Historical perspectives on the computing curriculum (report of the ITiCSE '97 working group on historical perspectives in computing education)

Abstract

innovations in curriculum or pedagogy.Computing has become a diverse and multi-faceted discipline. It is imperative that computing curricula evolve so that they will effectively convey this breadth. An awareness of the societal implications of computing must also be at the core of all computing curricula.Furthermore, we observe that new computing curricula must be responsive to change, that pedagogy must be informed by reasoned judgment, and that educators function as reflective practitioners. This requires educators to respond appropriately to market pressures and technological innovations. This paper investigates some of the components of the discipline's evolving computing curricula from a variety of historical perspectives.Many institutions, departments, and programs of study introduce innovations into the computing curriculum on a trialand-error basis. In doing so, they learn which innovations are useful and which are not. However, in the haste to do something new or adopt some current fad, educators sometimes overlook adverse impacts of the innovations. Computing breakthroughs, when applied without the proper balance of idea versus application, can be costly. This paper reflects the exchange of ideas among educators on how innovations affect the computing curriculum and classroom. It focuses primarily on the broad philosophical issues of a computing curriculum.The working group members identified and evaluated the status and trends of the computing curriculum. Historical facts and research findings were used to delineate the negative and positive aspects of an innovation. The members of the working group engaged in a pedagogic dialog on the topics researched. They focused their thinking toward the curricular issues and arrived at a consensus toward each issue. The working group achieved its goal to produce a document that would serve as a starting point for a discussion or project that includes innovations in the computing curriculum.

The arbitrary nature of computing curricula

“…But it can be more widely viewed too. In a 1997 report on historical perspectives on the computer science curriculum, we talked of computing from a multiplicity of perspectives [4]. These further included: computing as literature and computing as an artistic endeavour, computing as a social science, anthropology and computing, computing as politics, and computing as interdisciplinary.…”

THINKING ISSUESComputer science education---

“…Yet defining CS is not easy. It is something of a hydra -a many headed beast -which can be perceived from multiple perspectives [5], ranging from the sciences to the arts. In his excellent book on the shaping of the computing discipline [12], Matti Tedre observes that CS can be viewed from scientific, mathematical or engineering perspectives.…”