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ChangingtheChalkboard:IntroducingComputer

SciencetotheCurriculum
ByPRAGYASINGH April13,2015

WITH the rapidly growing changes in the technology industry, it is vital


that the younger generation of America is equipped with the proper skills
to survive in such a digitally driven era. The importance of knowing more
than one language is at the heart of many curriculums, but now has
come the time to stress learning a new language: the machine
language. There has been a new shift in the way educators view the
relationship between computers and performance, with many in favor of
integrating computer science into American education standards.
Allocating educational resources to teaching our youth coding has beneficial and
progressive implications on several levels. A renewed focus on computer science
(CS) in education is crucial to not only to help students have an edge over their
global counterparts and stimulate the U.S economy, but also to develop important
logical skills and end gender stratification.

Digital technology is now so ubiquitous that many believe a well-rounded


education includes computer science as a core subject. Inserting computer
science in primary and secondary school curriculums has become a popular new

trend in several different nations around the world, including Israel, the United
Kingdom, Finland, Canada, Germany and Lithuania (Hazzan). Several countries
across Asia, while there is no official K-12 computer science curriculum, have a
substantial portion of the student population learning programming during
adolescence. It is only the United States that remains an ironic exception to this
paradigm shift. While American technology remains at the foundation of todays
digital industry, the popularity of computing at high schools has been on the slide
in recent years. According to a report from the U.S. Department of Education, in
2009, only 19 percent of students graduated with credits in computer science,
down from 25 percent in 1990 (Chambers). It is common knowledge that BRIC
countries (Brazil, Russia, India, and China) consistently outperform the U.S. in
the areas of math and science. Expansion of the younger generations knowledge
of computer languages helps our youth close this gap between our global
competitors (Branstetter). It will take several years for Americans to reach the
pace of oversea tech talents, but implementing change at the root of education is
the most effective way to ensure results. Therefore, sustained computer science
classes at all levels of schooling need to be a top priority for the American
education system.

While the government is moving slowly to adapt to the advancements in industry,


enthusiasts are willing taking matters into their own hands. The Internet is home
to a number of free services for anyone who would like to join in on the coding
craze. Sites such as Codecademy and Code.org offer free tutorials for those
interested in learning the coding basics on their own. MITs Media Lab created a
simple language called Scratch, a sort of virtual Lego that helps youngsters
develop computer games out of on-screen building blocks. The Computer
Science Teachers Association produces teaching guides and assists several
groups to teach coding around the world (A is for Algorithm). While it is
wonderful that these services are readily available online, cultural change needs
to be implemented at a foundational level. Application of similar tools and
services inside of American classrooms can shift the coding tide in favor of our
students, equipping them with the necessary skills to flourish in the digital era.

In many classrooms around the U.S., young children are taught how to consume
computer technology through applications such as Microsoft Office. But this
emphasis on spreadsheets and word processing is archaic by global standards.
By shifting the focus towards an understanding of how these programs are built,
children will be able to more greatly grasp an understanding of the technology
around them. Having a basic understanding of how computers are built, how they
work, and what their limitations are will become knowledge that every educated
person should have. Understanding of the inner workings of computer systems is
crucial in the realization and true application of computation skills (Proulx).

Starting from elementary school, students should be taught how to properly


interact with computers. In order prevent children from becoming zombies in front
of a screen, the initial learning should take place outside of the computer lab.
Five-year-olds can begin by playing abstract games and complete puzzles that
build up logical skills. This is a simple way to familiarize younger kids with the
conception of algorithms without high levels of complexity (Chambers).
Essentially, this will prepare children with the proper mentality to approach coding
effectively. Looking at the boarder
picture, the most important

Young children in an elementary work on their coding through


games

aspect of the K-5 computer science experience is encouraging and supporting


creative expression and problem solving. CS is a platform for children to engage
with powerful ideas. Coding puzzles, engaging tutorials, and unplugged activities
embolden young students to express their imaginations passionately. Coding at a
formative age builds so much more than simply computational skills; it builds
creativity, collaboration, abstraction and persistence (Yongpradit). Some
educators are concerned that so much devotion to computer science will distract
from the core subjects of math or reading. However, CS can serve as the bridge
for interdisciplinary study, meaning time spent is integrated into education rather
than added on (Yongpradit).

