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Computing for All Workforce projections, Computer Science K- 12 Standards, Computational Thinking University of Wisconsin-Oshkosh July 8, 2014 Joe Kmoch.

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Presentation on theme: "Computing for All Workforce projections, Computer Science K- 12 Standards, Computational Thinking University of Wisconsin-Oshkosh July 8, 2014 Joe Kmoch."— Presentation transcript:

1 Computing for All Workforce projections, Computer Science K- 12 Standards, Computational Thinking University of Wisconsin-Oshkosh July 8, 2014 Joe Kmoch 1

2 How many of you... How many of you teach computer science? How many of you use computing technologies fairly regularly in your courses? Have heard about / Know something about – Background Polya, Bloom, SCANS, P21 – 21 st Century Skills, Career Clusters – Workforce issues related to CS and IT? – New CSTA CS K-12 Standards – Computational Thinking – CS counting for Math credit 2

3 What I will touch upon... Important historical background – Big Ideas Workforce issues – why CS? New CS K-12 Standards Computational Thinking CS counting for Math credit in WI 3

4 Polya’s Four Steps to Problem Solving Understand the problem Design and plan a solution Implement that solution Evaluate that solution How to Solve It,1945 4

5 Bloom’s Taxonomy of Educational Objectives: Cognitive Domain Higher order (eg critical thinking) – Creating – Evaluating – Analyzing Lower order – Applying – Understanding – Remembering 1956,

6 21 st Century Skills Four C’s – Collaboration – Communication – Creativity and Innovation – Critical Thinking and Problem Solving + Employability and soft skills (learning and career skills) + Basic computing application skills (founded 2002) Similar to (based on?) SCANS Report (1991) 6

7 Career Cluster project IT Career Cluster and STEM Career Clusters created along with 14 others around 2002 IT has four pathways – Programming and Software Development – Web and Digital Communications – Information Support and Services – Network Systems (see Deborah Seehorn, “Computer Science: The Big Picture”, blog post 5/22/

8 Academy of Information Technology Created by the National Academy Foundation with industry partners Possibly the first comprehensive curriculum for IT Based on the Career Cluster approach, SCANS (P21.org) and other programs involving context- based project-based curriculum 8

9 ACM/CSTA Model Curriculum for K-12 Computer Science ACM (Association of Computing Machinery) is known for developing computer science curricula at the post-secondary level This was ACM’s (Association of Computing Machinery) 1st attempt to create a K-12 curriculum (2003) (after 3 attempts at HS curr) CSTA (Computer Science Teachers Association) became responsible in

10 Perkins 2006 Reauthorization This is the federal funding for Career and Technical Education programs This now requires that programs focus on the Career Cluster approaches – This focus is to prepare students for both career AND college readiness – This is way more than just teaching skills but is oriented around project-based real-world contexts for students 10

11 June 12, 2012 W ORKFORCE AND P IPELINE I SSUES 11

12 Workforce and Pipeline issues Since the “dot-com bubble” burst around 2000, there has been a severe decrease in number of students involved in computing Since around 2004, the career opportunities have increased with a corresponding decrease in courses offered and schools offering high school courses 12

13 #NAFNext Three Challenges The computing community in the US faces three significant and interrelated challenges in maintaining a robust IT workforce 1.Underproduction 2.Underrepresentation 3.Lack of a presence in K-12 education (Jan Cuny, NSF CS10K Initiative) 13

14 June 12, 2012 T HE B RIGHT F UTURE F OR C OMPUTING J OBS 14

15 June 12, 2012 Total Employment in STEM in 2022 Source: Jobs data are calculated from the Bureau of Labor Statistics (BLS), Employment Projections , available at 5 Million 4 Million 3 Million 2 Million 1 Million 0 Million Mathematics Physical Social Life Engineering Computing Sciences 15

16 June 12, 2012 Where the STEM Jobs Will Be Projected Annual Growth of Total STEM Job Openings Source: Jobs data are calculated from the Bureau of Labor Statistics (BLS), Employment Projections , available at 16

