1. The ACM K-12 Computer Science Curriculum: Dissemination, Implementation, and Sustainability Fadi P. Deek

2. Agenda Current Status of K-12 Computer Science Education
An Integrated CSE Environment
Brief Overview of ACM K-12 Curriculum Recommendations
Curriculum Model  “Deliverable” Curriculum
Standards and benchmarks
Curriculum development
Learning outcomes
Program/content evaluation
Grade Level Details
Teacher Certification/Education Programs
Funding Opportunities and Other Resources
Computer Science Teachers Association
Homework

3. K-12 Computer Science Education
The ACM K-12 Model Curriculum is available at
Where to next?

5. 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

6. 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 in
Computer Science

7. 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

8. Level I Examples
Algorithm 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 for examples

9. Computer Science in the Modern World (Grade 9 or 10)
Introduction to computer science
Computers and their place in the modern world
Effective use of computers
Integrating technology with emerging interests

10. Level II Topics Principles of computer organization and components
Algorithmic problem-solving
Components of networks
Organization of Internet elements
Fundamental hierarchy and abstraction in computing
Mathematical elements of computer science
Computer models of human behavior
Utility of computers and algorithms in the modern world
Ethical issues of computers and networks
Careers in computing

11. 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

12. 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

13. Topics in Computer Science (Grade 11 or 12)
Topics of personal interest
In-depth understanding
Special skills
Elective
AP Computer Science
Projects-based course
Courses leading to Industry Certification

14. 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

15. 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

16. 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

17. 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

18. 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

19. But the Outcome is not Guaranteed!

20. Standards-based Curriculum
Is a non-linear process
Represents the concept of “backward design”
Begins at different points
Requires rubrics and assessments

21. 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).

22. Evaluating and Selecting Standards-Based Instructional Materials
Evaluate 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

23. Grade-Level Details Integrated K-12 CSE Environment
District Curriculum Guidelines
Commercial/Web Material
Program Evaluation
Integrated K-12 CSE Environment
Grade-Level Instructional Units/Assessment Tools

24. Teacher Certification/ Education Programs

25. Current State State-Level Certification Standards Continuing education
A few states have standards for CS teachers
Continuing education
In-service workshops and courses for recertification in CS
Schools of Education
Limited Teacher Education Programs in CS
(Standards endorsed by NCATE

26. 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.

27. 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

28. 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

29. Integrated CSE Environment
ACM Curriculum Model
Teacher Preparation Programs
State Content Standards/
Benchmarks
State Teacher Certification
Technical/
Pedagogical Support from University Faculty
Alignment w/ University Courses
Community of CS Educators
Integrated K-12 CSE Environment

30. Supporting Resources
Existing global resources (e.g., The Eisenhower National Clearinghouse, Ontario Association for Computer Studies Educators, the Computer Science Unplugged Project). See and
Dissemination (e.g., ACM K-12 repository, the JETT project and other forums for sharing and exchanging ideas). See and
Funded initiatives (e.g., NSF, DOE, foundations). See and

31. 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

32. 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/journals
Technical Symposium on Computer Science Education (ACM SIGCSE)
Journal of Computer Science Education - ISTE SIGCS
Journal of Computer Science Education - Swets