When it comes to computer science at the high school level, the United States
should examine well-established computer science programs in its global
counterparts. For example, the high school CS curriculum in Israel is modular
and enables each student to learn at a pace that fits his or her skill set. The basic
level 3-unit track is designed for students who only have a general interest in CS

while the 5-unit track is targeted for those who want more expansive
understanding. Even the basic track, however, exposes students to two
programming languages and emphasizes both theoretical and practical
applications of computer science (Hazzan). Establishing a similar track system in
the U.S. will ensure a program that allows flexibility for students who have varying
interest levels, while still simultaneously equipping them with a solid foundation of
computer science.

Coding at a formative age can also be utilized as a tool in order to combat gender
stratification in not only the world of technology, but in society as a whole.
Currently, there is simply not enough focus on the inclusion of females in the
study of computer science. Of those students who advance to the AP Computer
Science level, only 17 percent are girls. From there, only 12 percent of these
girls will seek out a career in
the computer sciences
(Branstetter). In fact, an
abysmal 0.4 percent of girls
who enter college actually
plan to major in computer
science. And in 2013, women
made up only 14 percent of
CS graduates down from 36 percent in 1984 (Tiku).

30% of Googles employees are female, but even this statistic is misleading; only
17% of the technical positions are filled by female hires (Tiku). Utilizing the public

school system is the best method to ensure universality and total equality. As
virtually every industry of the modern age is becoming digitalized, it is vital to
become well versed in machine language. Young girls who are familiar with
coding can reach more high-paying positions, as well as even out gender gap in
the tech industry. Arming girls with the tools necessary to compete in the global
market also serves as a stimulus for the United States economy. More women
participating in the workforce
of such a lucrative industry

Distribution of Googles employees in 2014

only raises business capital for the U.S. Closing the gender gap begins at the
curriculum, promoting and developing computational and logic skills in females
from a formative age.

Educational policy reform in the United States is not an easy task, especially
undertaking one as expensive as the integration of computer science. However, it
is obvious with the automation and digitalization of virtually every industry, that
overlooking CS education is simply not a valid option anymore. Implementing
effective computer science programs in the public school setting helps to develop
important computational and problem-solving skills at a young age. Teaching
programming paradigms in school equips the American youth with the proper
fundamentals of computer science to excel in a world where technology is so
pervasive. The benefits of executing this reform are deep and far-reaching,
including economic growth and eliminating gender stratification. As the modern
era continues to make huge digital strides, it is obvious that the time to implement
change is now; it is time to change up the chalkboard.

Works Cited
Baker, Celcia. "Computer Science Classes in High School: Why Too Few Kids Take
Them." Desert News National. Desert News National, n.d. Web. 12 Apr. 2015.
Branstetter, Ben. "How Coding in Schools Can Close Tech's Gender Gap." The Daily
Dot. Daily Dot, 15 Aug. 2014. Web. 12 Apr. 2015.
Chambers, Sam. "Why Schools in England Are Teaching 5-Year-Olds How to Code."
Bloomberg.com. Bloomberg, 15 Oct. 2014. Web. 12 Apr. 2015.
Hazzan, Orit, Judith Gal-Ezer, and Lenore Blum. A Model for High School Computer
Science Education: The Four Key Elements That Make It! Red Hook, NY:
Curran, 2009. Technion. Technion, 2008. Web. 12 Apr. 2015.
"A Is for Algorithm." The Economist. The Economist Newspaper, 26 Apr. 2014. Web. 12
Apr. 2015.
Proulx, Viera K. "Computer Science in Elementary and Secondary Schools." Computer
Science in Elementary and Secondary Schools. Northeastern University, n.d.
Web. 12 Apr. 2015.
Tiku, Nitasha. "How to Get Girls Into Coding." The New York Times. The New York
Times, 31 May 2014. Web. 12 Apr. 2015.
Yongpradit, Pat. "Should We Teach Computer Science in Elementary School?" ISTE.
Nternational Society for Technology in Education, 14 Nov. 2014. Web. 12 Apr.
2015

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