Digital Technologies Discussion Paper

ThefutureofComputerScienceandDigital
TechnologiesinNewZealandsecondaryschools:Issues
of21stteachingandlearning,seniorcoursesand
suitableassessments

ApositionpaperbyTimCarrell,VilnaGoughJonesandKarenFahy
August2008

TableofContents...........................................................................................................2
Introduction..............................................................................................................................4
Purpose.......................................................................................................................................4
Definitions.................................................................................................................................4
21stCenturyteachingandlearning..............................................................................5
ComputinginNewZealandschools ....................................................................................5
Broadviewofsocietyandcomputingeducation...............................................................7
Theworldofstudentstoday ..................................................................................................9
Genderandcomputing ...........................................................................................................9
Curriculainthe21stCentury...............................................................................................10
SeniorCoursesinComputing:CourseContent ......................................................11
Introduction.............................................................................................................................11
GuidingdocumentWHATthesubjectis.......................................................................12
TheDTG..................................................................................................................................12
Guidingdocument:Relevant...............................................................................................13
Guidingdocument:Inclusive ..............................................................................................13
Guidingdocument:Flexible ................................................................................................14
Guidingdocument:Suggesteddisciplines .......................................................................14
Guidingdocument:Computinginthejuniorsecondaryschool ..................................15
Resourcesandexemplars......................................................................................................16
Werecommend.......................................................................................................................16
PositionofComputingwithintheNewZealandcurriculum...........................16
WhichLearningArea?...........................................................................................................16
AnewComputinglearningarea? .......................................................................................17
PartoftheexistingTechnologyLearningarea? ...............................................................20
SplitacrossseveralexistingLearningareas?....................................................................24
Summary..................................................................................................................................25
Seniorcourses:Assessment ............................................................................................26
AssessmentsforComputing ................................................................................................26
WhataretheissueswithUnitStandardsforComputing?.............................................26
WhataretheissueswiththereviewoftheComputingUnitStandards? ...................27
WhataretheissueswithTechnologyAchievementStandards? ..................................28
WhataretheissueswithIndustryandTertiaryQualifications? ..................................29
WhataretheissueswiththeInformationManagementAchievementStandards? ..30
WhataretheissueswithUniversityEntranceandScholarship?..................................30
Whattopicsaremissingfromavailableassessments?....................................................30
Recommendations..................................................................................................................31
Howcouldtheprocesswork? ..............................................................................................31
TeachersandProfessionalDevelopment.................................................................32
Recommendations..................................................................................................................33
Ongoingprofessionaldevelopment ...................................................................................33
Page 2 of 72

Shadowprofessionaldevelopment ....................................................................................33
Teacherexchangeprogrammes............................................................................................33
Accesstofellowshipsandscholarships.............................................................................34
Newteachertraining .............................................................................................................34
Improvedcollaborationopportunities...............................................................................35
Subjectassociation.................................................................................................................35
DevelopmentofaNationalDigitalCollege .....................................................................35
Conclusion................................................................................................................................35
Biography. ...............................................................................................................................37
TimCarrell ..............................................................................................................................37
KarenFahy...............................................................................................................................37
VilnaGoughJones.................................................................................................................38
ReferenceList .........................................................................................................................40
AppendixA...............................................................................................................................44
NZISTDraftdocument .........................................................................................................44
AppendixB...............................................................................................................................59
NZISTListservcommentsedited.....................................................................................59
AppendixC .............................................................................................................................644
SubmissionbyMauriceAlford.........................................................................................644
AppendixD...............................................................................................................................68
SubmissionbyMargotPhillipps ........................................................................................68
um 19 TableillustratingComputingasseparatecurricul
TableillustratingComputingunderTechnology 23
Acknowledgements:
Wewouldliketothankalltheteachersandstudentswhohavecontributedinone
wayoranothertothispositionpaper.
Page 3 of 72