17 June 12, 2012 Where the STEM Jobs Will Be Projected Annual Growth of NEWLY CREATED STEM Job Openings Source: Jobs data are calculated from the Bureau of Labor Statistics (BLS), Employment Projections , available at 17

18 June 12, 2012 Computing and mathematics is one of the TOP 10 fastest growing major occupational groups ,000+ job openings in computing annually. 1 in every 2 STEM jobs will be in computing in Quick Facts about Computing Jobs Though 2020 Sources: Jobs data are calculated from the Bureau of Labor Statistics (BLS), Employment Projections , available at Educational levels are calculated from BLS Occupational Projections Data, Employment , available at and the BLS Occupational Outlook Handbook , available at 18

19 June 12, 2012 U.S. Employment through 2020 How Computing Stacks Up To Healthcare 22% job growth rate in computing jobs, as comparable to healthcare job growth rates ,000 projected shortfall in qualified health IT workers % of physicians to use electronic health records by 2019 as a result of the federal HITECH Act of * Healthcare practitioners and technicians Sources: Bureau of Labor Statistics (BLS), Employment Projections , available at U.S. Department of Health and Human Services (HHS), HITECH Programs, Congressional Budget Office, Analysis of HITECH Act of 2009.http://www.bls.gov/emp/http://www.healthit.gov Growth Rates 19

20 June 12, 2012 Where the STEM Jobs Will Be Degrees vs. Jobs Annually Sources: Degree data are calculated from the National Science Foundation (NSF), Science and Engineering Indicators 2014, available at Annual jobs data are calculated from the Bureau of Labor Statistics (BLS), Employment Projections , available at STEM is defined here to include non-medical degrees and occupations.http://www.nsf.gov/statistics/seind14/http://www.bls.gov/emp/ Physical Social Life Engineering Computing Sciences Mathematics Sciences Annual Job Openings Ph.D. Degrees Master’s Degrees Bachelor’s Degrees Associate’s Degrees Annual Job Openings Ph.D. Degrees Master’s Degrees Bachelor’s Degrees Associate’s Degrees 20

21 June 12,

22 June 12, 2012 Where the STEM Jobs Will Be Top 10 STEM Occupations by Total Employment in 2020 Source: Jobs data are calculated from the Bureau of Labor Statistics (BLS), Employment Projections , available at STEM is defined here to include non-medical occupations. 22

23 June 12, 2012 Where the STEM Jobs Will Be Projected Growth of Selected STEM Jobs STEM Job 2010 Total Employment % Growth Average Annual Salary Engineering and Architectural Managers176,8009%$129,350 Computer and Information Systems Managers307,90018%$125,660 Aerospace Engineers81,0005%5%$103,870 Software Developers, Systems and Applications913,10030%$96,250 Biochemists and Biophysicists25,10031%$87,640 Civil Engineers262,80019%$82,710 Database Administrators110,80031%$77,350 Environmental Scientists89,40019%$68,810 Chemists82,2004%4%$74,780 Anthropologists and Archeologists6,10021%$59,040 Sources: Jobs data are from the Bureau of Labor Statistics (BLS), Employment Projections , available at Salary data are from BLS Occupational Employment Statistics, May 2011, available at STEM is defined here to include non-medical occupations. 23

24 June 12, 2012 P IPELINE OF T ALENT IN C OMPUTING 24

25 June 12, 2012 Higher Education Pipeline in Computing Source: National Science Foundation, Science and Engineering Indicators 2012 and various years, available at Data are not available from 1999.http://www.nsf.gov/statistics/seind12/ 25

26 June 12, 2012 Higher Education Pipeline in Computing CRA Taulbee Survey Results Source: Computing Research Association, Taulbee Survey , available at (providing voluntary responses from Ph.D.-granting universities on new enrollments and degrees awarded in their undergraduate CS/CE programs. 26

