Teaching Computing: challenges and successful strategies reported by school teachers Sue Sentance, King’s College London, UK Andrew Csizmadia, Newman University, UK
Teachers of Computing in school were asked about successful strategies that they used in the classroom as well as challenges that they faced. In a time of curriculum change in this subject, the perspectives of these teachers are useful for schools to address and implement. Challenges faced by teachers can be analysed as being either intrinsic to the teacher or having an external cause, and can be something relating to their own practice or to the challenges faced by students. We find that teachers’ own content knowledge and students’ understanding of the subject is more challenging to them than lack of resources, issues around engaging students, and time and assessment issues. In response to this, teachers recommend a range of pedagogical strategies to support students’ understanding which we incorporate practical, hands-on approaches, contextualising abstract concepts, incorporating collaborative work.
Position Statement for Preschool / early years from the National Association for the Education of Young Children and the Fred Rogers Center for Early Learning and Children’s Media at Saint Vincent College
This statement is intended primarily to provide guidance to those working in early childhood education programs serving children from birth through age 8. Although not developed as a guide for families in the selection and use of technology and interactive media in their homes, the information here may be helpful to inform such decisions. NAEYC and the Fred Rogers Center do not endorse or recommend software, hardware, curricula, or other materials.
The DigiLit Leicester project is a two year collaboration between Leicester City Council, De Montfort University and 23 of the city’s secondary schools . The project focuses on supporting secondary school teaching and teaching support staff in developing their digital literacy knowledge, skills and practice, and their effective use of digital tools, environments and approaches in their work with learners.
To better understand how parents of young children are responding to the digital age, Erikson Institute and its internationally recognized Technology in Early Childhood Center conducted a national survey to examine parental habits, attitudes, beliefs, and concerns about technology and its use.
This guide aims to help develop a shared understanding of the teaching of computational thinking in schools. It presents a conceptual framework of computational thinking, describes pedagogic approaches for teaching and offers guides for assessment. It is complementary to the two CAS guides published in November 2013 (Primary) and June 2014 (Secondary) in supporting the implementation of the new National Curriculum and embraces the CAS Barefoot and CAS QuickStart Computing descriptions of computational thinking. Computational thinking lies at the heart of the computing curriculum but it also supports learning and thinking in other areas of the curriculum.