A Global Snapshot of Computer Science Education in K-12 Schools

Hubwieser, Peter; Giannakos, Michail N.; Berges, Marc; Brinda, Torsten; Diethelm, Ira; Magenheim, Johannes; Pal, Yogendra; Jacková, Jana; Jasutė, Eglė

doi:10.1145/2858796.2858799

Cited by 147 publications

(55 citation statements)

References 30 publications

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“…Comprehensive education must therefore also look at digitalization from a computing perspective as a subject of instruction. Various national approaches have already been developed and implemented [10]. Overall concepts of education in the digital age should therefore integrate all the above-mentioned perspectives and come to the conclusion that not either digital literacy or computing education is the solution for the needs of the digital age -it is the adequate combination of both, as summarized in the Dagstuhl declaration [1]: 1.…”

Section: Discussionmentioning

confidence: 99%

Education in the Digital Networked World

Brinda

Diethelm

2017

IFIP Advances in Information and Communication Technology

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The steadily advancing digitalization of our world requires that educational systems adequately prepare everybody for the resulting challenges. Different actors in educational systems often see the solution either in digital media education, or computing education. This position paper presents a combined modelthe so-called "Dagstuhl triangle", which was developed in collaboration of about 30 computer scientists, computing and media education researchers, teachers, and representatives from IT companies and foundations.

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Section: Discussionmentioning

confidence: 99%

Education in the Digital Networked World

Brinda

Diethelm

2017

IFIP Advances in Information and Communication Technology

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“…Computer science (CS) education has been generating increasing interest as a school subject in the last few years. Some countries such as Israel, Lithuania and Poland have been teaching CS in school for several decades, but for others there has been a more recent shift from computer and ICT applications towards rigorous academic computinga summary and comparison of these can be seen in [13].…”

Section: Contextmentioning

confidence: 99%

Computing in the classroom: Tales from the chalkface

Sentance

Waite

2018

It - Information Technology

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Computing, a broad discipline including computer science, information technology and digital literacy, was introduced as a mandatory national curriculum subject in England in 2014. This meant the introduction of both computer programing and more academic computer science into the curriculum. Such a significant curriculum change involves a period of transition, lasting several years. Here we consider what we have learned about the implementation of the new curriculum, the external influences that have come to bear on teachers’ and pupils’ experiences, and the challenges that are faced.

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“…Accordingly, not only sufficient digital skills but also computational thinking and coding have been assimilated into a set of skills required from the future labor market entrants (e.g., Bocconi et al 2016). As a consequence, in several countries, computer science has been introduced to primary and secondary school curricula with aims to provoke computational and algorithmic thinking, teach problem solving and basics of programming, and familiarize children and young people with careers paths that the ICT field professions have to offer (Hubwieser et al 2015).…”

Section: Introductionmentioning

confidence: 99%

ICT Intentions and Digital Abilities of Future Labor Market Entrants in Finland

Kaarakainen

2019

NJWLS

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Daily lives of citizens in current societies have changed with the spread of digital technologies, online services, and digital communication. Alongside this, the information and communication technology (ICT) labor force is expected to grow massively over the next years, requiring increased number of applicants for digital education and sufficient digital skills from every labor market entrant. This study examines the digital abilities of Finnish upper secondary school students (N = 3206) and the students' intentions to study/work in the ICT field in the future. The results highlight a dissonance between the growth expectations and the popularity of the ICT field among young Finns. The students' future intentions are also strongly gendered; for about 9% of males, but only about 1% of females in secondary education are planning to apply in the ICT field in the future. The students' ICT intentions were predicted most strongly by being a male and possessing strong technical abilities.

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A Global Snapshot of Computer Science Education in K-12 Schools

Cited by 147 publications

References 30 publications

Education in the Digital Networked World

Education in the Digital Networked World

Computing in the classroom: Tales from the chalkface

ICT Intentions and Digital Abilities of Future Labor Market Entrants in Finland

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