This document discusses the importance of teaching computer science (CS) to all students and outlines challenges and opportunities for expanding CS education. It argues that while teaching CS to everyone may have been difficult in the past, new understandings of computational thinking show it is possible if taught through meaningful concepts rather than just programming. The document presents Scotland's new CS curriculum framework organized around computational processes, technologies, and designing solutions. It acknowledges a lack of CS teachers as a major barrier and provides information on becoming a teacher, including the training process, opportunities for promotion, and ways to get involved if not pursuing formal teaching.
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CS Education for All. A new wave of opportunity
1. CS Education for All
A new wave of opportunity
Peter Donaldson
School of Education, University of Glasgow
“ For the times they are a-changin’ ”🎼 🎶
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2. Overview
1. Why CS for all?
2. Can we teach everyone?
3. A new lens on what CS is – what does it mean to be
a computational thinker?
4. New curriculum for Primary & Secondary
5. A problem…
6. Exploring teaching
3. The world is aiming to teach
everyone Computer Science
Is this a good idea?
What do you think?
4. Prog. Lang.,
DB etc.
Requires deep
knowledge & skills
Ultimately general
purpose
Apps
Use by Intuition
Narrow purpose
End-user appliance
General
Applications
(e.g. Office,
Word Press)
Use by analysis &
intuition
General purpose in
a context
Computing Science
Computing Principles
Computational Thinking
• Automating information processes in business
• Identifying information processes in science
• Anywhere process + information modelling reqd.
Drives economic growth
Educated citizen
5. We haven’t always been the best at
teaching CS
and that’s even when it was optional
Do you think we can teach
everyone?
How did you learn?
7. What concepts do you need to know to
understand these written instructions as a
solution to the task of making a cup of tea?
1. Fill the kettle
2. Flick the switch on
3. While the kettle is boiling, get a cup and put a
teabag into it
4. Once boiled, pour water into cup
5. Wait a few minutes
6. Remove teabag
7. Add milk and sugar to taste
8. and to read and understand this…?
Dim Mark as Integer
Dim Percentage as Single
Dim OutOfRange as Boolean
Percentage = 0
OutOfRange = True
Do
Mark = InputBox(“What mark did you get?”)
OutOfRange = Mark < 0 Or Mark > 30
If OutOfRange Then
MsgBox(“Error! Mark not in range 0-30”)
Endif
While OutOfRange
MsgBox(“You got “ & (Mark/30)*100 & “%”)
9. Can anyone learn Computing concepts and skills?
Computer
People
Everyone
else
Long learning path – hidden behind the cliff, where the Non-C person can't see it
Gulf of Confusion
A kind of amnesia causes C people to forget their early learning
YES – we are learning more and more about how to make this possible!
Bridge of Understanding
11. What is it that we do as Computer Scientists?
A. See problem domains through the lens of computational concepts
B. Deeply understand the mechanisms and the languages that drive
them
C. Model the problems using the mechanisms
World of
computational
mechanisms
World of problems
amenable to
computational solutions
Model the
problems using
the mechanisms
C.
B.
A.
A
C
B
12. Significant Aspects of
Learning
This is our domain
• Wing’s original seeing computation in everyday life
When we automate processes, we need to understand the machines and the
languages that direct them
Often don’t actively build enough understanding of
• Formal languages vs natural language
• The notional machine
• Links to real world applications
Often where CS courses start, and where typical CT comes in – decomposition,
abstraction, generalisation, pattern matching etc
• Not just programming / software engineering
• Much of CS in here – equivalences between systems
A
B
C
Automating info procs
– languages and
machines
Problems as
processes that
manipulate info
Modelling
the problems
using the
mechanisms
and mapping
between
them
A
C
B
13. Examples of the SAL’s in practice
Aspects Early Primary Secondary Tertiary
Processes that
manipulate
information
Process – start, sequence
of steps, end. Movement
as a process
Tally charts for recording
frequency information
Principles of
communication: protocols,
reliability, etc
Automating those
processes –
languages (APIs)
and machines
Instruction tiles for a floor
robot. Predicting activity
from sequences of
instructions
Understanding the
language and
computational model of
arrays (assume earlier
concepts)
Packet-based protocol, eg
TCP. Appreciating the
different levels of the stack
Mapping
tasks/processes
between the worlds
Getting the robot to go
where I want it to (using
the instructions)
Developing a simple
recommender system (
based on frequency
counts)
Developing applications
using TCP. Implementing
Levels in the stack
14. Explaining novice difficulties
learning aspects of
Computing Science
• Roy Pea’s superbug - formal vs natural language problem
• Benedict Du Boulay’s notional machine
• Maths as a predictor - introductory problems are mathematical
• Elliot Soloway’s improving problem solving - patterns/schema issues
• Ray Lister et al’s “reading before writing”
- we start at without developing enough understanding of &
A
B
C
B
C A B
Automating info procs
– languages and
machines
Problems as
processes that
manipulate info
Modelling
the problems
using the
mechanisms
and mapping
between
them
A
C
B
16. Curriculum – 3-15
Broad General Education
Organised around these three significant aspects of learning
A. Understanding the world through computational thinking
B. Understanding and analysing computing technology
C. Designing, building and testing computing solutions
Automating info procs
– languages and
machines
Problems as
processes that
manipulate info