TheFutureofComputerScienceandDigitalTechnologies:Issuesof21st
CenturyTeachingandLearning,SeniorCoursesandSuitable
Assessments.
Page 4 of 72
Introduction
ThestateofNewZealandseniorschoolDigitalTechnologies/ICT/Computingcoursesis
examinedinthisPositionPaperandrecommendationsofferedinthelightofthe
implementation,in2010,ofTheNewZealandCurriculum(2007).Thispaperhasbeen
writtenbythreepractisingteachers,TimCarrell,KarenFahyandVilnaGoughJones
whoarepassionateaboutmakingComputingrelevant,credibleandengagingfor
secondarystudents.Thecommonmindsetisthatifstudentshavegoodcomputing
experiencesatschooltheymaybeengagedandturnedontocomputingasacareer
and/ortertiaryoption.
ThehistoryofcomputinginNewZealandschoolsisreviewedandaspectsofthe
broadersocietyandeducationareconsidered.Issuesof21
st
Centuryteachingand
learningarediscussedrelevanttotheworldofstudentsoftodayandthefuture.Issues
aroundthetopicsofcontentandcurriculum,assessmentsandcomputerteachersare
highlightedandrecommendationsmade.
Purpose
ThepurposeofthispaperistosuggestawayforwardforComputinginsecondary
schools.Constructivesuggestionsaroundthisverycomplexsubjectarepresentedwith
theaimofachievingthebestoutcomeforstudentsinthe21stCentury.Inthelightofthe
ComputingUnitStandardsreview,thereviewoftheTechnologyAchievement
Standards,theDigitalTechnologyGuidelines(DTG),andtheimplementationin2010of
thenewCurriculum(2007),wehaveanopportunitytocontributetothefuture
developmentofComputinginNewZealand.
ThispaperhasbeencommissionedbytheNewZealandMinistryofEducation(MOE).
Otherinterestedpartiesareindividuals,institutionsandspecialinterestgroupsthat
haveaconcernintheplanningandimplementationofComputinginsecondaryschools,
andwhoneedtomakemajordecisionsinthecontextoftheNewZealandCurriculum
(2007).
Definitions
TechnologyandComputingcanhavedifferentandoftenmultiplemeaningsfor
differentpeople(Abbiss,2005;Beynon&Mackay,1993).Inthe1980sascomputers
becamemoreaccessibletotheman(orwoman!)onthestreet,thewordcomputer
becamesynonymouswithtechnologyandviceversa.Computerswereusedmoreand
moreforextensivedatabasesincommerce,andinformationsystemsbecame
synonymouswithcomputers.Historically,computersandcommunicationsdeveloped
alongdifferentpaths,buttheyhaveconvergedtotheextentthatcomputersarenow
synonymouswithcommunication.Communicationdevicesarenowcalledtechnologies.

