Computer Science

Bond, K., Langfield S. (2008) AQA Computing for AS. Nelson Thornes.

Bond, K., Langfield S. (2009) AQA Computing for A2. Nelson Thornes.

Dewdney, A.K (2004): The Turing Machine Omnibus

Graham, R, Knuth, D & Patashnik, O (1994) Concrete mathematics - a foundation for computer science. Addison Wesley

Harel, D (2003): Computers - what they really can’t do

Harel, D (2004): Algorithmics: The Spirit of Computing

Hey, T (2014) The computing universe: a journey through a revolution. Cambridge: CUP

Kemp, P at al (2011-) A-level Computing. Wikibooks.

Kölling, M (2009) Introduction to Programming with Greenfoot. Pearson.

Kubica, Jeremy (2012) Computational Fairy Tales. CreateSpace

Kubica, Jeremy (2013) Best Practices of Spell Design. CreateSpace

Leadbetter, C., Belanyek, A. and Rouse, G. (2008) OCR Computing for A Level. Hodder Education.

O’Byrne, S. and Rouse, G. (2012) OCR Computing for GCSE. Hodder.

Petzold, C (2000) Code: the hidden language of computer hardware and software.Microsoft Press.

Petzold, C (2008) The annotated Turing: a guided tour through Alan Turing’s historic paper on computability and the Turing Machine. John Wiley and Sons.

Teaching CS

Bell, T., Witten, I. and Fellows, M. (2010) Computer Science Unplugged,

Bennedsen, J., Caspeersen, M. and Kölling, M. (2008). Reflections on the teaching of programming. Springer.

Gal-Ezer, J., & Harel, D. (1998). What (else) should CS educators know?.Communications of the ACM, 41(9), 77-84.

Graham, C. R. (2011). Theoretical considerations for understanding technological pedagogical content knowledge (TPACK). Computers & Education, 57(3), 1953-1960.

Hazzan, O., Gal-Ezer, J., & Blum, L. (2008). A model for high school computer science education: The four key elements that make it!. ACM SIGCSE Bulletin, 40(1), 281-285.

Hazzan, O., Lapidot, T. and Ragonis, N. (2011) Guide to teaching computer science: ac activity-based approach. Springer.

Kadijevich, D.M., Angeli, C., and Schulte, C. (2013) Improving Computer Science Education

Kemp, P. (2014) Computing in the national curriculum - A guide for secondary teachers. Computing at School. ISBN:978-1-78339-376-3.

Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)?. Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.

Norvig, P (2001) Teach yourself programming in ten years

Ofsted (2011). ICT 2008-11. London: Ofsted.

Papert, S. (1980) Mindstorms: Children, computers, and powerful ideas. New York NY: Basic Books.

Royal Society, the. (2012) Shut down or restart. London: The Royal Society.

Saeli, M., Perrenet, J., Jochems, W. M., & Zwaneveld, B. (2011). Teaching programming in secondary school: a pedagogical content knowledge perspective. Informatics in Education-An International Journal, (Vol 10_1), 73-88.

Teaching Agency (2012) Subject knowledge requirements for entry into computer science teacher training. London: DfE.

Webb, M. & Cox, M. (2007) Information and communication technology inside the black box: Assessment for learning in the ICT classroom. Granada Learning.

Pedagogical content knowledge

Abell K.(2008) Twenty years later; does pedagogical content knowledge remain a useful idea? International Journal of Science Education Vol. 30 No. 10 13 pp1405-1416

Berry A. Loughran J. Driel J. (2008) Revisiting Roots of Pedagogical Content Knowledge. International Journal of Science Education Vol. 30, No. 10 13 pp1271-1279

Bullough R. (2001) Pedagogical content knowledge circa 1907 and 1987: a study in the history of the idea. Teaching and Teacher Education Vol. 17.no6.p 655-666.

Cochran K.F., De Ruiter J.A., King R.A. (1993) Pedagogical Content Knowing: An Integrative Model for Teacher Preparation. Journal of Teacher Education Vol. 44 No 4 p263-272.

EPPI (2004) What pedagogical practices do teacher educators use in Higher Education based elements of their courses? Protocol for the Learning Theories Review Group. Social Sciences Research Unit, Institute of Education, University of London.

EPPI (2006) Individual Teacher Training: A systematic map into approaches to making initial teacher training flexible and responsive to the needs of trainee teachers. Social Sciences Research Unit, Institute of Education, University of London.

Feiman-Nemser S. (2001). From Preparation to Practice: Designing a Continuum to Strengthen and Sustain Teaching. Teachers College Record, 103(6), 1013–1055.

Grossman P.L.(1990) The Making of a Teacher: Teacher Knowledge and Teacher Education. New York. Teachers College Press.

Hirst P. and Peters R. (1970) The Logic of Education. Routledge, London.

Korthagen F., & Vasalos, A. (2005) Levels in Reflection: Core Reflection as a Mean to Enhance Professional Growth. Teachers and Teaching, 11(1), 47–71.

Korthagen, F.A.J., & Kessels, J.P.A.M. (1999) Linking Theory and Practice: Changing the Pedagogy of Teacher Education. Educational Researcher, 28 (4), 4–17.

Lawson T, Harrison J. Cavendish S. (1999) Individual action planning in Initial Teacher Training: empowerment or discipline. British Journal of Sociology of Education 20; 89 - 105.