Modelling
the problems
using the
mechanisms
and mapping
between
them
A
C
B
17. Understanding and analysing computing technology
Early Level First Level Second Level Third Level Fourth Level
I understand
that sequences
of instructions
are used to
control
computing
technology
I can experiment
with and
identify uses of
a range of
computing
technology in
the world
around me
I understand the
instructions of a
visual
programming
language and can
predict the
outcome of a
program written
using the
language
I can understand
how computers
process
information
I can explain core
programming
language concepts
in appropriate
technical language
I understand how
information is
stored and how key
components of
computing
technology connect
and interact through
networks
I understand
language constructs
for representing
structured
information
I can describe the
structure and
operation of
computing systems
which have multiple
software and
hardware levels that
interact with each
other
I understand
constructs and data
structures in a
textual
programming
language
I can explain the
overall operation
and architecture of a
digitally created
solution
I understand the
relationship
between high level
language and the
operation of a
computer
B
18. Curriculum –16-18 Senior Phase Qualifications
National Qualification National Progression Awards
SCQF
Level
Computing Science Computer Games
Development
Cyber Security Digital Media
7 Advanced Higher
Computing Science
6 Higher Computing
Science
Computer Games
Development
Cyber Security Digital Media
Production
5 National 5 Computing
Science
Computer Games
Development
Cyber Security Digital Media Editing
4 National 4 Computing
Science
Computer Games
Development
Cyber Security Digital Media Basics
3 National 3 Computing
Science
19. Changes to Computing Science Qualifications
from 2017-18 onwards
1. Big reduction in the formal assessment requirements
• Unit assessment will no longer exist
• Coursework will be marked externally by SQA rather than externally by
classroom teacher
2. More detailed course specifications reorganised into four main
areas
• Database systems
• Web systems
• Computer architecture
• Software development
3. Clearer focus and time on developing the ability to create
computational solutions
• Coursework will be about ability to implement and evaluate solutions
• Exam will cover understanding of core concepts and code comprehension
20. So – we want to teach all, we
(probably) can teach all, we’ve got
an exciting curriculum
But there’s still a big problem…
… not enough
teachers, researchers, or leaders
in CS education
22. What do you think?
1. Is overall workload for a teacher is more, the same or less than a
doctor?
2. Do you have to pay or does the government pay for teacher
training?
3. Trainee teachers get paid more, the same or less than a trainee
solicitor?
4. Once you qualify and complete your probation there are lots of
permanent jobs, some permanent jobs, no permanent jobs?
5. As a teacher are there plenty, some or no opportunities to earn
additional money?
6. Scottish teachers can, can with some retraining or can’t register
and work as a teacher in another country?
7. Once you are a classroom teacher there are lots, some or no
promotion opportunities?
23. Answers
1. Is overall workload for a teacher is more, the same or less than a
doctor?
2. Trainee teachers get paid more, the same or less than a trainee
solicitor?
3. Do you have to pay or does the government pay for teacher
training?
4. Once you qualify and complete your probation there are lots of
permanent jobs, some permanent jobs, no permanent jobs
available?
5. As a teacher are there plenty, some or no opportunities to earn
additional money?
6. Scottish teachers can, can with some retraining or can’t register
and work as a teacher in another country?
7. Once you are a classroom teacher there are lots, some or no
promotion opportunities?
46 vs 100 hours per week 12 vs 5 weeks holiday
Guaranteed £22,416 p.a. Average £17,000 p.a.
Fees covered + low interest loan £4,750 - £6,750
Shortages in 28 out of 32 local authorities
Marking, tutoring, commercial resources, summer schools
International Schools/Local Schools
Principal Teacher £39K to 50K
Education Support Officer £40K to 46.5K
Educational Consultant, Corporate Trainer
24. Training Process
Apply for Jobs
Permanent position in a state or independent
school- Additional points on the scale can be
awarded for relevant industry experience
Specialist or general supply work
Complete Probationary Year
Pick 5 local authorities near you or for a bonus
payment let GTCS place you anywhere in Scotland
Teach up to 0.8 of a normal teachers timetable
giving you a day for additional study & preparation
Complete Initial Teacher Education- 9 Months
Courses in educational theory, general and subject
specific pedagogy (teaching knowledge
18 weeks in school on placement usually in several
smaller segments in two or three schools
Apply to Training Programme- PGDE or new PGDE + Masters
UCAS for the specific programme SAAS for tuition fees and loan for living expenses
26. Think about
visting the teachinscotland.scot
website
visiting a local school that teaches
Computing
coming to the CAS Scotland
conference (Saturday 6th of May)
applying to do a
• Secondary PGDE in Computing at
• University of Glasgow
• University of Strathclyde
• Combined PGDE and MSc in
Computing at
• University of Edinburgh
27. If you still don’t think teaching’s for you then
become a STEM Ambassador
volunteer to help support a local
Code Club in your primary school
volunteer to help support a local
Coder Dojo in your local library or
community space
get involved in CS Education
research in schools as a PhD student
Notas del editor
This diagram explains why were are NOT ICT, Digital skills or digital learning - they are all down at the lower left hand part of the diagram. The drivers for economic change are being able to create those.