27 June 12, 2012 Source: College Board, Advanced Placement (AP) Exam Data 2011, available at reports-research/ap/data. Calculus represents the combined data of Calculus AB and BC. Physics represents the combined data of Physics B, C:Electricity and Magnetism, and C:Mechanics. Computer Science represents combined data of Computer Science A and B.http://professionals.collegeboard.com/data- reports-research/ap/data High School Advanced Placement Exams

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30 June 12, 2012 Conclusion 30

31 Future Workforce (latest stats from ) Expected Growth in jobs is very high in CS/IT and Engineering CS/IT (us dept of labor: ) – 2012 actual: 3,682,300 – 2022 projected: 4,333,600 Engineers (us dept of labor: ) – 2012 actual: 1,589,600 – 2022 projected: 1,726,100 31

32 Projected Percentage Change in Jobs from 2012 to 2022 CS/IT, +18%, 651,300 new jobs – Software Developers & Programmers, +25% – Computer and Info Analysts, +26% – Database Sys Admins & Network Arch, +13% – Computer Support Specialists, +17% – Security Analyst, Web Dev, CS Res, others, +4% Engineers, +9%, 136,500 new jobs 32

33 Number of Job Openings due to Growth and Replacement through 2022 (in thousands) CS/IT, (651.3 growth repl) – Software Dev & Prog, 522 (279.5 gr repl) – Computer and Info Analysts, (155.2 gr repl) – DB Sys Admin & Network Arch, (130.6 gr repl) – Comp Support Specialists, (123.0 gr repl) Engineers, (136.5 growth, repl.) 33

34 That’s nice data, but so what? *Slide is from Ed Lazowska The instructional practices and assessments discussed or shown are not an endorsement by ACM or the U.S. Department of Education. 34

35 Two off-beat CS examples There are about 600,000 unfilled manufacturing jobs; most require CNC – CNC is computer programming In Model Railroading there’s a new way of running your railroad called Digital Command Control (DCC) – You program your locomotives and accessories – It also helps to understand binary numbers 35

36 Products need diverse perspectives From June 4, 2012 Assoc Press article “Rockmelt CEO Eric Vishria says the competition to hire qualified women software engineers has heated up as companies see that they need diverse perspectives to build products that attract the widest audience. He said startups that don't hire women early in their existence risk creating a male- dominated culture that will put off potential female hires.” 36

37 June 12, 2012 C OMPUTER S CIENCE IN W ISCONSIN 37

38 A large majority (over 85%) of Wisconsin school districts aren't even offering their students a path into the highest growing and best paying sectors of the 21st Century American economy. State of the State 38

39 ~ AP CS teachers statewide Perhaps another WI teachers offering some kind of programming course (Java, C++, VB, etc.) Over 400 high schools in our state. In Wisconsin, 39

40 Goal: 10,000 more qualified CS teachers in U.S. high schools. PUMP-CS funded for is one of several funded proposals Four prongs: Growing our professional community Strengthening our professional community Linking our professional community Broadening the CS pipeline CS10K – NSF-funded project 40

41 Targeted to 9th and 10th grade. Broad introduction to computing concepts and computational thinking. Inquiry, Equity, Content Essential preparation for AP CSP. Can teach ECS in your area, without 405 CS endorsement. (Less than 25% programming content.) Exploring Computer Science (ECS) 41

42 Professional Development includes five day course in first summer. Begin teaching course in fall. Quarterly updates during academic year. Another five day session in second summer. In Los Angeles, Chicago elsewhere Exploring Computer Science (ECS) 42

43 WI teachers need 405 license to offer CS courses in K-12. CS Ed degree programs almost all dead across the state. Remaining programs feature methods courses that emphasize teaching CS the same way we always have, or are cobbled together from other fields of teaching. CS10K: Strengthen 43

