Tag Archives: The Big Book of Computing Content

Reflecting on what we teach in computing education and how we teach it

Post Syndicated from James Robinson original https://www.raspberrypi.org/blog/reflecting-on-computing-education-hello-world-special-editions/

Reflecting is important within any line of work, and computing education is no different. Reflective practice is always valuable, whether you support learners in a non-formal setting, such as a Code Club or CoderDojo, or in a more formal environment, such as a school or college. When you reflect, you might for example evaluate a session or lesson and make changes for next time, or consider whether to reorder activities and learning across a longer time period, or even think broadly about what you teach and how you teach it.

Two special editions of Hello World: The big book of computing content, and the big book of computing pedagogy.

This is where our two special editions of Hello World come in: The Big Book of Computing Content and The Big Book of Computing Pedagogy. Both available as free downloads, they help you reflect on what you teach within Computing and how you teach it.

A computing teacher and a learner do physical computing in the primary school classroom.
A teacher explains something to a learner in a computer science class.

What you teach: The Big Book of Computing Content

Computing is a broad and interdisciplinary subject, and different curricula and courses around the world focus on different aspects of it. For all of us, therefore, computing is framed by the curricula with which we are working and the terms which we’re using to talk about the subject. Over the past years at the Foundation, we have been developing a Computing taxonomy to help describe the different aspects of the subject. The Big Book of Computing Content is based on this taxonomy. The aim of this special edition of Hello World is to illustrate the breadth of Computing, and to model language that describes the different concepts, knowledge, and skills that comprise it.

Cover of The Big Book of Computing Content.
The Big Book of Computing Content explores what we mean by Computing and aims to provide a common language to describe the subject. This book complements our Hello World special edition on pedagogy, introducing research alongside practical articles from teachers.

We have organised this Big Book according to our taxonomy’s 11 content strands and also included progressive learning outcomes for each strand at different stages of learning. These outcomes are not prescriptive; instead they illustrate the wide applications of the subject by highlighting the kinds of knowledge and understanding that learners could develop in each area of Computing.

Computing classroom with woman teacher and young students at laptops doing Scratch coding.
Male teacher and male students at a computer

We hope that The Big Book of Computing Content encourages educators to reflect on all aspects of Computing and how they interconnect, as well as on the language we use to describe Computing. Whether the Big Book helps you to discover new aspects to Computing, to think about the subject differently, or simply to see the differences in how we as educators talk about our subject, the time you spend reflecting is important and valuable.

How you teach: The Big Book of Computing Pedagogy

One part of our work as educators is understanding the breadth of Computing and the specific ideas within it. The other part is reflecting on how we teach the subject: the specific methods, strategies, and practices we can use with our learners. The Big Book of Computing Pedagogy describes a range of teaching approaches framed around our 12 pedagogical principles for teaching Computing. Each research-informed principle either reflects how general-purpose pedagogy applies within Computing or explores pedagogies specific to Computing itself. This Big Book consists of research summaries as well as practical articles from educators which illustrate how you can apply the different pedagogies.

Cover of The Big Book of Computing Pedagogy.
Hello World’s special edition on pedagogy lays out approaches to teaching computing in the classroom. It bridges the gap between research and practice, giving you accessible chunks of research, followed by stories from educators.

Rather than prescribing a set of principles that educators must follow, the aim of The Big Book of Computing Pedagogy is to help you develop your understanding of a range of pedagogical approaches which you can select, apply, and adapt to suit your context.

Reflect to develop your knowledge and agency

Ultimately we want to support all Computing and Computer Science educators to build their understanding of subject matter (that is, content) and pedagogy, or what is called pedagogical content knowledge (PCK, a term popularised by Lee Shulman). Combining your PCK with your grasp of the context of your learners, curricula, and setting will enable you to choose suitable practices for your content and context.

Three computer science educators discuss something at a screen.

We hope that you find the two Big Books to be valuable reference tools to help you and your peers reflect on what it is you mean when you talk about Computing, and on how you teach the concepts, knowledge, and skills within it. Both books are available as free PDF downloads.