Thephrasecomputersineducationhasbecomeoutdated,asistheexpressionlearning
technologies.ThepreferredexpressionisInformationandCommunication
TechnologiesinEducation,usuallyabbreviatedtoICT(Yelland,Neal&Dakich,2008).
Dalziel,SaundersandTaylor(2005)confirmstherearemultiplecontesteddefinitionsof
ICT,whichhasbecomeanumbrellatermcoveringawiderangeoftechnologiesand
theirenablingeffectacrossmanysectorsandindustries.ICTincludesproductsand
servicesthatunderpinelectronics,softwareandtelecommunications.AnOECD(2007)
documentdiscussingoccupationsandskillsintheinformationeconomystates:Thereis
currentlynocommonlyadopteddefinitionofICTskillsandthereisnointernationally
agreedlistofICTrelatedoccupations.Potgieter(2005)talksaboutthespectrumofICT
whichrangesfromthenontechnicaluserperspectivetothehardtechnologyofsoftware
algorithms.TechnologyintheNewZealandcurriculumhasaverybroaddefinition,
encompassingfoodandhardandsoftmaterialsaswellasICT.Thesemultiple
definitionshaveimpactedonthemeaningofICTeducationintheNewZealandcontext
whichisfurthercompoundedbythevarietyofspecialistcomputersubjectsoffered,and
thequalificationsstudentsmaygaininthisfield.
Internationally,thewordtechnologymoreoftenimpliesICTratherthansoftandhard
materials.ThejournalTechnology,PedagogyandEducation(Selwyn,2008)hasarticles
allrelatedtoICT.Browsethroughanywebsiteontechnology,orarticlesinmagazines
andpapers,anditisdigitalmediaandtechnologiesthatisthefocus.Throughoutthis
paper,however,Computingisusedasthegenerictermtoincludetherangeof
hardwareandsoftwaretoolsandtheknowledgethatunderpinstheirdevelopmentand
application.ItisinclusiveofallthecurrentsubjectssuchasInformationManagement,
ComputerScience,ComputerStudies,ICTandDigitalElectronics.Ourfocusis
primarilyonthemasteryofdigitaltoolsandconcepts,whereasothersubjectssuchas
Art/GraphicsDesignandMediaStudieshaveadifferentprimaryfocusandmayuse
digitaltoolsasameanstoanend.
21stCenturyteachingandlearning
ComputinginNewZealandschools
Intheearly1990s,Year12(thenSixthForm)studentscouldtypicallytakeacomputer
applicationscoursefocusedonofficeapplicationskillsoracomputerstudiescourse
whichwasbasedonthethenSixthFormCertificaterequirements.Thelatterincluded
threethemesbasedontheapplicationsandimplicationsofcomputing,technologyof
computingandtechniquesofproblemsolvingusingacomputer.Year13students(then
SeventhForm)couldtakeacomputerstudiescourse,whichofferedunitstandardsfrom
thenationalframeworkincomputingwhichcouldleadtoaNationalCertificatein
Computingqualification.Computingassuchdidnotcontributetothenormatively
assessednationalqualificationsforUniversityEntrance,UniversityBursaryand
Scholarshipexaminations(Clear&Bidois,2005).
Page 5 of 72

Theintroductionin1993oftheNationalCurriculumFramework(MOE,2007)specified
Technologyasoneofthesevenessentiallearningareas.Oftheseareas,Technologyisthe
onlycurriculumareatospecificallyaddressICT,butincludesitasoneofseveral
candidatetechnologiesforstudyinwhatisquiteabroad,integratedandflexibly
designedcurriculummodel,baseduponasocioculturallearningperspective(Clear&
Bidois,2005).However,theplacingofICTundertheTechnologycurriculumevokeda
fiercedebateamongteachersofcomputingastotheplaceofspecialistcomputercourses
andtheneedforknowledgeaboutcomputing,computers,andtheskillsneededby
differentsectionsofoursociety(P.Curry,communicationonNZISTlistserv,April22,
2002;A.Rowney,communicationonNZISTlistserv,April22,2002;December5,2005).
WiththeadventoftheNCEAqualificationin2002,Computingbecameanapproved
subjectforUniversityEntrancewiththefirstcohortofstudentstakingLevel3
Computingin2004.Asyet,thereisnocurriculuminComputingwhichallowsschools
todeveloptheirowncourses.TheNZISTdrewupadraftcurriculumin2001
(AppendixA),whichwaswidelyacceptedbypractisingteachersbutdidnotgetofficial
support.Thereisalsoalackofuniformityinassessments.StudentscanattainUnit
StandardsingenericComputing,butcannotachievemeritorexcellence,whereasthey
canachievemeritorexcellenceinTechnologywithAchievementStandards.Currently
bothComputingandTechnologyareUniversityEntrancesubjects,butstudentscanonly
gainscholarshipsinTechnology.Ballantyne(2004)conductedresearchintohowICT
couldbetaughtinschoolsandidentifiedthreepossibleapproaches:throughosmosis,
integrationorasastandalonesubject.Shefoundthatthemajorityofemployers
researchedaswellasrespondentsfromtertiaryinstitutionsindicatedthatthereisaneed
forseparateICTsubject(s)atsecondaryschoolleveltaughtbyspecialistICTteachers.
ResearchsheconductedatvariousschoolsindicatedthatspecialistICTsubjectsare
necessaryforYears1113studentswishingtospecialiseinthisarea.
TheconfusedperceptionsofICTandthefragmentedandunevenstateofcomputing
educationatthesecondarylevelinNewZealandhavecontributedtothedisparity
betweengraduatenumbersfromtertiaryeducationandtheemploymentneedsof
industry(Clear&Bidois,2005).ThelownumberofICTgraduatesandtheperceived
differencesbetweenschool,tertiaryandindustrysectorneedsandpracticeshas
promptedvariousgovernmentandindustryinitiativesinNewZealandoverthepast
fewyears.AnumberofcurrentICTinitiativesbytheMOErelatetoaccessandfacilities
andtheintegrationofICTacrossthecurriculum.Theelearningactionplanlaunchedin
2006bytheMOE(2006b),Enablingthe21stcenturylearner,buildsonthepreviousICT
strategiesforschools:InteractiveEducationproducedin1998andDigitalHorizons
(MOE,2003).OneaspectoftheDigitalHorizonsinitiativewastocreatealearning
culturethatrecognisestheimportanceofspecialistICTskillstoeconomic
development(MOE,2003,p.12),andoneofthestrategieswastoworkwithsecondary
andtertiarysectorstoinvestigateandextendoptionsforseniorstudentstoaccess
specialiststudiesinICT(p.2).
Page 6 of 72