44 New methods course focused on bridging gap from teaching ECS to teaching AP CS Principles or other advanced CS courses. "Missing Link" for licensure. Support for "alternative certification paths”. This new course being developed as part of PUMP-CS will be taught in 2015 and 2016 Will become an online course after 2016 Teaching Computer Science (TCS) 44

45 Focus groups around state, bringing together teachers, administrators and industry representatives Identify local and regional strengths Identify and destroy barriers to moving forward Educate and recruit CS10K: Linking 45

46 June 12, 2012 National CS Framework Exploring Computer Science (ECS) – Entry level CS course Computer Science Principles – AP in AP Computer Science A – Programming in Java 46

47 June 12, 2012 Exploring Computer Science Developed in Los Angeles Unified School District with UCLA Pillars – Inquiry 5Es Inquiry Learning Cycle – Equity 6000 students served 75% indentifying as Latino or African American – Content Accepted as CTE credit by University of California 47

48 June 12, 2012 Exploring Computer Science Six Units – Human Computer Interaction – Problem Solving – Web Design – Introduction to Programming – Computing and Data Analysis – Robotics Inquiry and Project-based Tasks – Role-playing, jig sawing, simulations, collaborative tasks, and problems w/multiple solutions 48

49 June 12, 2012 Additional Roll-outs Current partners include: – Washington, DC: – Chicago: – Oregon: – Santa Clara: – Utah: Additional Information – 49

50 June 12, 2012 AP CS Principles AP course designed to be accessible to every student while building knowledge and skills that are endorsed by colleges and universities. Novel assessment – 25% Performance Task Based – 75% Computer-based Assessment Endorsed by College Board 50

51 June 12, 2012 AP CS Principles – Big Ideas Computing is a creative activity Abstraction reduces information and detail to facilitate focus on relevant concepts Data and information facilitate the creation of knowledge Algorithms are used to develop and express solutions to computational problems Programming enables problem solving, human expression, and creation of knowledge The Internet pervades modern computing Computing has global impacts 51

52 June 12, 2012 Base Documents for the ECS and APCS courses CSTA K-12 Standards (revised 2011) Computational Thinking 52

53 June 12, 2012 AP Computer Science A Traditional entry into CS major Redesigned for – Suggested labs – Case study (Gridworld) removed – Allows 20% more time for inquiry and project based learning – Deep dive into Java programming 53

54 June 12, 2012 CSTA K-12 CS S TANDARDS 54

55 CSTA K-12 Computer Science Standards (rev 2011) These standards will provide students with basic computing skills and concepts at all grade levels in many disciplines will help encourage and develop creativity and innovation essential for high paying family supporting careers in the future 55

56 Knowledge for Today and Beyond (CS Standards Committee Philosophy) 56 We consider it critical that students be able to read and write and understand the fundamentals of math, biology, chemistry and physics. To be a well-educated citizen in today’s computing-intensive world, students must have a deeper understanding of the fundamentals of computing as well.

57 Context for New Standards 57 CSTA Model Curriculum was last revised in 2006 Much has been learned since then, including how to write standards that are consistent in format with those of other disciplines New tools and pedagogies have been developed to make computer science more accessible for all students There is still confusion between educational technology (the use of computers to support learning in other disciplines) and computer science

58 Context for New Standards 58 We define computer science as: “Computer science (CS) is the study of computers and algorithmic processes, including their principles, their hardware and software designs, their applications, and their impact on society.” Big ideas in CS (from – Creativity – Abstraction – Data – Algorithms – Programming: – Internet – Impact

59 Why Standards? 59 Many states have a computer education requirement at the K-12 grade level but this has many different meanings. General computer knowledge and skills have been moving… –Traditional HS courses may now be in elementary and middle school –Keyboarding, General Computers, Office Programs, Computing Concepts are all clumped under "computing courses". –Trends in the High School Curriculum CS is found in an elective environment Focus is on Standards and Assessment Computer Teachers – Certification requirements vary (if existent!)

