From ICT to Computing. Presentation for the inaugral meeting of the Calderdale CAS Hub
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@petejbell Getting the balance right: Computing > Computer Science > Programming Don't reinvent the wheel: What you may already be doing in ICT that fits the new Computing Programme of Study Assessment Progression pathways Warning that classifying people into too many levels = lower accuracy of assessment SOLO Resources Algorithms Unplugged! Sharing Practice
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From ICT to Computing. Presentation for the inaugral meeting of the Calderdale CAS Hub
- 6. Computing > Computer Science > Programming Computing: 3 strands Information Technology Digital Literacy Computer Science
- 7. ` Digital media Impact of information technologies Safe and responsible practice Social, economic & legal issues
- 8. ` Algorithms
- 9. ` Encryption
- 10. ` Programming
- 12. Computing > Computer Science > Programming Computational Thinking “A way that humans, not computers, think” Wing, 2006 Decomposition Pattern Recognition Abstraction Algorithms
- 15. Sing-Song
- 16. Computationally: Verse (appendage) You put your (appendage) in You put your (appendage) out In Out On Out shake it all about You do the Hokey Cokey and you turn around That’s what it’s all about Chorus
- 18. Assessment Miles Berry @mberry Principal lecturer and subject leader for Computing Education at the University of Roehampton Chair of NAACE (National Association of Advisors for Computers in Education) Management board of CAS
- 19. Assessment
- 20. Assessment “It is clear that the greater the precision (i.e. the more levels into which we wish to classify people), the lower the accuracy” (Wiliam, 2001 p19)
- 21. Assessment SOLO (Structure of Observed Learning Outcomes) Identifies five stages of understanding. Each stage embraces the previous level but adds something more.
- 22. Assessment SOLO - Prestructural I don’t know what this is – but it’s round
- 23. Assessment SOLO - Unistructural This is a 10p piece
- 24. Assessment SOLO - Multistructural This is a 10p piece These are 20p pieces
- 25. Assessment SOLO - Relational 2 x 5 = 10, 2 x 10 = 20 and 4 x 5 = 20
- 26. Assessment SOLO – Extended Abstract This is a credit card etc.
- 27. Assessment Surface and deep thinking Unistructural and multistructural questions test students’ surface thinking (lower-order thinking skills) Relational and extended abstract questions test deep thinking (higher-order thinking skills)
- 28. Assessment
- 29. Resources Bob Harrison Chair of DfE Computing Expert Group Producers of THE Google Site: https://sites.google.com/site/primaryictitt/ Education advisor - Toshiba Runs Support for Education and Training
- 30. Resources https://sites.google.com/site/primaryictitt/ http://community.computingatschool.org.uk/resources/1692 MOOCs: • Code.org • CodeHS • Codecademy • The Javascript Roadtrip • Australian Primary Computing MOOC • Exploring CS • CodeAvengers • OCR Computing (GCSE) • TalentBuddy – Advanced Coding Exercises
- 31. Resources • Scratch (2) • App Inventor • Sense • Python • CAS (!) • Phil Bagge (code-it.co.uk) • Computer Science Unplugged
- 32. Sharing Practice CAS local (and affordable!) CPD events Algorithms Unplugged! Approved by Chuck Norris: Tickets: EventBrite (Shameless plug!)
- 33. Sharing Practice James Langley @lordlangley73 Alan O’Donohoe @teknoteacher Jonathan Pascall Dr Steve Wade
Notes de l'éditeur
- The change was daunting and even surreal for me.
- KS1-4
- Make a start
- NC
- Computing replaces ICT as an umbrella term covering a number of distinct strands.
- Keep the balance right information and communication technologies that enable people to operate online, how information technology impacts upon the way in which individuals and organisations operate eSafety and.. the social, economic and legal issues associated with the pervasive use of technology
- Algorithms - When teaching students how to create a spreadsheet model, make more of the algorithmic thinking that goes into such a task: breaking the problem down into smaller problems, deciding what they need to know and how they are going to go about building their model so that it gives them the information they need.
- When learning about the use of encryption to make online transactions more secure you could introduce pupils to the Caesar cipher algorithm and give them opportunity to use it to encode and decode messages.
- Programming: Instead of using WYSIWYG editor to build website, use HTML and CSS. Use SQL instead of Off the Shelf Database products like Access
- Data Representation: How binary is used to represent different types of data, e.g. how is sound converted into a digital format, do some graph paper programming. Or look at why hex is used to encode a particular colour in a graphics file.
- Whales is a hard word. Can someone spell it? Computers can’t guess what we want them to do based on tone / body language. They follow instructions…
- the student acquires bits of unconnected information that have no organisation and make no sense.
- Unistructural One aspect of a task is picked up or understood serially, and there is no relationship of facts or ideas
- Two or more aspects of a task are picked up or understood serially, but are not interrelated
- Relational Several aspects are integrated so that the whole has a coherent structure and meaning
- Extended abstract –That coherent whole is generalised to a higher level of abstraction. At this level students can make connections beyond the scope of the problem or question, to generalise or transfer learning into a new situation
- Relational Several aspects are integrated so that the whole has a coherent structure and meaning
- From Relational to Extended Abstract