A 'Radical Manifesto' For Computer Teaching In English Schools 108
00_NOP writes "Everybody (or almost everybody) in England agrees that computing teaching to kids in high school is broken. In response the government promised a radical overhaul and a new curriculum. But then last week it was discovered the government had scrapped the bit of the education department that would develop any such curriculum. Not to be deterred, John Naughton, the Cambridge University academic who wrote the Short History of the Future, has now published his own 'radical' manifesto on how computing should be taught."
here's my radical manifesto (Score:5, Insightful)
1. Don't teach computing;
2. Instead, improve teaching of the basic subjects: mathematics, English, science and at least one foreign language, to pre-Thatcher standards, i.e. before the national curriculum and privatisation of exam boards and replacement of O-levels with GCSEs destroyed secondary education;
3. Well-prepared minds will be able to build on this foundation to do anything they want in their spare time or later years, including computing.
Re:Worry about language first (Score:4, Insightful)
So, it's a Bad Thing that they speak Punjabi as a first language? And yes, if it was Welsh or Gaelic then it would be a great example of progressive education saving their heritage...
Re:Worry about language first (Score:5, Insightful)
Worry about government intentions (Score:0, Insightful)
UK government have to keep people thick where computers are concerned or how would the implement this http://www.bbc.co.uk/news/uk-politics-17576745
Why stop there? (Score:5, Insightful)
Why teach science? Surely you can only teach math and well-trained minds can pick up science on their spare time or later years?
From TFM (the fine manifesto):
Everything from banking to communications to public transport relies on computers these days so it seems obvious to me that everyone should have at least basic understanding of computer science concepts / how computers work, instead of viewing them just as magic boxes. I honestly can't see why that shouldn't be taught in schools...
Re:Why stop there? (Score:5, Insightful)
Why teach science? Surely you can only teach math and well-trained minds can pick up science on their spare time or later years?
No. Science involves observation and experimentation skills which aren't present in mathematics. To science, mathematics is a tool - it does not have primacy, and we cannot assume that something mathematically simple is scientifically correct. Otherwise we'd still be modelling the universe like Plato.
Everything from banking to communications to public transport relies on computers these days so it seems obvious to me that everyone should have at least basic understanding of computer science concepts / how computers work, instead of viewing them just as magic boxes. I honestly can't see why that shouldn't be taught in schools...
Everything in the world is built on the laws of physics, but only a small proportion of things are built on computer systems - however skewed the view appears to the technologist. A "basic understanding" of computers, i.e. an understanding which takes them beyond thinking in terms of a black box and instead in terms of mathematical and physical concepts, requires a couple of afternoons of attention from a smart, well-prepared schoolkid.
Re:here's my radical manifesto (Score:4, Insightful)
Computers are now ubiquitous. That so many people think of computers as black boxes is a crime.
As is this ludicrous strategy I keep hearing on slashdot that we should just teach 'the basics' to kids. It completely backwards. You should teach kids as wide a range of things as possible in their early years, giving them exposure to as many different subjects and as many different facets of life as we can manage. Later they use that grounding to pick their way to a specialism.
What's destroyed secondary education in the UK is the bizarre insistence that everyone be put in the same class, regardless of ability, so the smart kids get bored, the less academically inclined get frustrated and everyone loses.
Bring back per-subject streaming, expand the network of grammar schools, and watch things pick up.
Re:Who here didn't teach themselves how to compute (Score:5, Insightful)
Re:here's my radical manifesto (Score:5, Insightful)
It's a different world ; the culture of "bedroom programmers" we had in the UK grew up in the wake of the 8-bit home computer revolution.
The computer systems sold today emphasise pre-packaged software and it's utility. The computers of the 8-bit era emphasised experimentation and learning - they all shipped with a programming language and a manual. Most of them booted straight into the programming environment.
The Raspberry Pi is an attempt to recapture some of this culture. But it has so many other things to compete with. Back then, kids TV in the UK was only on 2 channels and occupied only a few hours a day. Once it stopped, all you had to do was read, or use your computer. Now there are multiple channels that run for much longer hours, an internet full of possibilities, games consoles, portable devices, etc.
It's much harder to get a hook into that natural childlike curiosity. It's much easier for parents to use the pre-packaged computer systems to occupy their children, and much more likely, because they have better marketing budgets. Part of the reason RasPi is gaining the traction it has, is because those of us who remember the BBC Micro are interested, but I would bet you it's not even on the radar of most of the younger generation (unlike Moshi Monsters). I know that curiosity is there - my 7 year old daughter was charmed yesterday by the ability to control a flashing LED from an Arduino - but how many parents these days are geek enough to have an Arduino lying around, or have the time to help their children work it out?
Back in my youth, simple computers that you had to understand to use were the only game in town, now the best games in town are in full 3D. I think the Young Lady's Illustrated Primer had this right - you have to start simple.