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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 Authors: Faron Moller, Tom Crick

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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 Science and Business Media LLC 2018
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URI: https://cronfa.swan.ac.uk/Record/cronfa43551
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spelling 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 College of Arts and Humanities School of Education 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
author_id_str_mv bf25e0b52fe7c11c473cc48d306073f7
200c66ef0fc55391f736f6e926fb4b99
author_id_fullname_str_mv bf25e0b52fe7c11c473cc48d306073f7_***_Faron, Moller
200c66ef0fc55391f736f6e926fb4b99_***_Tom, Crick
author Faron, Moller
Tom, Crick
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 Science and Business Media LLC
college_str College of Arts and Humanities
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hierarchy_top_id collegeofartsandhumanities
hierarchy_top_title College of Arts and Humanities
hierarchy_parent_id collegeofartsandhumanities
hierarchy_parent_title College of Arts and Humanities
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url 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 2018-12-01T03:59:28Z
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