Leinhardt. G. (1988) Situated Knowledge and Expertise in Teaching. In J. Calderhead (Ed.), Teachers’ Professional Learning (pp. l46- 169). London: Falmer Press.

Loughran, J. (2003) Knowledge Construction and Learning to Teach. Keynote address for the International Association of Teachers and Teaching Conference. Leiden University, June 26–30, 2003.

Shulman L.S. (1986) Those who understand: Knowledge Growth, Teaching Educational Researcher 15 (2), 4-14.

Technology in education

Buckingham, D. (2007) Beyond technology: Children’s learning in the age of digital culture. Polity Press

Davies, J. and Merchant, G. (2009) Web 2.0 for schools: Learning and social participation. New York: Peter Lang.

Facer, K. L. (2011) Education, technology, and social change. New York: Routledge.

Jenkins, H., (2009) Confronting the challenges of participatory culture: media education for the 21st Century. MacArthur Foundation.

Jonassen, D., Howland, J., Marra, R., & Crismond, D. (2008) Meaningful learning with technology. Upper Saddle River, N.J: Pearson/Merrill Prentice Hall.

Noss, R. (2012) System upgrade: Realising the vision for UK education. London: London Knowledge Lab.

Papert, S. (1993) The children’s machine: Rethinking school in the age of the computer. New York: BasicBooks.

Prensky, M. (2010) Teaching digital natives: Partnering for real learning. Thousand Oaks, CA.: Corwin.

Selwyn, N. (2010) Schools and schooling in the digital age. London: Routledge.

Selwyn, N. (2011) Education and technology : Key issues and debates. London; New York: Continuum International Pub. Group.

Selwyn, N. (2013) Distrusting Educational Technology : Critical Questions for Changing Times. London; Routledge.

Somekh, B. (2007) Pedagogy and learning with ICT: Researching the art of innovation. London ; New York: Routledge.

Digital literacy

Eynon, R. (2010, April). Supporting the “Digital Natives”: what is the role of schools. In Proceedings of the 7th International Conference on Networked Learning, Aalborg, Denmark (pp. 851-858).

Helsper, E. J., & Eynon, R. (2010). Digital natives: where is the evidence?. British educational research journal, 36(3), 503-520.

Sonck, N., Livingstone, S., Kuiper, E., & De Haan, J. (2011). Digital literacy and safety skills. Mini-report. London, LSE (www. eukidsonline. net).

UK Digital Skills Taskforce (2014). The independent report of the UK Digital Skills TaskforceDigital Skills for Tomorrows World.

More general works on teaching and education

Cremin, T et al (2012) Literature review of creativity in education. Creative little scientists.

Hattie, J. (2009) Visible learning: A synthesis of over 800 meta-analyses relating to achievement. London ; New York: Routledge.

Hunt, A. (2008) Pragmatic thinking and learning: Refactor your “wetware”. Raleigh, NC: Pragmatic.

Woollard, J. (2010) Psychology for the classroom : Constructivism and social learning. London ; New York: Routledge.

Marland M (2002) The Craft of the Classroom (http://www.amazon.co.uk/Craft-Classroom-The/dp/0435806092)

Broader issues around technology

Brooks, F The Mythical Man Month

Gauntlett, D. (2011) Making is connecting. Cambridge: Polity

Hoover, D. H. & Oshineye, A. (2010) Apprenticeship patterns: Guidance for the aspiring software craftsman. Beijing; Cambridge MA: O’Reilly.

Negroponte, N. (1996) Being Digital. Coronet Books

Raymond, E, The Cathedral and the Bazaar

Rushkoff, D. (2010) Program or be programmed. New York NY: O/R Books.

Stoll, C (2007) The Cuckoo’s Egg: Tracking a Spy Through the Maze of Computer Espionage

Zachary, G P, Show Stopper!: The Breakneck Race to Create Windows NT and the Next Generation at Microsoft

On 3 May 2013 the Secretary of State for Education, Michael Gove, confirmed that, following the recent public consultation on proposals to reform the national curriculum, the Government’s intention remains that the national curriculum subject of information and communication technology (ICT) should be replaced by computing from September 2014. Although many schools are now officially not required to teach the national curriculum, it does set a benchmark to which Ofsted will inspect, and because of this all schools should be aware of the changes that are currently in progress.

The statement explained: "Having carefully considered the responses to the recent public consultation, the Government has confirmed that it intends to proceed to replace the existing ICT curriculum with a new computing curriculum. ICT as a subject name carries negative connotations of a dated and unchallenging curriculum that does not serve the needs and ambitions of pupils. Changing the subject name of ICT to computing will not only improve the status of the subject but also more accurately reflect the breadth of content included in the proposed new programmes of study."

In line with the Education Act 2002, the Government now has to enter into a further one month consultation before pressing ahead with dropping all reference to ICT in the curriculum and changing to Computing. This should be seen as a formality.

The consultation on the actual content of the draft computing curriculum continues and we will report as soon as the detail begins to emerge, providing the clearest possible explanation of the implications for schools. In the meantime, you can read more about how Naace is responding to the changing curriculum and supporting schools' CPD and resource requirements by visiting our web site here.. You can also read for yourself the Department for Education's initial summary of the feedback it has received on the draft programme of study for computing. The document can be downloaded here