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Conference Paper/Proceeding/Abstract 878 views 487 downloads

Bringing Computer Science Back Into Schools: Lessons from the UK

Neil Christopher Charles Brown, Michael Kölling, Tom Crick Orcid Logo, Simon Peyton Jones, Simon Humphreys, Sue Sentance

Proceeding of the 44th ACM Technical Symposium on Computer Science Education, Pages: 269 - 274

Swansea University Author: Tom Crick Orcid Logo

DOI (Published version): 10.1145/2445196.2445277

Abstract

Computer science in UK schools is a subject in decline: the ratio of Computing to Maths A-Level students (i.e. ages 16--18) has fallen from 1:2 in 2003 to 1:20 in 2011 and in 2012. In 2011 and again in 2012, the ratio for female students was 1:100, with less than 300 female students taking Computing...

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Published in: Proceeding of the 44th ACM Technical Symposium on Computer Science Education
ISBN: 978-1-4503-1868-6
Published: Denver, Colorado, USA ACM 2013
Online Access: https://dl.acm.org/citation.cfm?doid=2445196.2445277
URI: https://cronfa.swan.ac.uk/Record/cronfa43394
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spelling 2022-12-18T17:47:39.8765944 v2 43394 2018-08-14 Bringing Computer Science Back Into Schools: Lessons from the UK 200c66ef0fc55391f736f6e926fb4b99 0000-0001-5196-9389 Tom Crick Tom Crick true false 2018-08-14 EDUC Computer science in UK schools is a subject in decline: the ratio of Computing to Maths A-Level students (i.e. ages 16--18) has fallen from 1:2 in 2003 to 1:20 in 2011 and in 2012. In 2011 and again in 2012, the ratio for female students was 1:100, with less than 300 female students taking Computing A-Level in the whole of the UK each year. Similar problems have been observed in the USA and other countries, despite the increased need for computer science skills caused by IT growth in industry and society. In the UK, the Computing At School (CAS) group was formed to try to improve the state of computer science in schools. Using a combination of grassroots teacher activities and policy lobbying at a national level, CAS has been able to rapidly gain traction in the fight for computer science in schools. We examine the reasons for this success, the challenges and dangers that lie ahead, and suggest how the experience of CAS in the UK can benefit other similar organisations, such as the CSTA in the USA. Conference Paper/Proceeding/Abstract Proceeding of the 44th ACM Technical Symposium on Computer Science Education 269 274 ACM Denver, Colorado, USA 978-1-4503-1868-6 6 3 2013 2013-03-06 10.1145/2445196.2445277 https://dl.acm.org/citation.cfm?doid=2445196.2445277 44th ACM Technical Symposium on Computer Science Education (SIGCSE 2013) COLLEGE NANME Education COLLEGE CODE EDUC Swansea University 2022-12-18T17:47:39.8765944 2018-08-14T15:45:09.4851704 Faculty of Humanities and Social Sciences School of Social Sciences - Education and Childhood Studies Neil Christopher Charles Brown 1 Michael Kölling 2 Tom Crick 0000-0001-5196-9389 3 Simon Peyton Jones 4 Simon Humphreys 5 Sue Sentance 6 0043394-11092018070141.pdf cas.pdf 2018-09-11T07:01:41.2130000 Output 832484 application/pdf Accepted Manuscript true 2018-09-11T00:00:00.0000000 true eng
title Bringing Computer Science Back Into Schools: Lessons from the UK
spellingShingle Bringing Computer Science Back Into Schools: Lessons from the UK
Tom Crick
title_short Bringing Computer Science Back Into Schools: Lessons from the UK
title_full Bringing Computer Science Back Into Schools: Lessons from the UK
title_fullStr Bringing Computer Science Back Into Schools: Lessons from the UK
title_full_unstemmed Bringing Computer Science Back Into Schools: Lessons from the UK
title_sort Bringing Computer Science Back Into Schools: Lessons from the UK
author_id_str_mv 200c66ef0fc55391f736f6e926fb4b99
author_id_fullname_str_mv 200c66ef0fc55391f736f6e926fb4b99_***_Tom Crick
author Tom Crick
author2 Neil Christopher Charles Brown
Michael Kölling
Tom Crick
Simon Peyton Jones
Simon Humphreys
Sue Sentance
format Conference Paper/Proceeding/Abstract
container_title Proceeding of the 44th ACM Technical Symposium on Computer Science Education
container_start_page 269
publishDate 2013
institution Swansea University
isbn 978-1-4503-1868-6
doi_str_mv 10.1145/2445196.2445277
publisher ACM
college_str Faculty of Humanities and Social Sciences
hierarchytype
hierarchy_top_id facultyofhumanitiesandsocialsciences
hierarchy_top_title Faculty of Humanities and Social Sciences
hierarchy_parent_id facultyofhumanitiesandsocialsciences
hierarchy_parent_title Faculty of Humanities and Social Sciences
department_str School of Social Sciences - Education and Childhood Studies{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Social Sciences - Education and Childhood Studies
url https://dl.acm.org/citation.cfm?doid=2445196.2445277
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description Computer science in UK schools is a subject in decline: the ratio of Computing to Maths A-Level students (i.e. ages 16--18) has fallen from 1:2 in 2003 to 1:20 in 2011 and in 2012. In 2011 and again in 2012, the ratio for female students was 1:100, with less than 300 female students taking Computing A-Level in the whole of the UK each year. Similar problems have been observed in the USA and other countries, despite the increased need for computer science skills caused by IT growth in industry and society. In the UK, the Computing At School (CAS) group was formed to try to improve the state of computer science in schools. Using a combination of grassroots teacher activities and policy lobbying at a national level, CAS has been able to rapidly gain traction in the fight for computer science in schools. We examine the reasons for this success, the challenges and dangers that lie ahead, and suggest how the experience of CAS in the UK can benefit other similar organisations, such as the CSTA in the USA.
published_date 2013-03-06T03:54:39Z
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score 11.016235

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