CSTA National Standards and their Impact on the Future of K-12 Computer Education

CSTA National Standards and their Impact on the Future of K-12 Computer Education

CSTA National Standards and their Impact on the Future of K-12 Computer EducationRutgers UniversityAugust 21, 2012

Anita Verno, Bergen Community College, NJ [email protected] Fuschetto, Lyndhurst High School, NJ [email protected] Presenters

Anita VernoAssociate Professor, Information TechnologyCSTA Advisory CouncilNorthern NJ CSTA College RepresentativeAssociate Member ACM CCECCCertified Teacher NJTextbook Author

Brian FuschettoLyndhurst High School, Business & Technology InstructorNorthern NJ CSTA PresidentBergen Community College, Adjunct Professor, Information TechnologyRules for EngagementPlease Do!

Questions accepted at any time

Answers may be available NowLater in the discussion

Some great questions may need researchTopics & ObjectivesUnderstand some of the K-12 issues relating to computing education and the need for standardsIntroduce the origins and development of the K-12 Standards ProjectProposed Course Levels and Standards BreakdownThe Standards FrameworkCross-walk to the CTE Common Core StandardsSome Things to Look AtUniting Forces Spreading the Word - CSTAGet Involved

Instruction Could be this

Or this

BoringDullYawnLets Make itInteresting and Exciting

LotteryModel Curriculum for K-12 CSPublications20032006: revised forward

New developments

K-12 Computer Science Standards, Revised 2011

Electronic version still currently available:http://csta.acm.org/Curriculum/sub/CurrResources.html

ACM Model Curriculum for K-12 CS, 2nd Edition, 2006We understand the serious constraints under which school districts are operating and the uphill battle that computer science faces in the light of other educational priorities.

provide support for a long-term evolution of computer science in K12 schools. Significant progress has been made since the ACM Model Curriculum for K12 Computer Science Education was first published in 2003 and revised in 2006. Many follow-up efforts are still needed, however, to sustain the momentum these standards generate. Teacher training, curriculum innovation, teaching resources, and dissemination are but a few of these challenges.

These learning standards will serve as a catalyst for widespread adoption of computer science education for all K12 students. We encourage you to read this document and then to take part in the effort to implement these standards in a way that benefits both you and the K12 education community. 8How Has the Curriculum Been Used?Curriculum DesignCurriculum Review / ModificationImproving InstructionAdvocacyPlanning ResourceReferenceTeacher Certification

Internationally used9Using the Model CurriculumGA curriculum standards, Business and CSNH competencies for vocational programmingCS standards for elementary/H.S. (Diocese, FL)Resource in writing state curriculumNational curriculum for South African schools Advocate a national CS curriculum in Taiwan Topics guidelines for 2-year college core classesIncrease problem solving in K-12 Math curriculumOutreach activities for K-8 studentsDevelop the competencies and skill sets for the FL Teacher Certification Examination in K-12 CS

2011 CSTA Standards Task ForceDeborah SeehornNorth Carolina Department of Public Instruction, ChairStephen CareyBrunswick School DepartmentBrian FuschettoLyndhurst High SchoolIrene LeeSanta Fe Institute

Daniel MoixOuachita Technical CollegeDianne OGrady-CuniffHoward High SchoolChris StephensonComputer Science Teachers AssociationAnita VernoBergen Community College

The team was formed in December of 2010 in Washington D.C.Representatives were selected based on their prior involvement in the Standards project and their individual areas of expertise.A variety of backgrounds were obtained including educators from all levels (K through college) as well as professional curriculum developers11The Standards ProjectReview of the 2006 Model CurriculumStill a very powerful and useful documentMinor modifications to specific contentCourse level approach is still a valid optionOriginal intent of the project was to modify the existing curriculum model and update it with new topics and trends in the industry.But, quickly after reviewing the content that was out there we realized that our focus needed to shift. We broke ourselves up into target teams based on our areas of personal experience. Each team would focus on a specific level.

