Reading List

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

BBC E-mail: Curriculum 'to match world's best'

Lee Fenner saw this story on the BBC News website and thought you
should see it.



** Curriculum 'to match world's best' **
Five year olds will be tackling fractions and computer algorithms, as a more stretching national curriculum is announced for schools in England.
< http://www.bbc.co.uk/go/em/fr/-/news/education-23222068 >


** BBC Daily E-mail **
Choose the news and sport headlines you want - when you want them, all
in one daily e-mail
< http://www.bbc.co.uk/email >


** Disclaimer **
The BBC is not responsible for the content of this e-mail, and anything written in this e-mail does not necessarily reflect the BBC's views or opinions. Please note that neither the e-mail address nor name of the sender have been verified.

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ADoL Research Project

National Curriculum Update: Computing officially replaces ICT

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

CAS - Computing at School

ADVICE: Year 9 Computing pupils should undertake the 'Entry Level Certificate in Computing' before undertaking the GCSE Computing course through Year 10 & 11

This can possibly be extended to all Option pupils take the Entry Level course in Year 9 to decide what course they take in Years 10 & 11 in Core

Entry Level Certificate OCR Training course coming up in April

CONTACT: jade.cassidy@ocr.org.uk


USEFUL LINKS:

http://social.ocr.org.uk/ - Social Network Community for Teachers

https://www.ocronlinetraining.org.uk/

http://community.computingatschool.org.uk/door - We should all probably register for this resource center

http://ocr.org.uk/qualifications/gcse-computing-j275-from-2012/

ICT Subject Leader Development Meeting

Documents Recieved:

• Comparisons with the ICT Australian Curriculum
• Computing Purpose of Study
• ICT Survey Visits - Ofsted - Generic Grade Descriptors

Useful Websites:

• SmallBasic
• Yousrc.com
• Build Your Own Blocks - Scratch Improved?
• Lulu.com - Publish your work to become a 'proper' book complete with ISBN number

Additional Documents:

• Notes from meeting:

• Hampshire IT Schools Newsletter

Decoded Web Code #Computing

Please use this link to have a go at the sixteen steps to learning html/css code on the decoded website.

You should be able to work out what to do yourself and try to enjoy it! If you don't find this process enjoyable, or you feel that you have gained nothing from these steps, then Computer Science is probably not for you!

Instructions are also on the Yellow play button to help you...

Computing PoS

Computing

Purpose of study

A high-quality computing education equips pupils to understand and change the world through computational thinking. It develops and requires logical thinking and precision. It combines creativity with rigour: pupils apply underlying principles to understand real world systems, and to create purposeful and usable artifacts  More broadly, it provides a lens through which to understand both natural and artificial systems, and has substantial links with the teaching of mathematics, science, and design and technology. At the core of computing is the science and engineering discipline of computer science, in which pupils are taught how digital systems work, how they are designed and programmed, and the fundamental principles of information and computation. Building on this core, computing equips pupils to apply information technology to create products and solutions. A computing education also ensures that pupils become digitally literate – able to use, and express themselves through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world.


Aims

The National Curriculum for computing aims to ensure that all pupils:

• can understand and apply the fundamental principles of computer science, 
• including logic, algorithms, data representation, and communication
• can analyse problems in computational terms, and have repeated practical 
• experience of writing computer programs in order to solve such problems
• can evaluate and apply information technology, including new or unfamiliar 
• technologies, analytically to solve problems
• are responsible, competent, confident and creative users of information and 
• communication technology.

Attainment targets 

By the end of each key stage, pupils are expected to know, apply and understand the
matters, skills and processes specified in the relevant programme of study.


Subject content

Key Stage 1

Pupils should be taught to:

• understand what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following a sequence of instructions
• write and test simple programs
• use logical reasoning to predict the behaviour of simple programs
• organise, store, manipulate and retrieve data in a range of digital formats
• communicate safely and respectfully online, keeping personal information private, and recognise common uses of information technology beyond school.

Key Stage 2

Pupils should be taught to:

• design and write programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
• use sequence, selection, and repetition in programs; work with variables and various forms of input and output; generate appropriate inputs and predicted outputs to test programs
• use logical reasoning to explain how a simple algorithm works and to detect and correct errors in algorithms and programs
• understand computer networks including the internet; how they can provide multiple services, such as the world-wide web; and the opportunities they offer for communication and collaboration
• describe how internet search engines find and store data; use search engines effectively; be discerning in evaluating digital content; respect individuals and intellectual property; use technology responsibly, securely and safely
• select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.

