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A university-based model for supporting computer science curriculum reform
Journal of Computers in Education, Volume: 5, Issue: 4, Pages: 415 - 434
Swansea University Authors:
Faron Moller , Tom Crick
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DOI (Published version): 10.1007/s40692-018-0117-x
Abstract
Computer science curriculum reform in the United Kingdom has been subject to substantial scrutiny—as it has in many other countries around the world—with England introducing a radical new computing curriculum from September 2014. However, in Wales—a devolved nation within the UK—political, geographi...
Published in: | Journal of Computers in Education |
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ISSN: | 2197-9987 2197-9995 |
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Springer Science and Business Media LLC
2018
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URI: | https://cronfa.swan.ac.uk/Record/cronfa43551 |
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2021-01-28T13:14:43.3264859 v2 43551 2018-08-23 A university-based model for supporting computer science curriculum reform bf25e0b52fe7c11c473cc48d306073f7 0000-0001-9535-8053 Faron Moller Faron Moller true false 200c66ef0fc55391f736f6e926fb4b99 0000-0001-5196-9389 Tom Crick Tom Crick true false 2018-08-23 SCS Computer science curriculum reform in the United Kingdom has been subject to substantial scrutiny—as it has in many other countries around the world—with England introducing a radical new computing curriculum from September 2014. However, in Wales—a devolved nation within the UK—political, geographical and socio-cultural issues have to date hindered any substantive educational policy or curriculum reform for computer science. In this paper, we present the activities of Technocamps, a national university-based schools outreach programme founded in 2003, and consider its wider impact on computer science education, schools, pupils and teachers in Wales. In contrast to successful interventions elsewhere in the UK in building and sustaining communities of practice, certain political and cultural challenges in Wales have largely prevented these successful models from being adopted. Through the consideration of the national case study presented in this paper, we demonstrate the necessity of the nation-wide school- and student-focused Technocamps model in building resilient and scalable practitioner-led support networks. Furthermore, with emerging curriculum reform in Wales, we frame the wider opportunity for computer science education and sustainably embedding cross-curricular digital competencies—along with changing the wider public perception and perceived value of computer science as an academic discipline—as a prospective replicable case study of a national engagement model for nations with similar aspirations of developing digitally confident and capable citizens. To this end, we conclude by drawing out the important lessons learnt for consideration when embarking on a programme of national curriculum reform and associated professional development. Journal Article Journal of Computers in Education 5 4 415 434 Springer Science and Business Media LLC 2197-9987 2197-9995 Computer science education, School–university partnerships, In-service teacher education, Professional development, Informal learning, Curriculum reform, Wales 1 12 2018 2018-12-01 10.1007/s40692-018-0117-x http://dx.doi.org/10.1007/s40692-018-0117-x COLLEGE NANME Computer Science COLLEGE CODE SCS Swansea University 2021-01-28T13:14:43.3264859 2018-08-23T14:39:31.0288358 Faculty of Humanities and Social Sciences School of Social Sciences - Education and Childhood Studies Faron Moller 0000-0001-9535-8053 1 Tom Crick 0000-0001-5196-9389 2 0043551-27082018084402.pdf Moller-Crick2018_Article_AUniversity-basedModelForSuppo.pdf 2018-08-27T08:44:02.4930000 Output 583417 application/pdf Version of Record true 2018-08-27T00:00:00.0000000 Released under the terms of a Creative Commons Attribution 4.0 International License (CC-BY). true eng |
title |
A university-based model for supporting computer science curriculum reform |
spellingShingle |
A university-based model for supporting computer science curriculum reform Faron Moller Tom Crick |
title_short |
A university-based model for supporting computer science curriculum reform |
title_full |
A university-based model for supporting computer science curriculum reform |
title_fullStr |
A university-based model for supporting computer science curriculum reform |
title_full_unstemmed |
A university-based model for supporting computer science curriculum reform |
title_sort |
A university-based model for supporting computer science curriculum reform |
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bf25e0b52fe7c11c473cc48d306073f7 200c66ef0fc55391f736f6e926fb4b99 |
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bf25e0b52fe7c11c473cc48d306073f7_***_Faron Moller 200c66ef0fc55391f736f6e926fb4b99_***_Tom Crick |
author |
Faron Moller Tom Crick |
author2 |
Faron Moller Tom Crick |
format |
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Journal of Computers in Education |
container_volume |
5 |
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4 |
container_start_page |
415 |
publishDate |
2018 |
institution |
Swansea University |
issn |
2197-9987 2197-9995 |
doi_str_mv |
10.1007/s40692-018-0117-x |
publisher |
Springer Science and Business Media LLC |
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Faculty of Humanities and Social Sciences |
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School of Social Sciences - Education and Childhood Studies{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Social Sciences - Education and Childhood Studies |
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http://dx.doi.org/10.1007/s40692-018-0117-x |
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description |
Computer science curriculum reform in the United Kingdom has been subject to substantial scrutiny—as it has in many other countries around the world—with England introducing a radical new computing curriculum from September 2014. However, in Wales—a devolved nation within the UK—political, geographical and socio-cultural issues have to date hindered any substantive educational policy or curriculum reform for computer science. In this paper, we present the activities of Technocamps, a national university-based schools outreach programme founded in 2003, and consider its wider impact on computer science education, schools, pupils and teachers in Wales. In contrast to successful interventions elsewhere in the UK in building and sustaining communities of practice, certain political and cultural challenges in Wales have largely prevented these successful models from being adopted. Through the consideration of the national case study presented in this paper, we demonstrate the necessity of the nation-wide school- and student-focused Technocamps model in building resilient and scalable practitioner-led support networks. Furthermore, with emerging curriculum reform in Wales, we frame the wider opportunity for computer science education and sustainably embedding cross-curricular digital competencies—along with changing the wider public perception and perceived value of computer science as an academic discipline—as a prospective replicable case study of a national engagement model for nations with similar aspirations of developing digitally confident and capable citizens. To this end, we conclude by drawing out the important lessons learnt for consideration when embarking on a programme of national curriculum reform and associated professional development. |
published_date |
2018-12-01T03:54:47Z |
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1763752738534981632 |
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11.021648 |