12The Standards ProjectWhy Standards Instead of Another ModelMany states have a computer education requirement at the K-12 grade levelGeneral computer knowledge and skills have been movingTraditional HS courses are now elementary and middle schoolKeyboarding, General Computers, Office Programs, etc.Trends in the High School CurriculumAn Elective EnvironmentFocus on Standards and AssessmentComputer Teachers CertificationThe National Standards MovementAccountability, Accountability, AccountabilityInitial Concern: Is a curriculum model something states would consider significant enough to help build new standards and potential requirements?

General computer knowledge and skills have been moving

Course that have traditionally been taught at the high school level have been moving to elementary and middle schoolExample: New Jersey 2009 StandardsKeyboarding by 4th grade. Computer Applications by 8th grade.

High School CurriculumWith traditional courses having been moved down, the new coursework has become highly elective driven.The high school environment has become one highly focused on testing and assessment in meeting accepted standards.Computer teachers at the high school level teach everything from computer apps to computer science including information technology.Having something to work with as a model or set of guidelines in developing our courses is essential.

The National Standards Movement:Accountability, Accountability, AccountabilityThe slowly emerging Common CoreAll states standards are based on other standards documentations. If we want to influence the powers that be, we have to have something similar for them to look at.

13The Standards ProjectStandards Are Organized into Levels

Target Teams:Pre-K to Grade 6 (Level 1)Grades 6 to 9 (Level 2)Grades 9 to 12 (Level 3)

It is expected that the standards in Level 1 will be woven into other traditional elementary school subject areasThe standards in Level 2 could be addressed either in an interdisciplinary manner or in discrete computing coursesLevel 3 provides for three distinct computer science courses to be offered in high school

Level 1 (recommended for grades K6) Computer Science and Me: Introduces the foundational concepts in computer scienceIntegrating basic skills in technology with simple ideas about computational thinking. Level 2 (recommended for grades 69) Computer Science and Community: Begins using computational thinking as a problem-solving tool. Appreciates the ubiquity of computing and the ways in which computer science facilitates communication and collaboration. Experiences in computational thinking as a means of addressing community-relevant issues

Level 3A: (recommended for grades 9 or 10) Computer Science in the Modern World: Solidify students understanding of computer science principles and practices.Make informed choices about computational tools in whatever career pursued.The breadth of computing and its influence in modern life. Social and ethical impact.Level 3B: (recommended for grades 10 or 11) Computer Science Principles: More in-depth study of computer science and its relation to other disciplines.Algorithmic problem solving.New AP Computer Science Principles course (www.apcsprinciples.org). Application of computational thinking to real-world problems.Working collaboratively. Level 3C: (recommended for grades 11 or 12) Topics in Computer Science: Depth of study in one particular area. AP Computer Science A Projects-based course focusing on a single facet of computingCourses that lead to professional computing certification14The Standards ProjectDeveloping the Strands