TheabsenceofaYear1113ICTcurriculumandthelackofunderstandingand
communicationaroundICTasaneducationalorcareeroptionpromptedtheFluencyin
ITNewZealand(FITNZ)projectin2004.ThisprojectwasjointlyfundedbytheICT
industryandgovernmenttoaddressthepooralignmentbetweensecondaryeducation,
tertiaryeducationandtheITneedsoftheindustrysector.Arecentdevelopmentbythe
MOEistheDigitalTechnologyFramework(DTF).ThisFrameworkwillincludethe
subjectsICT,IM,ITandComputerScience.ThechoiceofthetermDigitalTechnologies
ratherthanICTtodescribetheFramework,wasdonetoincludethediverse,and
progressivelychanging,rangeoftechnologies,knowledge,conceptsandskillsthat
comprisethesoftware,electronics,information,communicationandcreative
technologies(D.Harre,communicationonNZISTlistserv,March28,2007).In2008,the
DTFwasrenamedtheDigitalTechnologyGuidelines(DTG).
However,thecurrentsituationinschoolsisoneofwidelyvaryingcomputercoursesthat
arelargelydrivenbyassessments.Unitstandardswereusedinthe1990sintheabsence
ofanyotherassessmenttool,andtheNationalCertificatesofComputingatLevel2and
Level3formedthedefactocurriculumformanyschools.Sincetheintroductionof
AchievementStandardsin2002schoolshaveusedacombinationofUnitStandards,
InformationManagementAchievementStandards(atYear11only)andTechnology
AchievementStandards.Contentrevolveslargelyaroundwhatunitstandardsare
availableandwhattheperformancecriteriarequire(commentsfrompractisingteachers
ontheNZISTlistserv;AppendixB).Studentshavewidelydifferingperceptionsof
computercourses(GoughJones,2008;Yellandetal,2008).Thereisalackofteacher
confidencebecausethesubjectComputingisperceivedtobesecondrate,isunco
ordinated,underresourced,unsupported,lackinginaprofessionalbody,andindire
straits(commentsfrompractisingteachersontheNZISTlistserv;AppendixB).Bold
actionisrequired!
Broadviewofsocietyandcomputingeducation
Sinceourrecommendationswilltakeplaceinthecontextofthenewcurriculum,we
mustconsiderthebroadercontextofeducation.Incontemporaryculturethecomputeris
nolongeranisolatedmachine.Ithaspermeatedandbecomeessentialinscience,arts,
music,media,medicine,industry,commerce,communicationsandciviclife.Computing
hasbecomeanessentialtoolforbuildingproductsandservicesintheworldaroundus.
Digitalmediaundeniablymatterinmodernsocietyanditisnolongerpossibletoreject
educationtechnology(readICT)(Selwyn,2008).Internationally,therearegrowing
concernsthatforvariousreasonsstudentsinhighschool,especiallyfemalestudents,get
adistortedorinaccurateperceptionofcomputerspecialistsubjects,andthereforedonot
continuewithcomputerscienceandrelatedsubjectsafterschool(Camp,2006;Dean,
2007;Gerson,2006;Klawe,2002;Anderson,Timms,Courtney,&Lankshearascitedin
Yellandetal,2008;GoughJones,2008).
Page 7 of 72

