Embedded Files
Why study Computer Science?
Why study Computer Science?
CS is everywhere; advances in Computer Science have transformed the way we live, work, learn, play and communicate. In our global digital society, no other subject will open as many doors in the 21st Century as CS, regardless of a student’s ultimate field of study or occupation.
As the foundation for all computing, computer science is… “the study of computers and algorithmic processes, including their principles, their hardware and software designs, their [implementation], and their impact on society.” (Tucker, 2003)
Computer Science Core Principles
Computer Science Core Principles
CS education in the HIDOE is aligned with the national K-12 Computer Science Framework consisting of five (5) core concepts (what students should know) that define key focus areas for CS education. In addition, there are seven (7) core practices (what students should be able to do) that describe the behaviors and ways of thinking used by computationally-literate students to fully engage in today’s data-rich and interconnected world. (https://k12cs.org/navigating-the-practices/)
Computing Systems: The physical components (hardware) and instructions (software) that make up a computing system communicate and process information in digital form.
Networks and the Internet: Networks connect computing devices to share information and resources and are an increasingly integral part of computing.
Data and Analysis: The amount of digital data generated in the world is rapidly expanding, so the need to process data effectively is increasingly important.
Algorithms and Programming: An algorithm is a sequence of steps designed to accomplish a specific task. Algorithms become programs, or code, to provide instructions for computing devices.
Impacts of Computing: Individuals and communities influence computing through their behaviors and cultural and social interactions, and in turn, computing influences new cultural practices.
The Computer Science Framework also includes learning progressions that describe how students’ conceptual understanding and practice of computer science grow more sophisticated over time. Two significant themes interwoven throughout the framework include:
Equity: Issues of equity, inclusion, and diversity are in the framework’s concepts and practices, in recommendations for standards and curriculum, and in examples of efforts to broaden participation in computer science education.
Computational Thinking: Computational thinking practices such as abstraction, modeling, and decomposition intersect with computer science concepts such as algorithms, automation, and data visualization.
Where is Computer Science Headed?
Where is Computer Science Headed?
With rapid technological changes in CS, the HIDOE recognizes the urgency for a statewide Computer Science education program and envisions all students having the opportunity to graduate with foundational CS knowledge and skills to thrive in our increasingly digital world.
The vision is for all Hawaiʻi State Department of Education students to graduate with foundational Computer Science knowledge and skills to thrive in our increasingly digital world.
CS in Hawaiʻi is more than just an educational initiative. The Hawaiʻi State Legislature recognized the economic disruption caused by the 2020 COVID-19 pandemic illustrated a need to diversify Hawaiʻi’s economy beyond tourism and acknowledged the need for an increased focus on CS as a key driver of economic growth and digital literacy.
HIDOE’s mission is to provide equitable access to high quality Computer Science education to all preK-12 students within the Hawaiʻi State Department of Education.
Computer Science Resources
Computer Science Resources
References
Tucker, A. (2003). A Model Curriculum for K-12 Computer Science: Final Report of the ACM K--12 Task Force Curriculum Committee. New York, NY.
Tucker, A. (2003). A Model Curriculum for K-12 Computer Science: Final Report of the ACM K--12 Task Force Curriculum Committee. New York, NY.
Report abuse