Archive for April 15, 2011
The below announcement was posted by Dr. Chris Stephenson, Executive Director of the Computer Science Teachers Association (CSTA), on the SIGCSE-Members list. This is really important — the whole Running on Empty report came from a comparison of state curricula to the current model curriculum.
I am glad that the draft is available for comment and encourage everyone to review it. I’ve read through it once, and don’t quite understand it. Why is it part of computational thinking that all high schools know how to convert between decimal, binary, octal, and hexadecimal (page 23 and 60)? Is it really necessary for all students to learn how to program mobile devices and write client- and server-side scripts (page 23)? I like the bullet about representation and trade-offs on digital information, but I would have liked some specifics on what students will learn, like the kinds of error that occur. The current draft seems tied to current technology and not to big ideas or principles. (Are most K-12 standards like this? The AAAS standards aren’t, but maybe they are the anomaly.)
I’m planning to re-read it, because I might not have got the big picture. I strongly encourage all of you to read and comment on it.
Since it was first released in 2003, the ACM/CSTA Model Curriculum for K-12 Computer Science has served as the national standards for pre-college computer science education. This year, CSTA formed a committee of specialists (co-chaired by Allen Tucker and Deborah Seehorn) from all educational levels to review and revise these standards.
Based on the following definition of computer science:
Computer science is the study of computers and algorithmic processes, including their principles, their hardware and software designs, their applications, and their impact on society and includes the following elements:
• hardware design,
• databases and information retrieval,
• computer security,
• software design,
• programming languages,
• programming paradigms,
• translation between levels of abstraction,
• artificial intelligence,
• the limits of computation (what computers can’t do),
• applications in information technology and information systems, and
• social issues (Internet security, privacy, intellectual property, etc.).
The K-12 Computer Science Standards provide learning outcomes for students in grade K through 12. These learning outcomes are divided into three levels:
· Level 1 (grades K–6) Computer Science and Me
· Level 2 (grades 6–9) Computer Science and Community
· Level 3 (grades 9–12) Applying concepts and creating real-world solutions
o Level 3A: (grades 9 or 10) Computer Science in the Modern World
o Level 3B: (grades 10 or 11) Computer Science Principles
o Level 3C: (grades 11 or 12) Topics in Computer Science
The learning outcomes within each level are organized into the following strands:
· Computational Thinking
· Computing Practice
· Computers and Communications Devices
· Community, Global, and Ethical Impacts
CSTA invites you to review and submit comments on the review draft of the new CSTA K-12 Computer Science Learning Standards: Revised 2011. A copy of the document is available for download at:
This site also provides access to an online form that will be used to collect all reader comments and suggestions. The review process will be open until June 15, 2011.
Chairs, CSTA Standards Task Force