}

Class Organization

 _{Interdisciplinary}

Connections

 _{Mentoring Software}

Caution: Awareness of Disability

 _{Disability is the consequence of an}

impairment that may be physical, cognitive, mental, sensory, emotional, developmental, or some combination of these.

Caution: Awareness of Disability

 _{Disabilities is an umbrella term, covering} impairments, activity limitations, and

participation restrictions.

 An impairment is a problem in body function or

structure;

 an activity limitation is a difficulty encountered

by an individual in executing a task or action;

 while a participation restriction is a problem

Ultimate Goal: Computational Thinking

“CT is an approach to solving problems in a way that can be implemented with a

computer. Students become not merely tool users but tool builders”. It is a

problem-solving process that includes:

 Formulating problems in a way that enables us

to use a computer and other tools to help solve them;

Ultimate Goal: Computational Thinking

(Cont.)

 _{Representing data through abstractions such} as models and simulations;

 _{Automating solutions through algorithmic} thinking (a series of ordered steps);

 _{Identifying, analyzing, and implementing}

possible solutions with the goal of achieving the most efficient and effective combination of steps and resources; and

 _{Generalizing and transferring this}

Computational Thinking Dispositions

 _{Confidence in dealing with complexity;}  _{Persistence in working with difficult}

problems;

 _{Tolerance for ambiguity;}

 _{The ability to deal with open-ended problems;} and

Important Considerations

The student does not just

passively take in knowledge, but

actively constructs it on the

Important Considerations (Cont.)

The learning outcomes of any teaching

depend not only on what the teachers do but also on the knowledge, the purposes, the

Important Considerations (Cont.)