Computational Thinkingx - ACEC2012

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21 Νοε 2013 (πριν από 3 χρόνια και 11 μήνες)

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COMPUTATIONAL THINKING

IN

DIGITAL TECHNOLOGIES

Paul Herring
MACS (Snr) CP

St Peters Lutheran College

ACEC 2012

http://prezi.com/
-
aeozt3u8w6k/acec2012
-
computational
-
thinking/

My original presentation on
Prezi

Keynote: Computational Thinking
-

What is
it and Why Should We Care

Chris
Stephenson Executive
Director

Computer Science Teachers Association

“In Australia, ICT skills shortages continued to grow by up to 14,000
extra ICT jobs in 2012 and 35,000 by 2014.


At
the same time, curriculum initiatives in ICT at the secondary level
have not gone far enough to encourage high
-
achieving students in Years
11 and 12 to study tertiary ICT courses or promote the discipline as a
rewarding and vibrant career.



“Over the past decade, universities have not been successful attracting
bright school leavers to consider ICT as a study area, compared to other
professions such as (law and medicine).


As
a consequence, many students with an undergraduate degree have
not been able to secure professional ICT employment,”





Alan Paterson CEO



Draft
Shape of the Australian Curriculum:
Technologies


ICT university enrolments have dropped by 50 per cent in the last decade and by 40
per cent in the vocational sector.



ICT as a general discipline is less likely to attract high
-
achieving school leavers into
tertiary study.



In Australia, less than 50 per cent of ICT professionals typically possess a degree level
qualification in ICT, despite the availability of many potential employees.



Skills shortages in ICT continue to grow despite demand forecasts of 21,000 jobs in
2013.



“The ACS believes that excellence in ICT can only be achieved through a national
educational framework that meets and exceeds world best standards.




“More research needs to be done to understand why, despite the ever more
compelling opportunities of ICT, not enough students are choosing ICT as a
career.

Without skilled ICT workers, Australia’s ICT development and capability will
erode, further limiting the opportunities for our youth to participate in the most
vibrant sector of our economy,”



The Mac

Bike & the
Mic

Bike

The ‘perfect Educational System’:

Some of the factors:


Highest priority


Holistic


Driven from the home


Community involved


Life
-
long


A different mindset


dialectic process

challenging ideas


Confidence to question; to accept multiple answers


M
oral
, spiritual, and character education


Social Justice


Embracing and overcoming adversity


Facing difference


Necessity breeding invention and innovation


Antecedent of innovation

Today's literacy essential:


Why
all students should be encouraged to
study
Digital
Technologies in the

Senior
Years of Secondary School


The core of which is


Computational Thinking

“Life
logging, personal genomics, location tracking, biometrics
-

These new tools were
being developed for many different reasons, but all of them had something in common:
They added a computational dimension to ordinary
existence.”

Gary
Wolf, quantifiedself.com

The Elements of Computational Thinking:



algorithms


cryptography


machine
intelligence


computational biology


search


recursion


heuristics


Critical
Thinking
skills


Entrepreneurial
enabling
(innovation)

Algorithms

-

Steganography


http://internet
-
map.net/

The Hidden Group:

Conclusion:

Placing the Elements of Computational Thinking into the
school curriculum


into Digital Technologies?



algorithms








cryptography


machine
intelligence


computational biology


search


recursion


heuristics



Critical
Thinking
skills


Entrepreneurial
enabling
(innovation)

ACS

recommendations to assist in achieving a steady production of skilled and
qualified entrants into the profession
:



In order to convey the
in
-
dispensible

role of ICT in our daily lives, the ACS
recommends that ICT be recognized as subject in its own right (from Kindergarten
through to Year 12)



ICT
should be a mandatory subject up to Year 10.
Currently, students are only
required to study Digital Technology to Year 8, diminishing the significance of ICT in
the curriculum
.



Stronger guidelines to assist teachers in making decisions on ICT curriculum
delivery, in line with national ICT professional standards, which
recognise

changes
in ICT skills over time
.



Improved coordination between business, government to foster the development
of ICT at the secondary and tertiary levels to encourage the growth of more
qualified ICT professional to support Australia’s digital economy
.

Some final thoughts:


The
framing documents for the new National Curriculum for example clearly
articulated the need for ‘deep knowledge’, that is, the need to teach subject
specific content and to teach it in depth.


These
documents also acknowledged that little skill transfer occurs across
domains of knowledge. Thus skills in critical thinking need to be developed and
fostered in all areas of the curriculum.



Sadly though we are already seeing political and ideological viewpoints being
forcibly imposed upon the new curricula and thus reducing the potential
development of critical thinking skills in our students.


Along
with this there appears little acknowledgement nationally of the need to
teach skills in critical thinking and to establish environments which foster and
encourage such critical thinking, and which specifically address this issue in the
context of ICT.