60 Organizing Structure 60

61 Level Definitions Level 1 (recommended for grades K–6) Computer Science and Me Level 2 (recommended for grades 6–9) Computer Science and Community Level 3 (recommended for grades 9–12) Applying concepts and creating real-world solutions 61

62 Level Definitions Level 1 (recommended for grades K–6) Computer Science and Me Level 2 (recommended for grades 6–9) Computer Science and Community Level 3 (recommended for grades 9–12) Applying concepts and creating real-world solutions 62

63 Level Definitions Level 1 (recommended for grades K–6) Computer Science and Me Level 2 (recommended for grades 6–9) Computer Science and Community Level 3 (recommended for grades 9–12) Applying concepts and creating real-world solutions 63

64 Level 3 Course Descriptions Level 3A: (recommended for grades 9 or 10) Computer Science in the Modern World Level 3B: (recommended for grades 10 or 11) Computer Science Concepts and Practices Level 3C: (recommended for grades 11 or 12) Topics in Computer Science: 64

65 Level 3 Course Descriptions Level 3A: (recommended for grades 9 or 10) Computer Science in the Modern World Level 3B: (recommended for grades 10 or 11) Computer Science Concepts and Practices Level 3C: (recommended for grades 11 or 12) Topics in Computer Science: 65

66 Learning Outcomes Organized by Strands 66

67 Five Strands in CS: Collaboration Using technology tools and resources for collaboration Computing as a collaborative endeavor 67

68 Five Strands in CS: Computational Thinking Problem solving Algorithms Data representation Modeling and Simulation Abstraction Connections to other fields 68

69 Five Strands in CS: Computing Practice and Programming Using technology resources for learning Using technology tools for the creation of digital artifacts Programming Interacting with remote information Careers Data Collection and Analysis 69

70 Five Strands in CS: Computers and Communication Devices Computers Troubleshooting Networks Human vs Computers 70

71 Five Strands in CS: Community, Global and Ethical Impacts Responsible use Impacts of technology Information accuracy Ethics, Laws and Security Equity 71

72 Computing Practice and Programming Strand map CSTA K-12 CS Standards Pp

73 Example Strand for Level 2 Computing Practice & Programming The student will be able to: 1.Select appropriate tools and technology resources to accomplish a variety of tasks and solve problems. (Using technology resources for learning) 2.Use a variety of multimedia tools and peripherals to support personal productivity and learning throughout the curriculum. (Using technology resources for learning) 3.Design, develop, publish, and present products (e.g., webpages, mobile applications, animations) using technology resources that demonstrate and communicate curriculum concepts. (Dig artifacts) 4.Demonstrate an understanding of algorithms and their practical application. (Programming) 5.Implement problem solutions using a programming language, including: looping behavior, conditional statements, logic, expressions, variables, and functions. (Programming) 6.Demonstrate good practices in personal information security using passwords, encryption, and secure transactions. (Interacting with remote information) 7.Identify interdisciplinary careers that are enhanced by computer science. (Careers) 8.Demonstrate dispositions amenable to open-ended problem solving and programming (e.g., comfort with complexity, persistence, brainstorming, adaptability, patience, propensity to tinker, creativity, accepting challenge). (Careers) 9.Collect and analyze data that is output from multiple runs of a computer program. (Data coll and analysis) 73

74 June 12, 2012 C OMPUTATIONAL T HINKING 74

75 #NAFNext Computational Thinking as a critical base for engaging CS in K- 12 Computing and computer science are integral to most career paths Computational thinking (CT) must be a part of every curriculum. –What is CT? –Where does CT exist now? –How will it affect K-12 education? –Resources available 75

76 Three Claims about Computational Thinking Based on 9 computer science practices Connected to Common Core in Mathematics Unrivaled Method to get Computer Science experiences in K-12 76

77 Critical Thinking + Computing Power = Making Decisions or Innovating Solutions (Think “Create, Produce, Manipulate”) What is CT? 77