Page 8 of 72
ThewiderdebateaboutspecialistcomputercoursesanddecliningnumbersofICT
graduateshasbecomeaworldwideissue(Brislen,2006;Taft,2005).Diversityinthe
technologyworkforceisseenasbeingessentialtothediversepopulationthatwilluse
theproductsandservicesdeveloped.Developmentofcomputingsolutionsisahighly
creativeactivitythatdrivesinnovationinthefieldsofscience,engineering,business,
educationandentertainment.Becausecomputingisusedinsomanycontexts,thereisa
myriadofcareersandopportunitiesavailablethatrequirespecialistcomputer
knowledge.Someexamplesare:thefilmindustry,architecture,andadvertisingwhich
needanindepthknowledgeofcomputeranimationandmodellingprograms;designing
computerprogramsforuseinmedicaltechnology;beingabletodeterminedigital
forensicevidenceinacriminallawcase;buildingthenextgenerationofmobilephones,
orrobots,ordesigningprostheticsordevisingnewwaysoffightingforestfires,to
mentionafew(Dean,2007).WhyareourstudentsnotchoosingtheseICTcareers?
Literaturetellsusthatsocially,politicallyandeconomicallywehavemovedoutof
theIndustrialAgeintotheKnowledgeAge(Bolstad&Gilbert,2008).Thishasledto
anewmeaningofknowledge,inthatitisdynamic,makesthingshappenandis
constantlyregeneratingintonewforms.Thishasimplicationsforeducationasthe
traditionalseniorschoolsystemisanIndustrialAgesystem.GinaRevill
(http://www.coreed.net/ginarevill)summarizedtheworkofBolstadandGilbertinthe
followingtable.

ForaseniorschoolcurriculumtobeausefulpreparationforstudentsintheKnowledge
Age,itneedstobebasedonthemeaningofknowledgeasaverbratherthananoun,as
aresourcetodothingswith,notanobjecttobemastered(Bolstad&Gilbert,2008p.

