Computing in School. Is the time nigh? October 20, 2012Posted by IaninSheffield in CPD, Musings, Twitter.
Tags: CAS, coding, computing, programming
The other night I attended a local CAS Hub Meeting at Sheffield Hallam University; the first I’ve been to. Attended by an eclectic mix drawn in the main from ICT teachers and leaders from local schools, but also including colleagues from HE, PGCE students and representatives of companies in the digital sector.
… a closely knit national federation of university-led local school networks … A central goal of the local networks is to build a sufficient capacity of expert schoolteachers with the competencies and capabilities necessary to support the development of other computer science teachers.
Phil then took us through some of the robotics projects the recently established South Yorkshire CAS Hub had undertaken in conjunction with local schools. The evening hospitably drew to a close with a few nibbles and the opportunity to network with other attendees.
What was serendipitous though was when I got home and checked in on Twitter to find an ongoing discussion along the same lines as that which I’d been listening to barely an hour earlier. I think I’m right in saying it started with this from Neil Winton:
It’s as simple as it is obvious. The ability to code is as important as the ability to read and write: venturebeat.com/2012/09/04/est…
— Neil Winton (@nwinton) October 18, 2012
and blossomed to include John Johnston, Charlie Love, Rob Hill and Richard Anderson who touched on the value of coding in the curriculum, the skills associated with coding and computing and the dearth of computer scientists in the UK employment market. Although I chipped in briefly, I don’t have an agenda here. As ICT Development Manager in school, my responsibility is to ICT across all subjects (and beyond!) and my disposition towards it stems from the potential it offers to encourage, enhance and extend, promote and enable learning. That said, I’m only too well aware of and sympathetic towards some of the serious issues surrounding Computer Science, like the marked decline in numbers of students studying Computing in school and subsequently in higher education and the shortfall in the numbers of CS graduates available to fill jobs in the IT labour market.
There is a push then from organisations like CAS, the BCS, NAACE, from Government and from teachers in field to address the problem. That’s good. I support that and will lend my shoulder where I can. There’s a recognition that the shift of emphasis towards ICT during the past decade has left the teaching workforce denuded in people with expertise and capability to deliver Computer Science. That too is being addressed with Government incentives and through the efforts of CAS.
In support of the case, it’s often rightly argued that studying computing or coding is of value in itself, providing an ideal opportunity through which to develop logical thinking, critical reasoning, problem solving and being creative. These skills can be introduced as early as Key Stage 1 using devices like Bee-Bots and continued through school using applications and initiatives like Scratch, Kodu, Small Basic, Code Academy and more. I wholeheartedly agree with these propositions … yet have a nagging worry at the back of my mind – one of equity. It’s the same one I have when we put on open evenings where departments/faculties showcase their subject in order to help(!) students choose which subjects to study. If you’re a good enough teacher, then you ought to be able to ‘sell’ your subject, highlighting the unique aspects which help it stand out from the crowd and make it worthy of inclusion in a curriculum (whether the narrow one chosen by older students or the broad one imposed(?!) on younger students). I’m certain an equally compelling case could be made whether it’s Psychology, Latin, Economics, Media Studies, Politics, Anthropology or Sociology.
So I guess my point is, are all subjects created equal? Or should some subjects, like Computer Science, be more equal than others?