We would love to hear examples of how you have used The Big Book of Computing Pedagogy or The Big Book of Computing Content to inform your own teaching practice or to discuss practice with colleagues. Tell us in the comments.

The post Reflecting on what we teach in computing education and how we teach it appeared first on Raspberry Pi.

Out now: Hello World’s special edition on Computing content

Post Syndicated from Gemma Coleman original https://www.raspberrypi.org/blog/hello-world-special-edition-computing-content/

Hello World, our free magazine for computing and digital making educators, has just published its second special edition: The Big Book of Computing Content.

Cover of The Big Book of Computing Content.

A special edition on the content we teach in the Computing classroom

While Hello World‘s first special edition, The Big Book of Computing Pedagogy, focused on how we can teach Computing, this new book is about what we mean by Computing. It aims to demonstrate the breadth of knowledge and skills contained within this constantly evolving subject.

A tweet about Hello World's special edition The Big Book of Computing Content.
A tweet about Hello World's special edition The Big Book of Computing Content.

We have structured the new special edition around our taxonomy for formal Computing education, to which we map all our formal education resources. Originally we developed the taxonomy when we started work in the consortium setting up and delivering England’s National Centre for Computing Education, and specifically when we designed the 500 hours of classroom materials in the Teach Computing Curriculum.

The Raspberry Pi Foundation's computing content taxonomy, made of 11 strands: effective use of tools, safety and security, design and development, impact of technology, computing systems, networks, creating media, algorithms and data structures, programming, data and information, artificial intelligence.
The 11 strands of Computing content in our taxonomy.

Our Computing taxonomy comprises eleven strands and aims to categorise Computing conceptual knowledge and skills to both demonstrate the breadth of Computing as a discipline, and to provide a common language to describe the different areas of study and competencies.

A tweet about Hello World's special edition The Big Book of Computing Content.
A tweet about Hello World's special edition The Big Book of Computing Content.

The Big Book of Computing Content complements our first Hello World special edition and follows the same principle of introducing readers to up-to-date research, followed by our favourite stories from past Hello World issues by educators who put that content into practice. For each of the eleven strands in our taxonomy, we also present a table of learning outcomes, which provides examples of knowledge and skills that learners from ages 5 to 19 could develop at each stage of their formal computing education. 

Your thoughts on The Big Book of Computing Content

Hello World’s first special edition was very popular around the world, with educators setting up Big Book of Computing Pedagogy reading groups, leaders using the book to support pre-service teachers, and even of an upcoming translation into Thai.

We’ve already started to hear similar stories about The Big Book of Computing Content from Hello World readers, including CSEdResearch dedicating their Computer Science Education Discussion Group to all things Big Book of Computing Content in its first week of publication.

A tweet about Hello World's special edition The Big Book of Computing Content.

We’d love to hear from more educators about how you are using this new special edition, and how it complements your reading of the first Big Book.

I want to download The Big Book of Computing Content

You can also subscribe now to get each new Hello World — whether regular issue or special edition — straight to your digital inbox, for free! And if you’re based in the UK and do paid or voluntary work in education, you can subscribe for free print issues.

PS Have you listened to our Hello World podcast yet? Listen and subscribe wherever you get your podcasts.

The post Out now: Hello World’s special edition on Computing content appeared first on Raspberry Pi.

A taxonomy of Computing content for education

Post Syndicated from James Robinson original https://www.raspberrypi.org/blog/taxonomy-computing-content-computer-science-education/

Supporting educators to provide high-quality computing education has always been integral to our mission. In 2018, we began creating more learning resources for formal education settings. The UK government had recently announced future investment in supporting computing educators. Schools in England were offering the national Computing curriculum established in 2014. (In the USA, a more common term for prescribed education content is ‘standards’.)

In a computing classroom, a girl looks at a computer screen.
a teenage boy does coding during a computer science lesson.

England’s Computing curriculum requires that all learners be taught the subject between ages 5 and 16, and it consists of only 25 statements outlining expectations for learners. To accompany this curriculum, we started developing a framework to help us describe the subject of Computing, and in particular the common threads running through it.

Young learners at computers in a classroom.
school-aged girls and a teacher using a computer together.

