No Cover Image

Conference contribution 43 views 12 downloads

Grand challenges for the UK: Upskilling teachers to teach computer science within the secondary curriculum / Sue Sentance; Mark Dorling; Adam McNicol; Tom Crick

Proceedings of the 7th Workshop in Primary and Secondary Computing Education, Pages: 82 - 85

Swansea University Author: Crick, Tom

DOI (Published version): 10.1145/2481449.2481469

Abstract

Recent changes in UK education policy with respect to ICT and Computer Science (CS) have meant that more teachers need the skills and knowledge to teach CS in schools. This paper reports on work in progress in the UK researching models of continuing professional development (CPD) for such teachers....

Full description

Published in: Proceedings of the 7th Workshop in Primary and Secondary Computing Education
ISBN: 978-1-4503-1787-0
Published: Hamburg, Germany ACM 2012
Online Access: https://dl.acm.org/citation.cfm?doid=2481449.2481469
URI: https://cronfa.swan.ac.uk/Record/cronfa43395
Tags: Add Tag
No Tags, Be the first to tag this record!
first_indexed 2018-08-14T15:01:05Z
last_indexed 2018-10-15T19:17:23Z
id cronfa43395
recordtype SURis
fullrecord <?xml version="1.0"?><rfc1807><datestamp>2018-10-15T14:57:38Z</datestamp><bib-version>v2</bib-version><id>43395</id><entry>2018-08-14</entry><title>Grand challenges for the UK: Upskilling teachers to teach computer science within the secondary curriculum</title><alternativeTitle></alternativeTitle><author>Tom Crick</author><firstname>Tom</firstname><surname>Crick</surname><active>true</active><ORCID>0000-0001-5196-9389</ORCID><ethesisStudent>false</ethesisStudent><sid>200c66ef0fc55391f736f6e926fb4b99</sid><email>9971fd6d74987b78a0d7fce128f8c721</email><emailaddr>z93Ri4T5hwMLTfh+6XG11n2HZhUyFASdV1DFdgIIhKs=</emailaddr><date>2018-08-14</date><deptcode>EDUC</deptcode><abstract>Recent changes in UK education policy with respect to ICT and Computer Science (CS) have meant that more teachers need the skills and knowledge to teach CS in schools. This paper reports on work in progress in the UK researching models of continuing professional development (CPD) for such teachers. We work with many teachers who either do not have an appropriate academic background to teach Computer Science, or who do and have not utilised it in the classroom due to the curriculum in place for the last fifteen years. In this paper we outline how educational policy changes are affecting teachers in the area of ICT and Computer Science; we describe a range of models of CPD and discuss the role that local and national initiatives can play in developing a hybrid model of transformational CPD, briefly reporting on our initial findings to date.</abstract><type>Conference contribution</type><journal>Proceedings of the 7th Workshop in Primary and Secondary Computing Education</journal><volume/><journalNumber/><paginationStart>82</paginationStart><paginationEnd>85</paginationEnd><publisher>ACM</publisher><placeOfPublication>Hamburg, Germany</placeOfPublication><isbnPrint/><isbnElectronic>978-1-4503-1787-0</isbnElectronic><issnPrint/><issnElectronic/><keywords></keywords><publishedDay>8</publishedDay><publishedMonth>11</publishedMonth><publishedYear>2012</publishedYear><publishedDate>2012-11-08</publishedDate><doi>10.1145/2481449.2481469</doi><url>https://dl.acm.org/citation.cfm?doid=2481449.2481469</url><notes>7th Workshop in Primary and Secondary Computing Education (WiPSCE 2012)</notes><college>College of Arts and Humanities</college><department>School of Education</department><CollegeCode>CAAH</CollegeCode><DepartmentCode>EDUC</DepartmentCode><institution/><researchGroup>None</researchGroup><supervisor/><sponsorsfunders/><grantnumber/><degreelevel/><degreename></degreename><lastEdited>2018-10-15T14:57:38Z</lastEdited><Created>2018-08-14T15:45:09Z</Created><path><level id="1">College of Science</level><level id="2">Computer Science</level></path><authors><author><firstname>Sue</firstname><surname>Sentance</surname><orcid/><order>1</order></author><author><firstname>Mark</firstname><surname>Dorling</surname><orcid/><order>2</order></author><author><firstname>Adam</firstname><surname>McNicol</surname><orcid/><order>3</order></author><author><firstname>Tom</firstname><surname>Crick</surname><orcid>0000-0001-5196-9389</orcid><order>4</order></author></authors><documents><document><filename>0043395-11092018075123.pdf</filename><originalFilename>WIPSCECPD.pdf</originalFilename><uploaded>2018-09-11T07:51:23Z</uploaded><type>Output</type><contentLength>147808</contentLength><contentType>application/pdf</contentType><version>AM</version><cronfaStatus>true</cronfaStatus><action>Updated Copyright</action><actionDate>15/10/2018</actionDate><embargoDate>2018-09-11T00:00:00</embargoDate><documentNotes/><copyrightCorrect>true</copyrightCorrect><language>eng</language></document></documents></rfc1807>
