New K-12 Computer Science Curriculum

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New K-12 Computer Science Curriculum by Allen Tucker details the need for United States’ schools to integrate a computer science curriculum.  Tucker seeks to inform his readers about the report, published by the Association for Computing Machinery, which proposes a framework for integrating computer science.  In this article, Tucker attempts to persuade foundations, organizations, schools, and individuals to support the effort to “educate young people in computer science, thus better preparing them for effective citizenship” (Tucker, 2004, p. 17). 

            Tucker makes some very logical arguments as to why computer science curriculum is important to our students, noting that it is also becoming a growing profession in our global economy.  He explains that it is essential for our public to gain an understanding of computer science and curriculum implementation is the best way to do this.  As educators, we should recognize this because we are supposed to be preparing our students for the future.  There is a growing need for computer specialists in the workforce, and neglecting to teach computer science may be closing career doors for many of our students. 

            What I found to be most valuable in this article was the framework that Tucker details, which explains computer science curriculum at the varying grade levels.  From Grades K-8 there should be an integration of basic technological skills with simple problem solving ideas.  This would satisfy NETS 6a because the students would be incorporating basic skills, therefore demonstrating an understanding of technology systems.  In addition, by the use of modules to aid in existing units the students would be addressing NETS 1c because they would be gathering information from models and simulations to explore different subject content. 

Even if state standards are not currently in place for computer science, as educators we can implement this idea in our everyday classrooms.  Using modules to accompany our lessons will help to promote student interest, engagement, and, in turn, student achievement.  We can also find culturally relevant modules and resources that allow students to gain an appreciation for diversity, something that can sometimes be stifled by our own knowledge or availability of resources.  In addition, implementing the use of modules and online tools works to satisfy NETS 5 because it helps students to recognize the educational value of technology, something that educators should be highlighting in the ever-growing Twitter, Facebook, iPhone, MySpace, iPad, Blogger world!

            During Grades 9 or 10 students should be appreciative and understanding of the principles, applications, and methodologies of computer science in the real world.  Tucker explains that this is a crucial aspect of computer science curriculum because students will have this as their last computer science experience, and “it should be considered essential preparation for the modern world” (Tucker, 2004, p.18).  This addresses all of the NETS, but specifically would satisfy NETS 2 because this fosters global awareness, cultural understanding, and communication that will help them in the future.  At Grades 10 or 11 students focus on scientific and engineering applications of computer science, while also addressing social impact and networking.  This satisfies NETS 5 because students will be working to analyze societal and human issues in relation to technology. 

And the final level of the computer science curriculum is an individualized focus on a specific aspect of computer science, which may include multimedia projects.  This would work to satisfy NETS 1, 2, and 3, because students would create their own works while effectively communicating their information and processing/reporting results from their findings.  This idea can also be implemented in a classroom in terms of portfolio projects or other forms of authentic assessment.  We should be equipping students with the skills and knowledge to create projects with technology, and they should be encouraged to incorporate technology into their studies.  I see the benefits of having students create portfolios as a more complete means of assessment.  By using multimedia projects and other technological resources I can encourage my students to create online or interactive portfolios, which will not only allow them to see their progress, but also help them to gain an appreciation and understanding of the practical applications of technology.

Tucker also details some of the challenges that we face when trying to implement a computer science curriculum.  He explains the huge impacts that lack of funding has on its implementation, but explains that in order to make this curriculum work we must address “teacher preparation, state-level content standards, and curriculum materials development” (Tucker, 2004, p. 18). 

Tucker concludes his article by detailing the need for computer science to be recognized as an important and meaningful academic content.  He explains that collaboration among educators and communication about the importance of implementing a computer science curriculum can help to highlight the need in our K-12 public schools.  Tucker also addresses the need for adequate funding in order to get a computer science program into public schooling and states “corporations, foundations, and other external sources should support this effort by providing incentives” (Tucker, 2004, p. 20).  This actually makes perfect sense considering that the world market needs computer specialists.  Money talks, and if corporations and organizations (that may or may not benefit from its implementation) provided monetary or resource incentives to schools, it is much more likely that school would begin to implement and gain an appreciation for a comprehensive computer science curriculum.

Reference:

Tucker, A. (2004). New K-12 computer science curriculum. Learning & Leading with Technology, 31(7), 17-20.