Once it was agreed upon, that standards would be the focus, the next step was to develop the common trends that permeate all levels of K-12 education.Each team reviewed the documentation and resources that were related to their assigned levels looking for common trends and topics amongst all of the various materials.The areas that kept emerging over and over included (Section 4.2 Page 9):Computational ThinkingCT is an approach to solving problems in a way that can be implemented with a computer. Students become not merely tool users but tool builders.The study of computational thinking enables all students to better conceptualize, analyze, and solve complex problems by selecting and applying appropriate strategies and tools, both virtually and in the real world.CollaborationComputer science is an intrinsically collaborative discipline.Typically, computing projects involve large teams of computing professionals working together to design, code, test, debug, describe, and maintain software over time.A curriculum in CS must incorporate training and development of teamwork skills.Computing Practice and ProgrammingThe use of computational tools is an essential part of computer science education at all levels. While this is traditionally branded as Information Technology, it is impossible to separate IT from the other four strands in computer science.It is especially important for students to understand the broad array of opportunities computer science knowledge can provide across every field and discipline.This is also where the traditional Programming component falls.Computers and Communication DevicesK12 students at all levels should understand the elements of modern computer and communication devices and networks.Students should also use appropriate and accurate terminology when communicating about technology.Community, Global, and Ethical ImpactsThe ethical use of computers and networks is a fundamental aspect of computer science at all levels and should be seen as an essential element of both learning and practice.Principles of personal privacy, network security, software licenses, and copyrights must be taught at an appropriate level in order to prepare students to become responsible citizens in the modern world.Students should also be able to evaluate the reliability and accuracy of information they receive from the Internet.Students should be prepared to evaluate the various positive and negative impacts of computers on society and to identify the extent to which issues of access (who has access, who does not, and who makes the decisions about access) impact our lives.15The Standards ProjectDeveloping & Aligning the StandardsReview of Current National and International StandardsState CurriculumsAdvanced Placement CS Principles / CS ANETS (ISTE)European CS Standards ProjectCSTA 2006 Model CurriculumK-12 programs and course syllabiEntry level college programs and syllabiWith the plan of attack in place, individual team work than proceeded.Each team was responsible for reviewing the documentation and resources related to their assigned levels and developed a series of standards that applied to each of the Strands.Through numerous online conference calls, the individual committees presented their work for review and modification by the whole team.

16The Standards ProjectReview & PublicationIn April 2011, the first draft of the publication was released for professional reviewMajority of feedback was very positiveNegative feedback was in the form of very specific paradigms and or terminology individuals felt needed to be added/removedJune August 2011:Made modifications to standards based on feedbackSecond draft release for professional review September 2011Finalization of publication September to October 2011Finalized Print Version released November 2011The CTE Common Core Standards45 States have adopted the Common Core CurriculumOnly mention of Computer Science in the Mathematics Standards is a reference to the AP Computer Science A course as an advanced electiveComputer references in Standards:Mathematics Standards refer to the use of calculators and algebraic spreadsheet applicationsEnglish Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects Standards refer to assistive technology for special needs studentsComputer Science and Information Technology has truly been underrepresented in the Common Core at this pointThe Science Standards have not been developed yetCurrently the Common Core Standards are in the areas of Language Arts and Mathematics.The sad part is that computer science and computer studies in general were once again left out of the picture.The National Association of State Directors of Career and Technical Education Consortium Response the Common Career Technical Core June 201218The CTE Common Core StandardsThe National Association of State Directors of Career and Technical Education Consortium (NASDCTEc)The Common Career Technical Core June 2012State-led initiative, with 42 states, the District of Columbia and Palau participating in the development stage. Business and industry representatives, educators and others helped guide the development of the CCTC from beginning to end to ensure CTE students will have the knowledge and skills to thrive in a global economyThe CTE Common Core Standards12 Principles of Career Ready PracticeAct as a responsible and contributing citizen and employeeCollaborationCommunity, Global, and Ethical ImpactsApply appropriate academic and technical skillsComputational ThinkingComputing Practice & ProgrammingAttend to personal health and financial well beingComputing Practice & ProgrammingCommunity, Global, and Ethical ImpactsCommunicate clearly, effectively, and with reasonCollaborationComputers and Communication DevicesConsider the environmental, social and economic impacts of decisionsCommunity, Global, and Ethical ImpactsThe CTE Common Core StandardsDemonstrate creativity and innovationAll 5 StrandsEmploy valid and reliable research strategiesCommunity, Global, and Ethical ImpactsUtilize critical thinking to make sense of problems and persevere in solving themComputational ThinkingComputing Practice and ProgrammingModel integrity, ethical leadership and effective managementCollaborationCommunity, Global, and Ethical ImpactsPlan education and career path aligned to personal goalsComputing Practice & Programming

