Posts tagged ‘computing for everyone’
The California state legislature is attempting to affect change to computer science education in California, and for all the right reasons. They’re getting the message that computer science is what drives innovation and economic growth in California, and that the demand for computer science graduates in California far exceeds supply. There are simply not enough students prepared or preparing to join this high tech workforce. They’re also starting to understand that computer science needs to count for something other than an elective course for more schools to offer it and for more students to take it – especially girls and underrepresented students of color. What they may not quite understand yet is that there aren’t enough teachers prepared to teach computer science in K-12, although one assemblyman spoke of the need for a single subject teaching credential in computer science, so maybe someday we’ll get there … baby steps!
So, it was exciting in Sacramento last week as the Assembly and Senate Education Committees passed a handful of CS-related bills with flying colors and broad bi-partisan support! ACCESS (the Alliance for California Computing Education in Students and Schools) was on hand to help provide analysis and information. Many thanks to Josh Paley, a computer science teacher at Gunn High School in Palo Alto and a CSTA advocacy and leadership team member, who provided substantive testimony on two priority bills*. Josh provided compelling stories of students who had graduated and gone on to solve important problems using their CS skills. Amy Hirotaka, State Policy and Advocacy Manager, of Code.org, Andrea Deveau, Executive Director of TechNet, and Barry Brokaw, lobbyist for Microsoft also testified on these bills. It was also exciting to see a wide range of organizations supporting this important discipline.
All of the following CS-related bills passed out of committee, all but one with unanimous approval:
1) AB 1764* (Olsen and Buchanan) would allow school districts to award students credit for one mathematics course if they successfully complete one course in computer science approved by the University of California as a “category c” (math) requirement for admissions. Such credit would only be offered in districts where the school district requires more than two courses in mathematics for graduation, therefore, it does not replace core math requirements.
2) AB 1539* (Hagman) would create computer science standards that provide guidance for teaching computer science in grades 7-12.
3) AB 1540 (Hagman) establishes greater access to concurrent enrollment in community college computer science courses by high school students.
4) AB 1940 (Holden) establishes a pilot grant program to support establishing or expanding AP curriculum in STEM (including computer science) in high schools with such need (passed with two noes).
5) AB 2110 (Ting) requires computer science curriculum content to be incorporated into curriculum frameworks when next revised.
6) SB1200 (Padilla) would require CSU and request UC to establish a uniform set of academic standards for high school computer science courses, to satisfy the “a-g” subject requirements, as defined, for the area of mathematics (“c”) for purposes of recognition for undergraduate admission at their respective institutions.
7) ACR 108 (Wagner) would designate the week of December 8, 2014, as Computer Science Education Week (passed on consent).
AB 1530 (Chau), to be heard by the Assembly Education Committee on April 23, would encourage the Superintendent of Public Instruction to develop or, as needed, revise a model curriculum on computer science, and to submit the model curriculum to the State Board of Education for adoption (specifically focuses on grades 1-6).
Anyone really interested in hearing the bill presentation, testimony and supporters can see it here:
Senate Education Committee: http://calchannel.granicus.com/MediaPlayer.php?view_id=7&clip_id=2012
Assembly Education Committee: http://calchannel.granicus.com/MediaPlayer.php?view_id=7&clip_id=2019
I’ll plan another update once these bills move further.
It’s almost a race to the bottom — which do people care less about, learning programming or learning a modern language?
The teaching of computer coding should be prioritised over modern languages, according to a survey of British adults.
Twice as many thought teaching computer coding in school should be a priority than the number who saw Mandarin Chinese as more important. Coding was the top choice for 52%, against 38% who favoured French lessons, 32% Spanish, 25% German and 24% Mandarin.
The poll was published by code.org, a campaign to introduce children and parents to coding. It has created Hour of Code, a series of free tutorials designed to show students the basics of programming in an hour.
Nice post from Ran Libeskind-Hadas, Chair of Computer Science at Harvey Mudd College, on the importance of computer science for everyone on campus.
College students across all fields are quickly recognizing two important facts: Every well educated citizen should understand something about the computationally-pervasive world in which we live. Second, computing skills are likely to be useful across virtually all disciplines including the arts, humanities, and social sciences.
