Computing Education

Aims

This module considers various aspects of the teaching and learning of computer science in school, including practical experience, and provides an introduction to the field of computing education research. It is offered by the Raspberry Pi Computing Education Research Centre, part of the Department of Computer Science and Technology, in conjunction with local schools in the Cambridge area. Students will have the opportunity to observe, plan and deliver a lesson, and explore the teaching of computing in a secondary education setting. The lesson taught will be on a topic within the computing/computer science curriculum in England but will be negotiated with the teacher mentoring the school placement. In the sessions in the Department, students will be introduced to elements of pedagogy and assessment alongside current issues in computing education. The course can also serve as a useful introduction to research in computing education for those interested in this area. Assessment will include lesson planning, presentations, an in-person viva and a 3000-word report which will include evidence of engagement with relevant research underpinning the lessons and activities undertaken. An information session relating to the module will be available in the preceding Easter Term. The arrangement of school placements and DBS checks will be carried out in Michaelmas Term, so students should be prepared to engage in these preparatory activities.

Lectures

This is not a traditional lecture course and the term will be structured as follows:

• Week 1: Introduction to computing education & visit to school placement
• Week 2: In school (observation, supporting teacher)
• Week 3: In school (observation, supporting teacher)
• Week 4: In school (co-teach / small group teaching)
• Week 5: Computing pedagogy and assessment (school half-term)
• Week 6: In school (co-teach / small group teaching)
• Week 7: In school (teach part/whole lesson)
• Week 8: Presentations

Objectives

By the end of the course students should:

• gain experience of computing education in practice
• demonstrate an ability to communicate an aspect of computer science clearly and effectively
• be able to plan and design a teaching activity/lesson with consideration of the audience
• be able to thoroughly evaluate the design and implementation of a teaching/activity lesson
• be able to demonstrate an understanding of relevant theories of learning and pedagogy from the literature and how they apply to the learning/teaching of the topic under consideration
• gain an understanding of the breadth and depth of the field of computing education research

Class Size

This module can accommodate up to 10 Part II students.

Recommended reading

Brown, N. C., Sentance, S., Crick, T., & Humphreys, S. (2014). Restart: The resurgence of computer science in UK schools. ACM Transactions on Computing Education (TOCE), 14(2), 1-22. https://doi.org/10.1145/2602484

Sentance, S., Barendsen, E., Howard, N. R., & Schulte, C. (Eds.). (2023). Computer science education: Perspectives on teaching and learning in school. Bloomsbury Publishing.

Grover, S. (Ed). 2020. Computer Science in K-12: An A-to-Z Handbook on Teaching Programming. Edfinity. https://www.shuchigrover.com/atozk12cs/

Raspberry Pi Foundation (2022). Hello World Big Book of Pedagogy. https://www.raspberrypi.org/hello-world/issues/the-big-book-of-computing-pedagogy

Assessment

• Week 2: Reflections on an observed lesson (10%, graded out of 20)
• Week 4: Submission of a lesson plan outline (10% graded out of 20)
• Week 8: Delivery of an oral presentation relating to the lesson delivery (10% graded out of 20)
• After course completion: 3000 word report (60%), graded out of 20
• Viva with assessor (10%) (pass/fail)

Further Information

We will find placements for students in secondary schools within cycling or bus distance from the Department/centre of Cambridge. There will be a timetabled slot for the course that students can use to go to their school placement, but students may need to be flexible and liaise with the school to find the best time for working with a specific class.