The CTE Common Core StandardsUse technology to enhance productivityAll StrandsWork productively in teams while using cultural/global competenceCollaborationCommunity, Global, and Ethical ImpactsThe CTE Common Core StandardsIn addition, there are more specific standards in the Information Technology Career Cluster (IT) and its respective pathwaysInformation Support & Services Career PathwayNetwork Systems Career PathwayProgramming & Software Development Career PathwayWeb & Digital Communications Career PathwayOur National CS Standards align to all of these standardsSee Crosswalk PDF fileSome Things To Look AtSome particularly nice additions to the 2011 Standards Document that are worth looking at include:Section 5.3.C (Topics in Computer Science) Page 22Section 8 (Activities) Page 27K-12 Standards Scaffolding Charts Page 55Who is the CSTA?The Computer Science Teachers Association is a membership organization that supports and promotes the teaching of computer science and other computing disciplines. CSTA provides opportunities for K-12 teachers and students to better understand the computing disciplines and to more successfully prepare themselves to teach and learn.

CSTA Local ChaptersA CSTA chapter is a local branch of CSTA designed to facilitate discussion of local issues, provision of member services at the local level, and to promote CSTA membership on the national level. Provide professional development opportunities for K 12 computing teachers.Provide awareness and advocacy for Computer Science Education at the local, state, and national levels.MembershipK 12 computing teachers2- and 4- year college professors

2627CSTA Regional Chapters

KentuckyMarylandMassachusettsMichiganMissouriNew HampshireNew JerseyNew MexicoNew York (Long Island, Western NY, Lower Hudson Valley)

ArizonaArkansasCalifornia (4)Canada-AlbertaColoradoConnecticutFloridaGeorgiaIllinois

North CarolinaOhioOregonPennsylvaniaSouth CarolinaTexas (2)UtahVirginia (2)Washington

28CSTA Chapter Activities includeComputer contests for Middle School/HS studentsProgrammingWeb TechnologiesRoboticsGamingProfessional Development WorkshopsGreenfoot (Java)ScratchCS Principles Course ModulesGamingCryptographyRoboticsApp Inventor Android

29CSTA Chapter Activities includeDeveloping Careers ResourcesPostersBrochuresVideosLesson PlansNewslettersConferencesWorkshops

2930CSTA Chapter Activities includeActivities to encourage computingGirls Have 'IT' DayCareer DayCS Ed Week

3031CSTA Why Should I Join???Membership Benefits:Access to virtual binders on key topics such as Careers, Equity, Teaching Strategies, and Computational Thinking Access to research on computer science education CSTA Advocate Blog featuring Announcements, Breaking News, and Points of Interest Online access to Crossroads, ACM's magazine for college students TechNews, ACM's tri-weekly online IT news digest MemberNet, ACM's bimonthly online newsletter with the latest CSTA and ACM news Access to the Career Resource Centre, ACM's source for career articles, job board, and career assessment tools

3132CSTA Why Should I Join???Membership Benefits:Listing of regular meeting times/activities on the CSTA Chapters Webpage An avenue to meet and work with K-12 computing teachersCSTA Voice bi-monthly publication Free classroom posters and career resource materials for students Preferred registration for the CSTA annual conference (CS&IT) Access to professional development videos and podcasts Access to reports on key topics such as teacher certification, national standards, and equity

32SummaryWhat can YOU do?Be aware that the problem begins in elementary schoolOpen a dialogue with a local school (college faculty) or your school administration (teachers)Provide / take advantage of professional development opportunities for teachersJoin Forces and Become an AdvocateWe are not going to be represented if we dont speak up for ourselvesPartner up!Making distinctions between CS and IT only hurts ourselvesThere is power in numbersSummaryJoin CSTA Its FREE! Stay up to date on CS happenings in K-12Volunteer to assist on a projectHelp start / support a local CSTA chapterQuestions?

Anita VernoBergen Community [email protected] Brian FuschettoLyndhurst High School, NJ [email protected]@bergen.edu