Integrating Computer Science Literacy via Practical Classroom Applications
In Vignir Gudmundsson’s TEDx Talk, he discussed how he is “profoundly disappointed that [he] didn’t get introduced to computer science earlier in [his] life.” He continues on to point out just how relevant technology is to our lives every day and how important it is that we as a public are able to communicate with the technology to create new and inventive things. This concept falls in line with the idea that “the development of knowledge about science is largely dependent on understanding the practices of science, or the ways of doing, thinking, reading, writing, and talking science (Tang, Tighe, and Moje, 2014).
Although Computer Science may not fall within the traditional scope of sciences such as Biology, Chemistry or Physics, it requires similar skills such as problem solving and data analysis.
Despite the need for these skills, adolescent literacy levels are not better, if not worse than they were a generation ago. Nationwide, only 33% of 8th grades in public schools were at or above proficient reading (NAEP, 2015). That means that 67% of students were below proficient. Consequently, United States school systems have responded to this issue by focusing on literacy instruction (or skills) for elementary aged students believing it would lead to later literacy growth. However, a study by Shanahan and Shanahan determined that the effects of early learning gains were diminished by the time students reached 8th grade. After a two year study, the researchers concluded that the key to changing literacy in the schools is the implementation of a more specific literacy curriculum that directly guides students to better meet the particular demands of reading and writing within the context of the Computer Science discipline as compared to that provided within the framework of traditional conceptions of content-area reading (Shanahan, 2008).
In May 2017, the South Carolina Department of Education released standards for Computer Science and Digital Literacy for grades K through 8. In the standards, computer literacy is defined as the ability for a student to:
1. Foster an inclusive computing culture
2. Collaborate around computing
3. Recognize , define, and analyze computational problems
4. Create, test, and refine computational artifacts
5. Communicate about computing
I found that these standards encapsulated what it means to be literate in Computer Science and with this paper I will explore how they will be implemented in the classroom.
The first standard, foster an inclusive computing culture, means that students will learn to recognize the benefits of computing on society. Students will be able to consider new perspectives regarding the variety of end users needs regarding accessibility and usability of technology. An example of an issue that many people may not consider is color blindness which affects 1 in 12 men (Colour Blindness 2017). When designing a website, students must be aware of the color palate used so that information will not be lost on someone who is color blind.
The second standard, collaborate around computing, may be one of the most important aspects of literacy within Computer Science. The modern tech industry is based on a foundation requiring extensive team work. The team will consist of people from various backgrounds such as software engineering, computer hardware, database management, or user interface development. Students must be able to collaborate and establish achievable goals throughout the project process. Students will explore different companies to see how collaborative approaches such as Intel’s Constructive Confrontation policy are utilized.
The third standard, recognize, define and analyze computational problems, is not an intuitive concept which comes naturally to students and will require them to explore multiple real world problems. One example of a problem solved through computation is the issue of children being left in hot cars. In response to the problem, two junior high students from Arkansas developed an alarm that can be attached to car seats and will set off the car alarm if the internal temperature of the car reaches over 80 degrees and there is a child in the seat. The two 13-year olds now own a patent on their technology (McLane 2017). By exploring examples such as the one above students will begin to reevaluate the world around them looking for ways to solve problems with computation.
The fourth standard, create, test and refine computational artifacts, builds upon the previous standard. Once students recognize the problems that can be solved computationally, they will work on building the solutions to those problems. This requires students to approach problems more creatively. They need to be able to tell when it is appropriate to use the same solution for multiple problems and to understand that there is usually no one right solution to any problem. Most problems can be solved in multiple ways, and it is crucial for students to be able to explain the methods that they used for the solution. This process runs parallel to the concept of metacognition regulation which involves self-awareness regarding planning, monitoring, and evaluating, therefore it may aid in student learning to develop metacognition skills (Durwin, Reese-Weber 2018).
The fifth and final standard, communicate about computing, involves the ability to speak the technical language with peers in conjunction with the ability to communicate ideas and concepts to those that may not have the same technical background. Students need to be able to determine the appropriate language to use based on the audience. A way to demonstrate this is to have the students present material in class to practice their communication skills in a technical setting in addition to scheduling the opportunity for students to share presentations with peers and parents who do not have the same background knowledge.
Today, technology is an integral part of society. We want to give students the tools to impact technology and not just let technology impact them. That means that students need to be literate in Computer Science. Upon graduation, students will be able to consider and evaluate end user needs, effectively work in teams to accomplish a task, recognize problems in everyday life that could be solved computationally, create a solution through the use of computational artifacts, and be able to effectively communicate their knowledge to others.
References
[TEDx Talks]. (2016, June 7). Coding is a Key Part in the 21st Century Literacy | Vignir Gudmundsson | TEDxReykjavik [Video File]. Retrieved from https://www.youtube.com/watch?v=3oNM5BQqSqo
Tang, K. S., Tighe, S. C., & Moje, E. B. (2014). Literacy in the science classroom. Teaching Dilemmas and Solutions in Content-Area Literacy, Grades 6–12, 57.
NAEP — 2015 Mathematics & Reading Assessments. (n.d.). Retrieved June 11, 2017, from https://www.nationsreportcard.gov/reading_math_2015/#reading/state?grade=4
Timothy Shanahan and Cynthia Shanahan (2008) Teaching Disciplinary Literacy to Adolescents: Rethinking Content- Area Literacy. Harvard Educational Review: April 2008, Vol. 78, №1, pp. 40–59.
Colour Blindness. (n.d.). Retrieved June 10, 2017, from http://www.colourblindawareness.org/colour-blindness/
South Carolina Department of Education. (2017). South Carolina Computer Science and Digital Literacy Standards. Retrieved from http://ed.sc.gov/instruction/standards-learning/computer-science/standards/south-carolina-computer-science-and-digital-literacy-standards-pdf/
McLane, L. (2017, May 24). Beebe Teacher, Students Earn Patent on Child Safety Seat Alarm Invention — The Beebe News. Retrieved June 10, 2017, from http://beebenews.com/?p=29764
Durwin, C. C., & Reese-Weber, M. (2018). Third Edition EdPsych: Modules. Thousands Oaks, CA: SAGE Publications, Inc.