Key Stage 3

Pupils should be taught to:

• design, use and evaluate computational abstractions that model the state and behaviour of real-world problems and physical systems
• understand at least two key algorithms for each of sorting and searching; use logical reasoning to evaluate the performance trade-offs of using alternative algorithms to solve the same problem
• use two or more programming languages, one of which is textual, each used to solve a variety of computational problems; use data structures such as tables or arrays; use procedures to write modular programs; for each procedure, be able to explain how it works and how to test it
• understand simple Boolean logic (such as AND, OR and NOT) and its use in determining which parts of a program are executed; use Boolean logic and wildcards in search or database queries; appreciate how search engine results are selected and ranked 
• understand the hardware and software components that make up networked computer systems, how they interact, and how they affect cost and performance; explain how networks such as the internet work; understand how computers can monitor and control physical systems
• explain how instructions are stored and executed within a computer system
• explain how data of various types can be represented and manipulated in the form of binary digits including numbers, text, sounds and pictures, and be able to carry out some such manipulations by hand
• undertake creative projects that involve selecting, using, and combining multiple applications, preferably across a range of devices, to achieve challenging goals, including collecting and analysing data and meeting the needs of known users
• create, reuse, revise and repurpose digital information and content with attention to design, intellectual property and audience.

Key Stage 4

All pupils must have the opportunity to study aspects of information technology and  computer science at sufficient depth to allow them to progress to higher levels of study or  to a professional career.
All pupils should be taught to:

• develop their capability, creativity and knowledge in computer science, digital media and information technology 
• develop and apply their analytic, problem-solving, design, and computational thinking skills.

.

The National Curriculum in England

Framework document for consultation...

National Curriculum Consultation - Framework Document (Amended post launch 13-02-13.pdf)

Download this file

"But I can't program, Mr Gove!" Consortium Training Day

Wildern School Ofsted Report 2012

Inspection dates 21–22 November 2012

This inspection: Outstanding

• Achievement of pupils: Outstanding 1 
• Quality of teaching: Outstanding 1 
• Behaviour and safety of pupils: Outstanding 1 
• Leadership and management: Outstanding 1 

1248_Final_Inspection_report_Nov_2012.pdf Download this file

Retweets from around the world!

Reham Khan used to do the weather on South Today and Charlie McDermott plays 'Axel' on US comedy 'The Middle', both retweeted me today and then a couple of their followers retweeted them. The system works.

#almostfamous

Digging Deeper Day #ZGen

http://thezgen.blogspot.co.uk/p/tracking.html

Tracking across the world!

#Storify - SIG

Storify

Lee, Pammy and Matt have begun testing the use of Storify with some classes to try to bring a host of social media resources together in one place and be used as a way of 'disrupting' current thinking and attaining higher levels.

Here is an example.

Initial thoughts suggest the ability to reach higher levels across the following criteria:

Level 8

• Pupils independently select appropriate information sources and ICT tools for specific tasks, taking into
• account ease of use and suitability. 
• They take part in informed discussions about the social, economic, ethical and moral issues raised by ICT.

Level 7

• They combine information from a variety of ICT-based and other sources for
• presentation to different audiences. 
• They identify the advantages and limitations of different information-handling applications. 
• They select and use information to develop systems suited to work in a variety of contexts, translating enquiries expressed in ordinary language into the form required by the system.
• They consider the benefits and limitations of ICT tools and information sources and of the results they produce, and they use these results to inform future judgements about the quality of their work. 
• They make use of audience and user feedback to refine and enhance their ICT solutions. 
• They take part in informed discussions about the use of ICT and its impact on society. 

It has been discussed that this will be utilised further from Feb on wards when Year 8 begin their storytelling unit, especially for research purposes as there is scope for detailed and 2 way feedback from peers/teachers.

Current Limitations

• Registration of a twitter account is not necessary but indeed  useful for publicising but setting up too many from school all in one go causes Twitter to block our activity.
• Google Chrome has to be included on the network as Internet Explorer just cannot handle the dynamic site

Future

Increased use and then building into Google+...

HTML Tutorials

HTML_tutorial.ppt Download this file

Possible use for getting Year 8's to Level 6+...

Posting Online

Going to use this as a start with year 11 discussing what people post online etc links to SEMC
 
http://www.bbc.co.uk/news/uk-england-kent-20294171 

Ping Pong...

This link might help you with questioning next week or questions for your pingpong balls?

http://teachertools.londongt.org/?page=classroomQuestioningSkills

Realtime Board - Collaborative Online Brainstorming

Realtime Board - Collaborative Online Brainstormin...: Realtime Board is a new online tool for hosting online, collaborative brainstorming sessions. Realtime Board provides a blank grid ...

Mr Fenner Online: Code to add DiDA Eportfolio Shortcut

Mr Fenner Online: Code to add DiDA Eportfolio Shortcut: Just copy and paste the following code into a new html/java gadget to allow pupils to access their DiDA E-Portfolio's directly from your/the...

Stop Frame Animator - Create Stop Motion Videos

MatthewKnight.co.uk: Stop Frame Animator - Create Stop Motion Videos: Stop Frame Animator  from Culture Street  is a neat tool for creating animated stop motion movies. Creating your animated stop motion vi...