Dilemmas and debates raised for ITE by the Primary Computing Curriculum

Clare Fenwick Senior Lecturer in Education: Primary Computing School of Education Oxford Brookes

Dilemmas and debates raised for ITE by the Primary Computing Curriculum

Three Key Aspects

Curriculum

English 63 pages Science 28 pages Maths 43 pages

Key Stage 1 understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions create and debug simple programs use logical reasoning to predict the behaviour of simple programs use technology purposefully to create, organise, store, manipulate and retrieve digital content recognise common uses of information technology beyond school use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies. Computer Science ICT / Digital Literacy E-safety

Key Stage 2 design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts use sequence, selection, and repetition in programs; work with variables and various forms of input and output use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs understand computer networks, including the internet; how they can provide multiple services, such as the World Wide Web, and the opportunities they offer for communication and collaboration use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact

Algorithm Debugging Computational Thinking Abstraction Programming

Process not Product

Creators not Consumers

Student

Concerns about the digital skills of ITE students

Davis, N. (1992). Information Technology in United Kingdom Initial Teacher Education, 1982–92. Journal of Information Technology for Teacher Education, 1(1), Simpson, M., Payne, F., Munro, R., & Lynch, E. (1998). Using Information and Communications Technology as a Pedagogical Tool: a survey of initial teacher education in Scotland. Journal of Information Technology for Teacher Education, 7(3), Fisher, M. (2000). Computer skills of initial teacher education students. Journal of Information Technology for Teacher Education, 9(1), Sime, D., & Priestley, M. (2005). Student teachers' first reflections on information and communications technology and classroom learning: implications for initial teacher education. Journal of Computer Assisted Learning, 21(2), Altun, T. (2007). Information And Communications Technology (ICT) In Initial Teacher Education: What Can Turkey Learn From Range Of International Perspectives? Journal of Turkish Science Education, 4(2), 44. Murray, S., Nuttall, J., & Mitchell, J. (2008). Research into initial teacher education in Australia: A survey of the literature 1995–2004. Teaching and Teacher Education, 24(1), Uluyol, Ç., & Şahin, S. (2014). Elementary school teachers' ICT use in the classroom and their motivators for using ICT. British Journal of Educational Technology. Istenic Starčič, A., Cotic, M., Solomonides, I., & Volk, M. (2016). Engaging preservice primary and pre-primary school teachers in digital storytelling for the teaching and learning of mathematics. British Journal of Educational Technology, 47(1),

School

Schools think they are not doing as much as they think that they should 75% primary teachers lack confidence to teach computing syllabus (2014 interim report) No national minimum standard for what ‘good’ looks like 54% secondary teachers think that pupils know more than they do Inconsistent connectivity and resources 2015

Pedagogy

Traditional theories

Creating and Connecting

Resilience

Creating space

Clare Fenwick Senior Lecturer in Education: Primary Computing School of Education Oxford Brookes

Craft, A. Tensions in Creativity and Education: Enter Wisdom and Trusteeship? Dewey, J. (1938). Experience and education In S. D. Freitas & J. Jameson (Eds.), The e-Learning Reader (Vol. London pp ). 2012: Continuum. Dweck, C. S. (2006). Mindset: How You Can Fulfill Your Potential USA: Ballantine Books Papert, S. (1993). The Children's Machine: rethinking school in the age of the computer Great Britain Harvester Wheatsheaf. Prensky, M. (2001). Digital Natives, Digital Immigrants On the Horizon, 9(5). Prensky, M. (2009). H sapiens digital: From digital immigrants and digital natives to digital wisdom Innovate, 5(3). Retrieved from Siemens, G. (2005). Connectivism: A learning theory for the digital age. Paper presented at the International Journal of Instructional Technology and Distance Learning. White, D. S., & Le Cornu, A. (2011). Visitors and Residents: A new typology for online engagement. First Monday. Retrieved from Mitch Resnick: Let's teach kids to code – TED talkLet's teach kids to code Dan Meyer: Math class needs a makeover – TED talkMath class needs a makeover

Altun, T. (2007). Information And Communications Technology (ICT) In Initial Teacher Education: What Can Turkey Learn From Range Of International Perspectives? Journal of Turkish Science Education, 4(2), 44. Bramald, R., Hardman, F., & Leat, D. (1995). Initial teacher trainees and their views of teaching and learning. Teaching and Teacher Education, 11(1), Davis, N. (1992). Information Technology in United Kingdom Initial Teacher Education, 1982–92. Journal of Information Technology for Teacher Education, 1(1), doi: / Fisher, M. (2000). Computer skills of initial teacher education students. Journal of Information Techology for Teacher Education, 9(1), Furlong*, J. (2005). New Labour and teacher education: the end of an era. Oxford Review of Education, 31(1), Hall, D. (2015). The ICT handbook for primary teachers: a guide for students and professionals: Routledge. Istenic Starčič, A., Cotic, M., Solomonides, I., & Volk, M. (2016). Engaging preservice primary and preprimary school teachers in digital storytelling for the teaching and learning of mathematics. British Journal of Educational Technology, 47(1), doi: /bjet Lai, K. W., & Hong, K. S. (2015). Technology use and learning characteristics of students in higher education: Do generational differences exist? British Journal of Educational Technology, 46(4), Murray, S., Nuttall, J., & Mitchell, J. (2008). Research into initial teacher education in Australia: A survey of the literature 1995– Teaching and Teacher Education, 24(1), doi: Ransdell, S., Kent, B., Gaillard‐Kenney, S., & Long, J. (2011). Digital immigrants fare better than digital natives due to social reliance. British Journal of Educational Technology, 42(6), Sentance, S., & Csizmadia, A. (2016). Computing in the curriculum: Challenges and strategies from a teacher’s perspective. Education and Information Technologies, doi: /s Sime, D., & Priestley, M. (2005). Student teachers' first reflections on information and communications technology and classroom learning: implications for initial teacher education. Journal of Computer Assisted Learning, 21(2), Simpson, M., Payne, F., Munro, R., & Lynch, E. (1998). Using Information and Communications Technology as a Pedagogical Tool: a survey of initial teacher education in Scotland. Journal of Information Technology for Teacher Education, 7(3), Taskforce, U. D. S. (2014). Digital Skills for tomorrows world Retrieved from Uluyol, Ç., & Şahin, S. (2014). Elementary school teachers' ICT use in the classroom and their motivators for using ICT. British Journal of Educational Technology.