38).Thus21stcenturylearnersneedtodomorewithknowledgethanjustreproduceit;
theymustbeabletoactivelyinteractwithit,tounderstand,critique,manipulate,create
andtransformit.Thisisthebackgroundagainstwhichweenvisionthewayforwardfor
Computinginschools.
Theworldofstudentstoday
Increasingly,todaysstudentsarelivingtheirlivesonline.Thenewtechnologyofsocial
mediareferstoarangeofapplicationsthatallowInternetuserstocreate,nameand
sharecontent;forexamplesocialnetworking(Bebo),3Dvirtualworlds(Worldof
Warcraft),photopublishing(Flickr)andvideodistribution(YouTube).Becausethe
Internetandthesocialmediaitincorporatesareanindispensiblepartofthedailylifeof
manyyoungpeople,embracingthesetoolswillhelptoengagestudentsinComputing
subjectsinsecondaryschools(MartinoascitedinYellandetal2008).
InhisarticleonFutureComputing(2008),IanWatsonfromUniversityofAuckland
discussesCloudandGridcomputing,alsoknownasubiquitouscomputing,where
traditionalharddriveswillbeathingofthepastandstudentswillusetheirmobilesto
connecttotheinternettocommunicateandstoredata.Healsodiscussestrendsin
artificialintelligence,robotics,nanorobotsandquantumcomputers.Asnew
technologiesandmediaexpandrapidlyinstudentslivesoutsidetheclassroomand
schoolsadoptnewtechnologiesandservices,educatorsalsoneedtostayabreastofthe
evidenceonhowtomaximisetheseopportunitiesforlearningintheclassroom(MOE,
2006b).InhisarticleonEducation2.0(2008)MarkTreadwellpresentsacurriculumfor
theuseofICTswithinschoolsdividedintofivecategories:DailyLiving,Designand
Creativity,LearningTechnologies,Technical(Technician)andTechnical(Developer).
Preparingtodaysyouthtosucceedinthedigitaleconomyrequiresanewkindof
teachingandlearning.Skillssuchasgloballiteracy,computerliteracy,problemsolving,
criticalthinking,creativity,enterpriseandinnovationhavebecomecriticalintodays
increasinglyinterconnectedworkforceandsociety.Technology(readICT)isthecatalyst
forbringingthesechangesintotheclassroomandenablesallstudentstoengagein
learning.Projectbasedlearningallowsstudentstoacquire21stcenturyskillsinthe
contextofrealworldscenarios,andtheintegrationofvideoandothermediatosupport
instructionlinksstudentswithoutsideresourcesandenablesteacherstoaddressmany
learningstylesatonce.Infact,the21stcenturylearningenvironmentdoesntjustwait
forteachablemoments;itliterallycreatesthematwill(eSchoolnews,Aug,2008).
Genderandcomputing
Someoftheissueshighlightedbyresearchintogenderrelatedissueswithcomputers
andgirlsare:a)thereisalegacyfrommathematicsandscience,b)girlshavea
stereotypeperceptionofcomputerscience,c)confidenceandexperiencearelimiting
factorsforgirls,d)girlshaveapragmaticapproachtocomputingande)girlsinterests
aredifferent(Durndelletal,1995;Jepson&Perl,2002;Klawe,2002;Margolis&Fisher;
2002;Selby,1995).ThereisnothingtraditionalorgeekyaboutmesaysWendyHall,
leadingcomputerscientistandworkingwithTimBernersLee,thefatheroftheweb.
Page 9 of 72

Doessheeverregretleavingtheabstractfieldofpuremathematicsandchoosingthe
worldofcomputers?AllthewonderfulthingsIamdoingarebecauseIamacomputer
scientist,shesays.ITandcomputingarethebasisofeverything.(Biever,2006,p.2).By
switchingoffgirls,wearedisenfranchisinghalfofourpopulation.
ThequestionisalsoraisedaboutwhattheITindustryisdoingabouttheimageit
presentstoyoungwomen.Orlov(2008)writesthatenterpriseITisafantasticfieldfor
youngwomentodayasitcapitalizesontheirstrengthsofcommunication,collaboration
andproblemsolving,butitsuffersfromanoutdatedimage,inadequatepromotionand
misconceptionsaboutexactlywhattheworkis.Weneedtoguardagainstbringingback
anoutdatedimageofcomputing.(Brislen,2006;Denning,2007)
Curriculainthe21stCentury
AndrewJ.Kornecki,aprofessoratEmbryRiddleAeronauticalUniversitywritesinhis
articleComputingCurriculaforthe21stCentury(2008)thatthebroaddisciplineof
computinghaschangedradicallyinthepast10years,notonlyaffectingotherfields,but
alsobeingaffectedbyotherfields.Theprincipalissueisthatmoderncomputingmust
involveunderstandingcomplexinteractionswiththerealworldandtheintegrationof
systems.Romeo(ascitedinYellandetal,2008)writesthatnewcurriculashouldbe
designedbasedontheprinciplesofconstructivismandbuiltonaccumulatedknowledge
ofhowpeoplelearn.Theyshouldbeengaging,inclusiveandgenerative,cateringfor
themillennialgeneration(p.212).Technology(readICT)isseenasthecatalystinthe
transformationtoengagedlearning,andisoftenviewedasboththeproblemandthe
solution.RomeowritesthatICTwillimpactoneducationinwayswehavenotyet
imaginedasithasalteredthewayweaccess,searchandpresentinformation;howwe
communicate,shareanddiscuss;andenabledmanytobeknowledgegeneratorsrather
thanconsumers.
Withthetechnologydevelopingsoquicklyandcultureseeminglychangingona
dailybasisschool,curriculum,andinstructionaldesign,educationalresearchand
developmentcannotkeepuptheyarereactiveratherthanproactive.This
scenariocertainlyprovidesseriouschallengesforeducationsystemsanditis
likelythegapwillneverbebridged.Thewayforwardunderthesecircumstances
istousetheknowledgeaccumulatedtomakeintelligentdecisionsabouthow
schoolsystemswillbeorganizedandmovetowardsengagedlearning.Indoing
sohowever,itisimportanttounderstandthattheprocessofchangeisan
iterativeandevolvingprocessthatfeedsbackintothegrowingbodyof
knowledge.Thereisalsoaneedtounderstandthatitisnottheknowledgeperse
thatwillenableeffectiveandefficientlearning,butwhatteacherssayanddoin
praxisthatmatters.Thishasimportantimplicationsforfunding(Romeo,ascited
inYellandetal,2008,p.219).
Thenewcurriculumdocumentaimstoencourageourstudentstobecreative,
innovative,beproblemsolversandtodevelopkeycompetencies.Wewouldhopethat
thedecisionmakersreadingthisreportwillalsobeinnovative,creative,boldand
Page 10 of 72

