Farewell to ICT or evolving ICT into Computing?

Phil Bagge code-it.co.uk

Lets keep being creative • • All pupils are responsible, competent, confident and creative users of information and communication technology select , use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.

New Computer Science POS • • • design and write programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts use sequence , selection programs; work with , and repetition variables in and various forms of input and output; generate appropriate inputs and predicted outputs to test programs use logical reasoning to explain how a simple algorithm works and to detect and correct errors in algorithms and programs

Algorithms

Accurate step by step guide to solving a problem Finite number of steps

Programming Algorithm Problem Solving

We use our own rules all the time we just don’t realise it

bread Jam Sandwich Robot Butter lid remove press forward Bread slice knife Butter tub plate cut spread turn top back right Jam jar Pick up stop bottom left Jam lid Put down butter unscrew put hold side Repeat x times drop raise lower scoop

Right hand Left hand

Asking Annoying Questions What do you do if someone gets hurt in your school?

Towards a progression in algorithm Understanding • Basic linear steps (logo & directions) • If else choices • Repetition (loops) • More complex rules Optional

Programming • Computational tools – Computational thinking • Steps • Loops (iteration) • Choice (selection) – Decomposition – Debugging

How do we get there?

• Different approaches – Programming model • Characterised by game creation • Software driven (Logo Scratch Mindstorm etc) – Algorithm model • Away from computers • Real life problems

Programming Model • • • •

Pluses

Pupils expect to use computers in computing lessons Pupils learn computational skills to solve concrete problems Can use trial and error In some areas like Logo teachers can have pre existing skills •

Minuses

Problems are limited to those you can solve by programming

Algorithm Model • •

Pluses

Wider interest than just programming related problems Clear link to problem solving in general that has wider use than just computing •

Minuses

Pupils enjoy using computers

Need Both • • • I teach computational skills through programming using Logo Scratch Python etc Extend into wider algorithmic problem solving once pupils have experienced elements of computational thinking using Scratch & Logo etc Cross over lesson Jam Sandwich Robot

Networks & Internet Search Engines • • understand computer networks including the internet; how they can provide multiple services, such as the world-wide web collaboration ; and the opportunities they offer for communication and describe how internet search engines find and store data ; use search engines effectively; be discerning in evaluating digital content; respect individuals and intellectual property; use technology responsibly, securely and safely

Teaching Skills • • • • • Facilitators not source of all knowledge Collaborative not just individual Promoting pupil problem solving strategies (debugging) Questioning first before solving Avoiding negative attitude even if worried personally (example)

Teaching Models • • • Class Teacher School specialist Cluster specialist