spelling 2018-10-15T14:57:38Z v2 43395 2018-08-14 Grand challenges for the UK: Upskilling teachers to teach computer science within the secondary curriculum Tom Crick Tom Crick true 0000-0001-5196-9389 false 200c66ef0fc55391f736f6e926fb4b99 9971fd6d74987b78a0d7fce128f8c721 z93Ri4T5hwMLTfh+6XG11n2HZhUyFASdV1DFdgIIhKs= 2018-08-14 EDUC Recent changes in UK education policy with respect to ICT and Computer Science (CS) have meant that more teachers need the skills and knowledge to teach CS in schools. This paper reports on work in progress in the UK researching models of continuing professional development (CPD) for such teachers. We work with many teachers who either do not have an appropriate academic background to teach Computer Science, or who do and have not utilised it in the classroom due to the curriculum in place for the last fifteen years. In this paper we outline how educational policy changes are affecting teachers in the area of ICT and Computer Science; we describe a range of models of CPD and discuss the role that local and national initiatives can play in developing a hybrid model of transformational CPD, briefly reporting on our initial findings to date. Conference contribution Proceedings of the 7th Workshop in Primary and Secondary Computing Education 82 85 ACM Hamburg, Germany 978-1-4503-1787-0 8 11 2012 2012-11-08 10.1145/2481449.2481469 https://dl.acm.org/citation.cfm?doid=2481449.2481469 7th Workshop in Primary and Secondary Computing Education (WiPSCE 2012) College of Arts and Humanities School of Education CAAH EDUC None 2018-10-15T14:57:38Z 2018-08-14T15:45:09Z College of Science Computer Science Sue Sentance 1 Mark Dorling 2 Adam McNicol 3 Tom Crick 0000-0001-5196-9389 4 0043395-11092018075123.pdf WIPSCECPD.pdf 2018-09-11T07:51:23Z Output 147808 application/pdf AM true Updated Copyright 15/10/2018 2018-09-11T00:00:00 true eng
title Grand challenges for the UK: Upskilling teachers to teach computer science within the secondary curriculum
spellingShingle Grand challenges for the UK: Upskilling teachers to teach computer science within the secondary curriculum
Crick, Tom
title_short Grand challenges for the UK: Upskilling teachers to teach computer science within the secondary curriculum
title_full Grand challenges for the UK: Upskilling teachers to teach computer science within the secondary curriculum
title_fullStr Grand challenges for the UK: Upskilling teachers to teach computer science within the secondary curriculum
title_full_unstemmed Grand challenges for the UK: Upskilling teachers to teach computer science within the secondary curriculum
title_sort Grand challenges for the UK: Upskilling teachers to teach computer science within the secondary curriculum
author_id_str_mv 200c66ef0fc55391f736f6e926fb4b99
author_id_fullname_str_mv 200c66ef0fc55391f736f6e926fb4b99_***_Crick, Tom
author Crick, Tom
author2 Sue Sentance
Mark Dorling
Adam McNicol
Tom Crick
format Conference contribution
container_title Proceedings of the 7th Workshop in Primary and Secondary Computing Education
container_start_page 82
publishDate 2012
institution Swansea University
isbn 978-1-4503-1787-0
doi_str_mv 10.1145/2481449.2481469
publisher ACM
college_str College of Science
hierarchytype
hierarchy_top_id collegeofscience
hierarchy_top_title College of Science
hierarchy_parent_id collegeofscience
hierarchy_parent_title College of Science
department_str Computer Science{{{_:::_}}}College of Science{{{_:::_}}}Computer Science
url https://dl.acm.org/citation.cfm?doid=2481449.2481469
document_store_str 1
active_str 1
description Recent changes in UK education policy with respect to ICT and Computer Science (CS) have meant that more teachers need the skills and knowledge to teach CS in schools. This paper reports on work in progress in the UK researching models of continuing professional development (CPD) for such teachers. We work with many teachers who either do not have an appropriate academic background to teach Computer Science, or who do and have not utilised it in the classroom due to the curriculum in place for the last fifteen years. In this paper we outline how educational policy changes are affecting teachers in the area of ICT and Computer Science; we describe a range of models of CPD and discuss the role that local and national initiatives can play in developing a hybrid model of transformational CPD, briefly reporting on our initial findings to date.
published_date 2012-11-08T06:20:22Z
_version_ 1639462860356583424
score 10.827389