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Slide 1: 

Miles Berry, teacher trainer primary, University of Roehampton; David Longman, teacher trainer secondary, University of Wales, Newport; John Woollard, teacher trainer secondary, University of Southampton; and Tim Tarrant, Head of Technology in Learning & Teaching Team, Training and Development Agency for Schools (TDA). Welcome to the profession…

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Why should we teach computing? Our mission here today is to "... unite trainee ICT teachers ... to enable them to promote computing by taking it into their placement schools.“ Key question: What is Computing? Two facets: the 'craft' view of computing - what we think of as a computing qualification. We can’t enhance the national economy if we aren't producing the computing scientists, the practical people. the ‘epistemological' view - more about values and purpose (e.g. ethics and needs). It is also about the embedded cultural character of computing to which the entire school curriculum is inescapably wedded. Consider what ‘Web 2.0’ represents – a vast ocean of embedded computing (i.e. programming) built as much by ‘ordinary people’, ‘amateurs’ and ‘novices’ and as by professionals and experts. Built to do something they wanted or needed.

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Anti-hubris moment Web 2.0 might imply that teachers of computing are only marginally useful or necessary! Just kidding …

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Why should we teach computing? Our future well-being is dependent on computing. It is a social and economic force. It is a key conceptual-engineering domain which is helping us deal with the very large-scale problems facing the planet. Easy to say – perhaps harder to promote. To me it means that computing is as important as mathematics, science, or literature. Remember: teachers make the curriculum. It is yours. It must be kept lively, dynamic, relevant, accessible. It is exciting: computing is not fixed, not stable. It is developing and it must develop. Computing is a debate. It could be - needs to be - otherwise. E.g. consider what Ted Nelson has to say in “Geeks Bearing Gifts”.

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Why should we teach computing? Need for a regenerative focus on developing new young programmers with a vision of alternatives. ‘Skills shortages’ are perennial but such sources as the Research Council UK Digital Economy Programme or the Digital Britain report (2009) offer us a ‘justification-from-employability’. The economy needs us. Key message: Britain needs a smart digital class that can change the world. That class is now entering the Early Years, or Year 3 or Year 7. They just don’t know it yet. They need you to open up, to draw out that potential future. Don’t be afraid to promote the cross-curricular importance of computing for all ‘subjects’. Teachers of computing must get out of their curriculum boxes. Finally, always keep in mind that “You Are Not A Gadget”

There are : 

There are 10 sorts of people… those who get binary, and those who don’t

Ofsted report March 2009….. : 

Ofsted report March 2009….. “ Although students used ICT well to present their work, communicate their ideas and, increasingly, to manipulate and use a variety of digital media, standards in using spreadsheets, databases and programming remained low.” “At KS4 students were spending considerable time demonstrating proficiency in what they could already do in order to meet the assessment criteria, rather than being introduced to new and more challenging material and skills.” Our students need to be challenged and enthused…

STEM is not just science and maths – the “T” isn’t silent and neither is the “E”. : 

STEM is not just science and maths – the “T” isn’t silent and neither is the “E”.

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Professional Standards [Q1] to [Q33] [Q8] Have a creative and constructively critical approach towards innovation. [Q14] Have a secure knowledge and understanding of their subjects/curriculum areas and related pedagogy to enable them to teach effectively across the age and ability range for which they are trained. [Q15] Know and understand the relevant statutory and non-statutory curricula, frameworks, including those provided through the National Strategies, for their subjects/curriculum areas, and other relevant initiatives applicable to the age and ability range for which they are trained. [Q23] Design opportunities for learners to develop their literacy, numeracy and ICT skills. [S3.1.1] Trainees set challenging teaching and learning objectives which are relevant to all pupils in their classes.

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ICT Programme of Study for Key Stage 3 use ICT to make things happen by planning, testing and modifying a sequence of instructions, recognising where a group of instructions needs repeating, and automating frequently used processes by constructing efficient procedures that are fit for purpose

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GCSE Computing 2010 onward will… give learners a real, in-depth understanding of how computer technology works; provide excellent preparation higher study and employment in the field of Computer Science; and develop critical thinking, analysis and problem-solving skills through the study of computer programming.

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Computer Programming in Key Stage 3 Rationale for computer programming in the key stage 3 curriculum Aspects of programming ICT sample teaching units – some scenarios Scenario 1 Computer Programming using Alice Scenario 2 Greenfoot and Game Design Scenario 3 Programming with Visual Basic Scenario 4 A game business using Game Maker Scenario 5 Games and game authoring

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Body of Knowledge (BOK) A small group in CAS is identifying a body of knowledge for computing at school: the curriculum aims; the importance of computing; the key concepts of computing; and the key processes of computing: • Specifying • Abstraction and design • Programming, thinking algorithmically • Evaluating, reflecting, and thinking critically.

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The way forward… Stay in touch and support each other…

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David Longman Senior Lecturer in ICT, Newport School of Education, University of Wales, Newport Skype: davidjlongman Twitter: davidjlongman Second Life: Thok Tomsen Tim Tarrant Head of Technology in Learning & Teaching Team, Improvement and Training Directorate, Training and Development Agency for Schools City Tower, Piccadilly Plaza, Manchester, M1 4TD 0845 6000 991 John WoollardLecturer in Information Technology Education, School of Education, University of Southampton Second Life: Stradd Ling MSN: Twitter: JWoollard Skype: "woollard" Miles BerrySenior Lecturer, ICT, Roehampton University London 0208 392 3241 Twitter: MBerry

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