78 Here’s a several minute animation describing CT and its importance. Critical Thinking + Computing Power = Making Decisions or Innovating Solutions (Think “Create, Produce, Manipulate”) What is CT? 78

79 The core principles of Computer Science are the basis for Computational Thinking. CT is the use of CS principles in problem domains What is CT? 79

80 There are 9 concepts Data Collection, Data Analysis, Data Representation Problem Decomposition, Abstraction Algorithms, Automation Simulation and Modeling, Parallelization These are all essential to computer science What are these core principles? 80

81 There are 5 dispositions –Confidence with complexity –Persistence in working through problems –Ability to deal with open ended problems –Ability to communicate and collaborate to achieve a common goal –Tolerance for ambiguity What are these core principles? 81

82 The Dispositions are important to preparing solutions to significant problems They also match well to the 8 Common Core State Standards – Mathematical PracticesCommon Core State Standards – Mathematical Practices What are these core principles? 82

83 Comparing CT Core Dispositions and CCSS Standards for Mathematical Practice CCSS Standards for Math PracticeComputational Thinking core dispositions 1. Make sense of problems and persevere in solving them Confidence with complexity Persistence in working through problems 2. Reason abstractly and quantitativelyAbility to deal with open ended problems 3. Construct viable arguments and critique the reasoning of others Ability to communicate and collaborate to achieve a common goal 4. Model with mathematicsTolerance for ambiguity 5. Use appropriate tools strategicallyAbility to communicate and collaborate to achieve a common goal 6. Attend to precisionPersistence in working through problems 7. Look for and make use of structureAbility to deal with open-ended problems 8. Look for and express regularity in repeated reasoning Ability to deal with open-ended problems

84 Comparing CT Core Concepts and CCSS Standards for Mathematical Practice CCSS Standards for Math PracticeComputational Thinking core concepts 1. Make sense of problems and persevere in solving them Data collection, analysis, representation Problem Decomposition/Analysis 2. Reason abstractly and quantitativelyAbstraction 3. Construct viable arguments and critique the reasoning of others Algorithms and Procedures 4. Model with mathematicsModeling & Simulation 5. Use appropriate tools strategicallyAutomation 6. Attend to precisionData collection, analysis, representation 7. Look for and make use of structureParallelization Algorithms & Procedures 8. Look for and express regularity in repeated reasoning Algorithms & Procedures

85 CCSS: Standards for Mathematical Content High School: Modeling Modeling Standards Modeling is best interpreted not as a collection of isolated topics but rather in relation to other standards. Making mathematical models is a Standard for Mathematical Practice, and specific modeling standards appear throughout the high school standards indicated by a star symbol ( ★ ).

86 The knowledge and skills that students need to know and be able to do by the time they graduate from secondary school. CT for All Students 86

87 Where do you find CT? In CS CSTA K-12 Computer Science Standards Exploring Computer Science course Exploring Computer Science APCS Principles course APCS Principles Required for any National Science Foundation “Computing Education for the 21 st Century” Proposal “Computing Education for the 21 st Century” Proposal 87

88 Where else do you find CT? technology and more specifically CS is part of almost all endeavors of life every 21st century citizen needs to have facility with computational thinking 88

89 Biology - Algorithms for DNA sequencing of human genome Brain Science - Modeling the brain as a computer CT in Other Sciences, Math, and Engineering some examples from Jeannette WingJeannette Wing Chemistry [Madden, Fellow of Royal Society of Edinburgh] - Optimization and searching algorithms identify best chemicals for improving reaction conditions to improve yields 89

90 90 CT in more sciences Geology - Abstraction boundaries and hierarchies of complexity model the earth and our atmosphere Astronomy - Sloan Digital Sky Server brings a telescope to every child Mathematics - Four-color theorem proof Engineering (electrical, civil, mechanical …) - Boeing 777 tested via computer simulation alone, not in a wind tunnel

