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Computer Science Education for elementary school students.

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Title: Computer Science Education for elementary school students.


1
Computer Science Education for elementary school
students. Curriculum Development and
Implementation
Department of Computer Science and Engineering,
Indian Institute of Technology Bombay
1. Introduction
3. Research Gap
5. Three Dimensions of Computer Fluency
  • Issues like
  • Absence of clearly defined computer science
    curriculum, inappropriate teaching sources.
  • Computers being used mainly as entertainment
    devices.
  • Can be addressed by
  • Clearly defining Computer Science Curriculum.
  • Providing appropriate teaching resources.
  • Development of algorithmic thinking.
  • Improving organisational, programming skills.

COMPUTER FLUENCY
  • Computer education provides unique opportunity
    for boosting natural ways of learning.
  • Integration of ICT into the school curriculum is
    instrumental in developing a culture of
    thinking, lifelong learning and social
    responsibility .
  • However, less than 10 of all the schools have
    a computer.

a) BEHAVIOURAL
  • Computer ethics, health safety
  • share resources
  • posture exercises
  • Internet safety
  • Computer skills
  • skills that are currently essential
  • e.g. basic OS features, Internet

2. Rural Urban Divide
4. Actions Taken
of schools having computers in rural areas
of schools having computers in urban areas
  • Developed Computer Science Curriculum for
    Elementary and Middle School.
  • Developed Teaching Material
  • Prepared Teachers handbook Level I to IV
  • Textbook for Level I printed
  • Conducted Pilot test in one school (July 2007
    April 2008).
  • Assess impact of Curriculum
  • Iterate curriculum based on feedback

c) EFFECTIVE
  • Positive attitude towards computers/Internet,
  • information process
  • Increased interest in learning about
    computers

Source Mehta, A. (2005). Elementary education in
rural/urban areas Analytic tables. Where do we
stand?
6. Curriculum
8. Field Survey
7. Teaching Material
  • Field work for 10 months. Participants of study
    105 students of class 1 -5 - divided into
    mixed-sex groups of five to eight students.
  • One session per week of 30 minutes for each
    class, 4 laptops provided hands-on experience to
    students.
  • Students were taught basic computer skills,
    ergonomic/ safety values, applications such as
    paint, word processor, media player. Exercises in
    algorithmic thinking and logical reasoning
    through computer based and paper-pencil
    activities.
  • Class III and IV - Scratch - a tile-based visual
    programming with intuitive user interfaces - was
    taught.
  • For each standard, syllabus is defined by
  • the topics that should be taught (what).
  • the reasons for doing so (why).
  • the plan (how).
  • Three aspects addressed within the syllabus
  • Concepts Learning computer science concepts that
    are generally useful in many areas as well as
    some concepts that are specific to computer
    usage/functioning.
  • Usage Skills Developing hands-on skill in the
    use of various hardware/software and programming
    packages/languages.
  • Social Aspects Understanding ethical and
    security related issues of computer and Internet
    usage.
  • Spiral organization of the curriculum.
  • Detailed syllabus available online.
  • Download curriculum from
  • http//www.cse.iitb.ac.in/sri/ssrvm/
  • FOSS used Edubuntu operating system and Open
    source educational games.
  • Creative commons license.
  • Team comprised people from varied disciplines.
  • Download Book I from http//www.cse.iitb.ac.in/s
    ri/ssrvm/Computer-Masti-Book-1.pdf

9. Structure of each lesson
10. Sample Content from Computer Masti
11. Field Insights
12. Future Plans
Contact Details
  • Sridhar Iyer is an Associate Professor in the
    Department of Computer Science Engineering at
    IIT Bombay. His research interests include
    eLearning technologies, networking protocols and
    multimedia tools for distance education, wireless
    networking and applications. He can be reached at
    sri_at_iitb.ac.in
  • Farida Umrani is a post-doc fellow at Department
    of Computer science and engineering, Indian
    Institute of Technology Bombay. She can be
    reached at farida_at_it.iitb.ac.in
  • Malathy Baru is a project manager at the Computer
    science and engineering, Indian Institute of
    Technology Bombay. She can be reached at
    malati_at_it.iitb.ac.in
  • Elementary school students are avid learners
    and explore the various computer applications
    with minimal assistance
  • Computer-based activities interest the students
    and can be used for developing skills in
    other subjects.
  • Collaborative learning enabled students to
    proactively explore various applications.
  • No gender differences are observed in computer
    proficiency and usage, likely reason -
    controlled exposure in the school setting
    ensures equal opportunity to use the technology.
  • Confidence of teacher with the technology has a
    positive impact on confidence of students.
  • Rural/ adult adaptation for Information Literacy.
  • Multilingual content translation in vernacular
    languages.

13. School Implementation
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