This paper was presented at a computer science conventicle and is based on a paper presented at ACE 2013.

1. The 2nd Adelaide Conventicle, 2013
The Australian Digital Technologies Curriculum:
Challenge and Opportunity
Rebecca Vivian, Katrina Falkner & Nickolas Falkner | CSER Group

2. Next Generation ICT Curricula
• Reports from Europe, UK, the US and Australia
• Driven by a recognised need to teach students how to be
digitally literate and creators of technologies
• To prepare students for many jobs that use technologies
• New national curricula in Australia & England in 2014
– Introduce computer science and computational thinking as a
learning area
University of Adelaide 2

3. Australia: Digital Technologies
University of Adelaide 3

4. Australia: Digital Technologies
“how people use different
information systems”
“Identify, explore and use
digital systems”
“represent and play with
a sequence of steps to
solve problems”
5- 7 yrs old
University of Adelaide 4

5. Australia: Digital Technologies
“explore representations
for the same data”
“transmit different types
of data”
“implement visual
programs with user input
and branching”
8- 11 yrs old
University of Adelaide 5

6. Australia: Digital Technologies
12-16 yrs old “how digital systems
represent whole numbers”
“components of digital
systems…”
“using information systems...
new applications of systems”
“define problems in terms of
data and functional
requirements…”
“algorithms…”
University of Adelaide 6

7. Australia: Digital Technologies
“how… data are represented
as binary”
“how data are transmitted
and secured”
“model processes and
object…”
“trace algorithms to predict
output…”
“branching, repetition,
iteration…”
12-13 yrs old
University of Adelaide 7

8. Australia: Digital Technologies
“stored in binary with
compression…”
“develop cases to validate
algorithms…”
“develop modular digital
solutions…”
14-16 yrs old
University of Adelaide 8

9. England’s Computing Curriculum
• Understand what algorithms are and how
they are implemented
• Create and debug simple programs
• Logical reasoning to predict program
behaviour
• Manipulate digital content
• Common uses of technology
• Safe and respectful use
University of Adelaide 9

10. England’s National Curriculum
• Design, write & debug programs
• Sequence, selection, repetition
• Detect errors in algorithms and programs
• Computer networks
• Searching the web
• Use software to design and create a range of
programs, systems and content that accomplish goals
• Safe technology use
University of Adelaide 10

11. England’s National Curriculum
• Computational abstractions
• Understand several key algorithms
• Use 2 or more programming languages
• Understand Boolean logic
• Numbers represented as binary
• Hardware, software components and networks
• Data types
• Create digital artifacts
• Safe use
University of Adelaide 11

12. England’s National Curriculum
• Study aspects of IT and CS at depth
• Develop capability, creativity and
knowledge in CS
• Apply analytical, problem-solving,
design and computational thinking
• Understand how changes affect safety
University of Adelaide 12

13. Comparisons
through a focus on the problem
Digital literacy
Introduces programming
solving abilities
Focuses explicitly on
programming and
programming languages
Stronger focus on
understanding data
Focuses on a stronger
understanding of abstraction
Australia &
England
computational
thinking from
first year
Introduces digital
representation at an early point
More advanced software
decomposition and design
methodology
University of Adelaide 13

14. The Challenge
• A new learning area with rapid implementation
• Many teachers are unfamiliar and untrained in computer
science and computational thinking
• Existing CS programs (cs4fn, CS Unplugged) are aimed
at changing perceptions
• CS education research is growing… but what about
research across the early years?
University of Adelaide 14

15. The Literature
• What research exists to guide teaching CS to students
aging from 5 years to 18 years?
• Which methodologies have researchers used?
• Which Digital Technology concepts do the studies
investigate?
University of Adelaide 15

16. Method
• Google Scholar & ACM Digital Library
• 2003- 2013
• F-12 (ages 5- 18)
• Research papers & reports
• Activities teaching CS-related concepts
• Any context
… returned 71 relevant papers
University of Adelaide 16