91 91 CT for Society Economics - Automated mechanism design underlies electronic commerce, e.g., ad placement, on-line auctions, kidney exchange Social Sciences - Statistical machine learning is used for recommendation and reputation services, e.g., Netflix, affinity card

92 92 CT for Society Law - Approaches include AI, temporal logic, state machines, process algebras, petri nets - Sherlock Project on crime scene investigation Medicine - Electronic health records require privacy technologies - Robotic Surgery

93 93 CT for Society Arts - Art (e.g., Robotticelli) - Drama, Music, Photography - Programming for Musicians and Digital ArtistsProgramming for Musicians and Digital Artists Entertainment -Games -Lucas Films uses 2000-node data center to produce Pirates of the Caribbean. Sports - Synergy Sports analyzes digital videos NBA games 93

94 Here are the 9 CT concepts Data Collection, Data Analysis, Data Representation Problem Decomposition, Abstraction Algorithms, Automation Simulation and Modeling, Parallelization As you think about what you teach, can you think of a lesson, topic, unit where one or more of these concepts would appear? Stop and “chat” 94

95 CT Operational Definition (handout) 95

96 Computational Thinking is The marriage of –the big ideas in computer science (such as abstraction, algorithms, modeling, problem decomposition) –with problems and big ideas in most other subject matter domains CT Operational Definition 96

97 CT Building Blocks (handout) 97

98 CT Building Blocks (handout) 98

99 CT is for All Teachers All teachers can and should be responsible for teaching skills, practice, and assessment of CT. This is not a “computer thing”. 99

100 CT for All Teachers Most teachers already incorporate CT basics, but may not know it. 100

101 CT for All Teachers CT has a shared vocabulary that can be highlighted in lessons from every discipline. 101

102 CT for All Teachers CT is made up of foundational building blocks of concepts, skills, and dispositions that get more sophisticated as students get older. 102

103 CT for All Teachers CT doesn’t necessarily require computers. 103

104 CT Statement #1 CT is a key interdisciplinary component in preparing students to be successful in a globally competitive workforce. If students are going to be successful in postsecondary education and compete for and win jobs, they must have the critical thinking and problem-solving skills that CT provides (Wagner). From ISTE CT Website, Computational Leadership Toolkit (8/22/11), p 42 Tony Wagner, Innovation Education Fellow, Technology and Entrepreneurship Center, Harvard U 104

105 CT Statement #2 CT is a critical enabling skill that will raise the level of achievement for all students, especially those who are traditionally marginalized. Successful students must be able to connect and apply academic content to real-world situations, and CT provides a framework for that learning connection (Marzano). From ISTE CT Website, Computational Leadership Toolkit (8/22/11), p 42 Robert J Marzano, Marzano Research Laboratory 105

106 CT Statement #3 CT is already a learning strategy in many classrooms and lessons today. However, we need to more closely examine the uses of CT and identify and expand student and teacher awareness about its impact and power. This means we probably do not have to expend large sums of money. We just need to recognize and align CT strategies to current practices. From ISTE CT Website, Computational Leadership Toolkit (8/22/11), p

107 Consuming content and parroting procedures is 19 th and 20 th Century 21 st Century Education is about process, about learning tools and skills to remake content, create new learning and solve problems (think creators, producers) Not about just formal education in school but also about informal education – 24 hour learning – the network CT promotes 21 st Century Learning Re-Imagining Learning in the 21 st Century: MacArthur Foundation Rethinking Learning: The 21 st Century Learner: MacArthur Foundation 107

108 Contextual Multidisciplinary Project-based and inquiry based Looking deeply at a problem Using abstraction + algorithms + analysis + bringing to bear any number of tools + possibly automation/computing CT Features 108

109 CT Teacher Resources and CT Leadership Toolkit For free download at Coming Soon! CT database for links to research and other teacher resources. CT Resources 109

110 Resources: Computational Thinking: This presentation: NCWIT (National Center for Women and Information Technology) and other CS&IT Resources: Thank you! 110


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