Many of these students discover computing late in their college lives and/or have other constraints that prevent them from taking more than one or two computing courses. Those students, I believe, are not ideally served by traditional CS 1 and 2 courses which are often designed as the stepping stones of a computer science major. While implementing a queue as a doubly-linked list is probably important for a CS major (although one could reasonably argue that it still doesn’t have to be presented in CS 1), it’s almost certainly not the highest priority for a social scientist or a biologist.
I got to see a build of ScratchJr at the NSF CE21 PI’s meeting in January — it’s really fun. Attractive, responsive, and well thought through, as one would expect with this team.
Coding (or computer programming) is a new type of literacy. Just as writing helps you organize your thinking and express your ideas, the same is true for coding. In the past, coding was seen as too difficult for most people. But we think coding should be for everyone, just like writing.
As young children code with ScratchJr, they learn how to create and express themselves with the computer, not just interact with it. In the process, children develop design and problem-solving skills that are foundational for later academic success, and they use math and language in a meaningful and motivating context, supporting the development of early-childhood numeracy and literacy.
With ScratchJr, children aren’t just learning to code, they are coding to learn.
Wall Street Journal just ran an article (linked below) about people “flocking to coding classes.” The lead for the story (quoted below) is a common story, but concerning. If coding is all extra-curricular, with the (presumably expensive) once-a-week tutor, then how do the average kids get access? How do the middle and lower kids get access? Hadi Partovi and Jane Margolis talked about this on PRI’s Science Friday — CS education can’t be an afterschool activity, or we’ll keep making CS a privileged activity for white boys.
Like many 10-year-olds, Nick Wald takes private lessons. His once-a-week tutor isn’t helping him with piano scales or Spanish conjugations, but teaching him how to code.
“I always liked to get apps from the app store, and I always wanted to figure out how they worked and how I could develop it like that,” Nick says.
As the ability to code, or use programming languages to build sites and apps, becomes more in demand, technical skills are no longer just for IT professionals. Children as young as 7 can take online classes in Scratch programming, while 20-somethings are filling up coding boot camps that promise to make them marketable in the tech sector. Businesses such as American Express Co. AXP -0.57% send senior executives to programs about data and computational design not so they can build websites, but so they can better manage the employees who do.
Hadi Partovi will be delivering the keynote today at SIGCSE 2014. The interview they just had with him last month on ACM’s website has some nice bits:
As a tech industry veteran and visionary, what would you say to young people who may not realize that two-thirds of the jobs in software engineering are outside the technology sector?
I would say that the reason to study software isn’t because you want to get a job in technology. School teaches you how to dissect a frog, or how electricity works, even if you want to become a journalist or a lawyer. In the 21st century, it’s equally important, or more important even, to know how to “dissect an app” or learn how the Internet works, even if you want to become a doctor, a chemist, or the President of the United States. Maybe you’ll fall in love with it and decide to get a job in software, and if you do, you’ll be in one of the most creative, highest-paying careers in the world. Most students who study computer science in high school will go on to careers outside of computing — but they will still benefit from it. This is a fundamental, foundational science for the 21st century.
The article below describes a political furor over appointing someone to lead an effort to support computing education — who doesn’t herself understand much about computing.
But this is a general problem, and is probably a problem for engineering education, too. Most US politicians in Washington DC don’t have STEM backgrounds. Few know anything about engineering. Fewer still know anything about computer science. Even if they really want to support STEM, engineering, and computing education, not knowing what it is themselves makes it more challenging for them to make good choices.
The row over Tory cronies in taxpayer-backed positions look set to intensify after it emerges the boss of the government’s coding education initiative cannot code — or even give a decent explanation of what is involved. Figures behind the scheme include Michael Gove, who is at the centre of the furore over Conservative placemen in Whitehall and the ‘quangocracy’.
Conservative activist Lottie Dexter was ridiculed by IT experts and educationalists for her clueless performance on Newsnight — in which she claimed that teachers could be trained how to educate students in computer programming “in a day”