17. Simon’s Classification System
• Topic what the paper is about
• Context the subject area
• Scope the breadth
• Nature the type of paper
University of Adelaide 17

18. Location
US, 39
Asia, 9
Australia, 1
Europe, 15
UK, 2
NZ, 1
Other, 4
University of Adelaide 18

19. Year Published
18
16
14
12
10
8
6
4
2
0
‘04 ‘05 ‘06 ‘07 ‘08 ‘09 ’10 ‘11 ‘12 ‘13
University of Adelaide 19

20. Scope
Intensive program/
initiative, 31
Institution
(within school), 9
Multi-institutional
(different schools),
Single case, 17
10
Not applicable, 4
University of Adelaide 20

21. Context & Topic
Context/Top
ic
Ability/
aptitude
Assess.
techniques
Assess. tools Curriculum
Perceptions/
interest
T/L
T/L
techniques
T/L tools Total
Broad-based 3 2 5
Computation
1 2 3 3 9
al thinking
Curriculum 1 2 3
Data structures 1 1
Gaming 2 1 3
Hardware/architecture 1 1
Information systems 1 1
Integrated curriculum 1 2 3 1 7
Introduction to IT 2 2
Mathematics 1 2 1 4
Programming 11 4 1 7 8 31
Project 1 1 2 4
Total 12 2 2 5 14 1 19 16 71
University of Adelaide 21

22. Topic
Topic Lower (5-9yrs)
Mid/Upper (10-
14yrs)
HS (14>) Broad-age
Ability/aptitude 4 6 2
Assess. technique 2
Assess. tools 1 1
Curriculum 4 1
Perceptions/
9 3 2
interest
T/L 1
T/L techniques 1 10 6 2
T/L tools 4 6 4 2
Total 10 31 22 8
University of Adelaide 22

23. Resources & Tools
Early Yrs
(5- 9yrs)
Mid/Upper Yrs
(10- 14 yrs)
High school
(14+)
Total
Tangible programming tools 5 14 2 21
Other resources/tools 3 1 5 9
Curriculum resources
(CS Unplugged)
0 3 4 7
Electronics 0 4 2 6
Non-digital activities 0 2 3 5
Robotics 1 3 1 5
Game creation environments 0 4 0 4
Java and java-programming tools 0 2 2 4
Game or PC puzzle 0 2 1 3
University of Adelaide 23

24. CS Concepts
Communication of Problems and Solutions
Algorithms (following and describing) 29
Implementation (translating and programming) 34
Specification (descriptions and techniques) 18
Data
Data collection (properties, sources and data collection) 3
Data interpretation (patterns and context) 8
Data representation (symbolism and separation) 12
Digital systems (hardware, software, and networks on the Internet)
Hardware and software 7
Networks and the Internet 9
Interactions (people and digital systems, data and processes) 8
Broad-based concepts 8
Abstraction (hiding irrelevant details) 7
Impact (impacts and empowerment) 1
University of Adelaide 24

25. Opportunities
CS F-10 Pedagogy
Particular focus on the
early years needed
Effective pedagogy
How students perform
and measured learning
outcomes
Computational thinking
Methodology, sample
& scope
Authentic classroom
environment & situation
Beyond outreach
programs, connected
with curricula
Longitudinal, larger
random samples
Teacher experience &
development
How to support teachers
and their needs
Understanding teacher
experiences & their
influence
University of Adelaide 25

26. Solutions?
• National scale & urgent
• Supporting teachers (domain knowledge and comfort)
• Developing effective pedagogy for all year levels
• Collaboration between teachers in primary schools, high
schools and university with educational researchers
• Developing community networks
• Resources and lesson ideas that map to the curricula
• International collaborations & research
University of Adelaide 26

27. Questions & Comments?
University of Adelaide 27

28. rebecca.vivian@adelaide.edu.au
Computer Science Education Research (CSER) Group
Thank You
Presentation based on a paper accepted for ACE 2013, co- authored
with Associate Prof Katrina Falkner and Dr Nickolas Falkner