A Case Study of the Introduction of Computer Science in NZ Schools

Autor/inn/en	Bell, Tim; Andreae, Peter; Robins, Anthony
Titel	A Case Study of the Introduction of Computer Science in NZ Schools
Quelle	In: ACM Transactions on Computing Education, 14 (2014) 2, Artikel 10 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1946-6226
DOI	10.1145/2602485
Schlagwörter	Foreign Countries; Computer Science; Computer Science Education; Computer Literacy; Program Development; Required Courses; Social Influences; Cultural Influences; Educational Change; Academic Standards; Role; Teaching Methods; High Schools; Secondary School Curriculum; Educational History; Educational Research; Financial Support; Educational Policy; Educational Objectives; Programming; Knowledge Level; Curriculum Development; Program Implementation; Teaching Experience; Student Motivation; Teacher Motivation; Evaluation Methods; Certification; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Informatik; Computer science lessons; Informatikunterricht; Computerkenntnisse; Programmplanung; Pflichtkurs; Sozialer Einfluss; Cultural influence; Kultureinfluss; Bildungsreform; Rollen; Teaching method; Lehrmethode; Unterrichtsmethode; High school; Oberschule; History of education; Bildungsgeschichte; Bildungsforschung; Pädagogische Forschung; Finanzielle Förderung; Politics of education; Bildungspolitik; Educational objective; Bildungsziel; Erziehungsziel; Programmierung; Wissensbasis; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Schulische Motivation; Abschlusszeugnis; Zertifizierung; Neuseeland
Abstract	For many years computing in New Zealand schools was focused on teaching students how to use computers, and there was little opportunity for students to learn about programming and computer science as formal subjects. In this article we review a series of initiatives that occurred from 2007 to 2009 that led to programming and computer science being made available formally as part of the National Certificate in Educational Achievement (NCEA), the main school-leaving assessment, in 2011. The changes were phased in from 2011 to 2013, and we review this process using the Darmstadt model, including describing the context of the school system, the socio-cultural factors in play before, during and after the changes, the nature of the new standards, the reactions and roles of the various stakeholders, and the teaching materials and methods that developed. The changes occurred very quickly, and we discuss the advantages and disadvantages of having such a rapid process. In all these changes, teachers have emerged as having a central role, as they have been key in instigating and implementing change. (As Provided).
Anmerkungen	Association for Computing Machinery. 2 Penn Plaza Suite 701, New York, NY 10121. Tel: 800-342-6626; Tel: 212-626-0500; Fax: 212-944-1318; e-mail: acmhelp@acm.org; Web site: http://toce.acm.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10