Did you study Computing in any form in school or just at home?
Where there any teaching methods, experiences or activities that really helped?
Which aspects did you find easy to understand and most difficult?
How much support did you receive from parents, friends, teachers or other students?
What did you like about learning Computing?
Did you study Computing in any form in school or just at home?
Where there any teaching methods, experiences or activities that really helped?
Which aspects did you find easy to understand and most difficult?
How much support did you receive from parents, friends, teachers or other students?
What did you like about learning Computing?
Draw out as many answers as you can and put on whiteboard or flipchart. You can prompt as necessary on the basis of the next slide. Don't be a slave to the next slide though – let their ideas come out on the flipchart / board.
A bunch of ideas of what might come up below – but the detail doesn't matter very much – the main point is to get the scale of it – from the gross structure (essentially an overview plan), to the various structures, to the individual lines, and then the components within each line. The skills must be in place to recognise detail at all these different levels, to have in place a mapping between the details and the run-time operation they stand for, and finally, to appreciate how all these components, at their different levels, contribute to the problem that is being solved – in this case turning a mark out of 30 into a percentage. (This is really the Block Model – but we don't need to introduce this at this time.)
Seeing gross structure
Variable declaration and initialisation at the start
A conditional loop to validate the mark
Output of the percentage that this mark gave you
Variables
What a variable is, the components it has (name, type, value)
Integer means the variable can store whole numbers
Boolean means the variable can store either True or False
Single means the variable can store numbers with a decimal point
Expressions
Literal values – True, 0, 30, "You got " and so on
calculations – Mark/30
complex expressions – Mark < 0 or Mark > 30
InputBox Function
fragment of code
has a name
can have parameters
used by writing the name and then brackets, with one value/expression for each parameter, separated by commas
returns a value once it’s finished executing that can be stored in another variable
Concatenation
VB will automatically convert a number into a piece of text if the two are concatenated together
concatenating involves joining two or more string values together
concatenation has lower precedence than any of the arithmetic operators so the calculation is carried out first
Conditional Loop
used to express a repeated activity that repeats zero or more times
has a loop body – this is the thing that is executed repeatedly
can loop "over" a collection
has a boolean expression that while it evaluates to True will cause the body of the loop to be repeated again
Don’t share these answers until you’ve heard what some of the students think first.
Answers
Even working extra hours a teacher works for half as long on average than a doctor. 46 hours per week vs 96 to 100 hours. Teachers also have more than twice as much holiday time as a doctor. Just over 12 weeks vs 5 weeks leave.
Trainee teachers who complete their Initial Teacher Education are guaranteed a years probationary post with a guaranteed salary of £22,416.0. Trainee solicitors in Scotland earn an average of £17,000 but could be paid slightly more or less. The most common hourly rate in education is just over £15 per hour which is only slightly less than the average rate in the IT sector as a whole.
Funding for your teacher training can be applied for to the Student Awards Agency Scotland and is paid by the Government not covered by a student loan like most other postgraduate courses. You can also apply for a loan to help with living expenses between £4,750 and £6,750.
Computing is classed as a high priority subject and has the greatest need for teachers of any STEM subject. Due to difficulties recruiting suitable candidates there are 17% of Secondary schools with no Computing specialist across 15 out of the 32 local authorities. 28 out of the 32 local authorities have schools with only one Computing specialist in them.
Teachers have many different ways to earn extra money with an average hourly rate of between £15 to £24 per hour. These include marking exams or coursework for the SQA, writing textbooks or other commercial teaching material, tutoring, working in summer schools or extra-curricular camps, writing commercial prelim papers to name a few.
Scottish teachers always have at least an undergraduate degree in a relevant subject and a PGDE or PGCE in addition to being registered with the GTCS. This makes it much easier to for them to work in either international schools or state schools in other parts of the world than training elsewhere.
Classroom teachers can apply to become Principal Teachers or Faculty Heads. £38k to 50k, Education Support Officers in Local Authority or in Education Scotland £40k to 46.5K, become an SQA appointee in addition to their normal role or be seconded part time or full time to an ITE to help with Teacher Training. Some teachers use their skills to move into related roles as an educational consultant or corporate trainer. Not quite as many promoted posts immediately above classroom teacher compared to before the introduction of the McCrone agreement but teachers go up each year up to £35,763 at point 6.
