1. More Computing, Less IT: Towards Developing
the Next Generation of Technology Creators
Lenandlar Singh
Department of Computer Science, University of Guyana
lenandlar.singh@uog.edu.gy
Malcolm Williams
Department of Computer Science, University of Guyana
malcolm.williams@uog.edu.gy
Faculty of Natural Science Conference
August 12 –1 4, 2013

2. Objectives
• Local Realities
• Computational Thinking vs Information
Technology
• Developments are the World
• Developing World vs. Caribbean
• Opportunities, Recommendations, Challenges

3. Local Reality
• Lower demand for CS than IT in industry
• We are generally users of technology, not so much
creators
• Curricula focuses almost exclusively on IT
education
• Except CS at CAPE – but optional
• Elements of CS in existing IT syllabus at CSEC
and CAPE IT

4. Local Reality
• Increasingly large number of IT graduates at CSEC
and CAPE
• Declining enrollment rates into CS and IT programs
at tertiary level
• Gender divide – less girls in the enrollment
• Teacher Education and training very much focused
on IT (where it is formalized)
• CS/CT is NOT yet considered a STEM subject in
region.

5. Computational Thinking
“Computational thinking is using abstraction and decomposition
when attacking a large complex task or designing a large
complex system. It is separation of concerns. It is choosing an
appropriate representation for a problem or modeling the
relevant aspects of a problem to make it tractable.”
--- Jeanette Wing, 2006 [Original Definition]

6. Computational Thinking
"Computational thinking involves solving
problems, designing systems, and
understanding human behavior drawing on the
concepts fundamental to computer science“
--- Astrachan, 2009

7. Computer Science as a STEM
“Computer science is a proper, rigorous school subject
discipline, on a par with mathematics or chemistry, that every
child should learn from primary school onwards”
•Computer Science is a discipline that seeks to understand and
explore the world around us, both natural and artificial, in
computational terms.
Computer Science is particularly, but by no means exclusively,
concerned with the study, design, and implementation of
computer systems, and understanding the principles underlying
these designs –
--- Computing at School Organisation, UK, 2012
•CS is a way of Thinking

8. Computer Science as a STEM
Computer Science is a quintessential STEM discipline, sharing
attributes with Engineering, Mathematics, Science, and Technology:
• It has its own theoretical foundations and mathematical
underpinnings, and involves the application of logic and reasoning.
• It embraces a scientific approach to measurement and experiment.
•It involves the design, construction, and testing of purposeful
artefacts.
•It requires understanding, appreciation, and application of a wide
range of technologies.
--- Computing at School Organisation, UK, 2012

9. Information Technology
“…the purposeful application of computer systems to solve real-
world problems, including issues such as the identification of
business needs, the specification and installation of hardware
and software, and the evaluation of usability. It is the
productive, creative and explorative use of technology”
--- Computing at School Curriculum, 2013

10. CS vs IT
“Computer Science and Information Technology are
complementary subjects. Computer Science
teaches a pupil how to be an effective author of
computational tools (i.e. software), while IT
teaches how to be a thoughtful user of those tools”
--- Computing at School Curriculum, 2013
Programming is the heart of CS but not the only
Computational Thinking tool

11. Computer at School – Economic
Argument
•Growing Demand for Computing Jobs
• The European Union calculates that in ten years’ time there will be 700 000
more ICT jobs than there are professionals to fill them;
• In the US 800 000 jobs in ICTs: U.S. Bureau of labor statistics estimates a
21.8% growth in ICT jobs in the United States by 2020 200 000 in Brazil
• globally, that shortfall is estimated to be closer to two million
• Locally what is/will be our demand
•Computational Thinking, it is argues, helps to produce
economically productive citizens by virtue of their approach to
problem solving

12. Movement around the World
• UK in 2013 announced major curriculum shift from IT to Computing –
citing many issues: narrow pipleline to University, declining students’
interest, not enough skills for jobs, etc
• Australia – new technology curriculum with greater focus developing
computational thinking skills to produce effective solutions for societal
problems
• USA – many initiatives to include CS as a STEM subject, e.g. CSTA Model
Curriculum, programs to train teachers, etc

13. Movement around the World
Some Common Important Elements
• Common Understanding of the limits of IT and the need for CS/CT
•Exclusive Focus on Developing Computational Skills in Curriculum
•Less Emphasis (not ‘no emphasis’) on IT skills
•Computational Skills are proposed and introduced from Primary School
•Significant appreciation for skills required to teach CS/CT
•Teaching Training/re-training seen as critical to success
•Clear thinking about economic development and overall value
of CS/CT to society

14. In Guyana and Caribbean
Where are we?
•Many students study/pass CSEC IT, very small percent go on to study CS/IT,
even smaller number of girls
•CS available as CAPE subject, less than 1% move on to CS, and CS
is OPTIONAL
•Limited discussion on IT vs CS/CT
• Primary and Secondary School kids study IT with some elements of CS
in CSEC but little, if any, in Primary level – common across all observed
Syllabi in Caribbean
•Limited teacher training for IT and CS
•Clear thinking about economic development and overall value
of CS/CT to society is not explicitly articulated/communicated

15. Opportunities & Recommendations
•. We MUST include CS/CT in our STEM debate, and move deliberately
to examine its place in STEM
• Promote CS/CT as a STEM subject and support its development
• An examination of Technology curriculum most necessary immediately
• Curriculum
• Teaching training
• Learn from Developing world but adopt to local context

16. Challenges
•Challenge to include CS/CT in mainstream thinking and hence
Curriculum
• Computer Science and Programming seen as difficult like
mathematics
• Curriculum realignment – training/re-training teachers
• We do not yet have established teaching methods for
teaching children computing
•Encouraging more women to join the field
•Creating Environment that is conducive for skills produced

17. Questions &
Comments