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A university-based model for supporting computer science curriculum reform / Faron Moller; Tom Crick

Journal of Computers in Education, Volume: 5, Issue: 4, Pages: 415 - 434

Swansea University Author: Crick, Tom

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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...

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Published in: Journal of Computers in Education
ISSN: 2197-9987 2197-9995
Published: Springer 2018
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URI: https://cronfa.swan.ac.uk/Record/cronfa43551
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first_indexed 2018-08-23T19:44:05Z
last_indexed 2019-01-30T19:57:14Z
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spelling 2019-01-30T13:41:14Z v2 43551 2018-08-23 A university-based model for supporting computer science curriculum reform Tom Crick Tom Crick true 0000-0001-5196-9389 false 200c66ef0fc55391f736f6e926fb4b99 9971fd6d74987b78a0d7fce128f8c721 z93Ri4T5hwMLTfh+6XG11n2HZhUyFASdV1DFdgIIhKs= 2018-08-23 EDUC 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 2197-9987 2197-9995 Computer science education, School–university partnerships, In-service teacher education, Professional development, Informal learning, Curriculum reform, Wales 23 8 2018 2018-08-23 10.1007/s40692-018-0117-x https://link.springer.com/article/10.1007%2Fs40692-018-0117-x College of Arts and Humanities School of Education CAAH EDUC None 2019-01-30T13:41:14Z 2018-08-23T14:39:31Z College of Science Computer Science Faron Moller 1 Tom Crick 0000-0001-5196-9389 2 0043551-27082018084402.pdf Moller-Crick2018_Article_AUniversity-basedModelForSuppo.pdf 2018-08-27T08:44:02Z Output 583417 application/pdf VoR true Published to Cronfa 07/09/2018 2018-08-27T00:00:00 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
Crick, Tom
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
author_id_str_mv 200c66ef0fc55391f736f6e926fb4b99
author_id_fullname_str_mv 200c66ef0fc55391f736f6e926fb4b99_***_Crick, Tom
author Crick, Tom
author2 Faron Moller
Tom Crick
format Journal article
container_title Journal of Computers in Education
container_volume 5
container_issue 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
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://link.springer.com/article/10.1007%2Fs40692-018-0117-x
document_store_str 1
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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 2018-08-23T12:12:29Z
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