A 2012 report by the Royal Society presented the breadth of computing by dividing it into three areas: information technology, computer science, and digital literacy. Although this goes some way to describe computing as a discipline, in our view this model creates artificial divides between aspects of the subject according to whether they are seen as more or less technical. Our more holistic view of computing recognises that concepts and skills within the subject are far more interconnected.

Principles for our taxonomy

When we set out to develop our framework, the goal was to provide a way to look at and describe the subject of Computing as a set of interconnected topics; the framework doesn’t define standards or curricula. There are, of course, many ways of organising the subject matter, implemented through exam specifications, textbooks, schemes of learning, and various progression guides. For our framework, we reviewed examples of each of these, from England and beyond, and decided on some organisational principles:

  • Our framework should describe the whole of Computing, incorporating computer science, information technology, and digital literacy
  • The framework should be applicable across primary and secondary education, meaning it should be useful for categorising the knowledge encountered by all learners, from five-year-olds to our oldest secondary school students
  • While inspired by England’s national curriculum, the framework should be independent of any particular exam specification and capable of adaptation to new curricula
  • The framework should represent Computing as a discipline that combines a broad mixture of concepts and skills 

Developing the taxonomy

Following these principles, we identified ten content themes, or strands, that thread through a learner’s journey in Computing education. We call this framework representing the knowledge and skills that make up the subject our Computing taxonomy. As the Foundation is part of the consortium that established the National Centre for Computing Education in England, our taxonomy became a cornerstone of the work of the Centre, providing a common language to describe Computing in English schools.

The Raspberry Pi Foundation's computing content taxonomy, made of 11 strands: effective use of tools, safety and security, design and development, impact of technology, computing systems, networks, creating media, algorithms and data structures, programming, data and information, artificial intelligence.
The 11 content strands we’ve identified for the subject of Computing.

Computing is, of course, a constantly evolving field and as such, our taxonomy evolves with it. Since 2018 we’ve iterated our taxonomy to incorporate new things we’ve learned, for example relating to the rapid developments of artificial intelligence (AI) technology in recent years. AI now is a significant area of study and represented as its own strand in our current taxonomy, bringing the number of strands up to eleven:

  • Effective use of tools
  • Safety and security
  • Design and development
  • Impact of technology
  • Computing systems
  • Networks
  • Creating media
  • Algorithms and data structures
  • Programming
  • Data and information
  • Artificial intelligence

Given the interconnected nature of Computing, we embrace a best-fit approach to content categorisation, choosing the most appropriate strand(s) for each idea. In developing our Computing taxonomy, we determined that four of the strands (the horizontal strands in the diagram) were best taught interwoven with the others, in context rather than as discrete topics. A good example of this is the strand ‘Safety and security’, which focuses on supporting learners to realise the benefits of digital technology without putting themselves and others at risk. While it would be possible to teach this strand as one discrete set of lessons, revisiting it throughout a learner’s journey provides regular reinforcement as well as grounding in the context of other strands.

A computing teacher and a learner do physical computing in the primary school classroom.
Two female learners code at a computer together.

Within the strands, we have also identified progressive learning outcomes for each stage of learning. These learning outcomes are illustrative of the kinds of knowledge and understanding that learners could develop in each area of Computing. They are not prescriptive and instead aim to illustrate the wide applications of the discipline.

Coming soon: The Big Book of Computing Content

On 24 October, we will publish The Big Book of Computing Content. Framed by our taxonomy, The Big Book of Computing Content presents our work so far in describing the diverse range of concepts and skills that comprise Computing. It also includes the illustrative learning outcomes we’ve identified.

Cover of The Big Book of Computing Content.

This will be the second special edition of Hello World, our free magazine for computing educators. The new Big Book complements our first special edition, The Big Book of Computing Pedagogy, in which we lay out 12 key principles for teaching the subject.

The Big Book of Computing Content will be available in print and as a free PDF download; if you subscribe now, you’ll receive the PDF in your inbox on publication day.

Share your thoughts on our taxonomy

We hope our taxonomy and the new Big Book enable you to reflect on the breadth of Computing and resonate with your teaching. Please share your reflections, in the comments below or by tagging us on social media, if you’d like to help us develop the taxonomy further.

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