Page 11 of 72
courageousinthedirectiontotakeforcomputinginschools.Itisnottoolateto
introduceacurriculumforComputing.Followingareourrecommendationsforsenior
Computingcoursesandsuitableassessments.
SeniorCoursesinComputing:CourseContent
Introduction
WebelieveitiscrucialthatstudentsareexposedtoComputingprinciplesfromanearly
age.Studentsmustbeprovidedwithrelevant,credibleandengagingopportunitiesin
Computingifwearetointeresttheminchoosingseniorsubjectsandconsideringcareers
incomputingfields.Webelievethatoureffortsatseniorsecondaryschoolwillbe
greatlyenhancedifwealsoreachdowntoearlieryearlevelsandprovidesomeformal
understandingsaboutfoundationalComputingconceptsandthedigitaltoolsstudents
use,provideinformationaboutcareersandengagestudentswithpassionatespecialist
teachers.Juniorcoursesmustequipstudentswithessentialdigitalproductivityskills
andprovidethemwithunderstandingsandexperiencesacrossthefullrangeof
Computingdisciplines.Wewantthesecoursestobeenabling,interesting,relevantand
tolightfiresofenthusiasm.
Withthisinmind,webelievethatseniorsubjectguidelinesaloneareinsufficient.We
believethebestresultsforoursubjectwillbegainedbyComputinghavingaplace
withintheNewZealandcurriculum,specifiedbyachievementobjectives,justlikeevery
otherimportantsubject.
WeseefutureComputingteachersbeinginformedbythefollowingprocessasatpresent
nocurriculumguidanceorachievementobjectivesexistforComputing.

Learning Area
Achievement
Objectives
(AOs)

Guiding
Document
Exemplars and
resources
Assessments
Teacher
Professional
development

Thelearningareaachievementobjectives(AOs)describethelevelofachievement
requiredacrossthemultipledisciplinesofComputingfromlevels1throughto8.Asin
otherlearningareas,theAOsthemselvesdonotcontainspecificdetailsthatmayrequire
constantupdatingoroverlongexplanation.Theguidingdocumentdescribesinmore
detailwhattheachievementobjectivesmeanfortheclassroomandhowtheyrelateto
currenttechnologiesandpractice.Theguidingdocumentisupdatedregularly.
Exemplars,resourcesandassessmentsarewrittentosupportthegoalsoftheguiding
document.Itisthecombinationofguidingdocument,exemplarsandresourcesthatwill
explicitlydefinethebodiesofknowledgethatmakeupthedisciplineswithin
Computing.Itcannotbeoverstatedhowimportantitistohavethisknowledgefully
definedandcompleteforeachdisciplinearea.
ThecurrentStandardsReviewprocesshasidentifiedasetofprinciplestoguidethe
review.Principle1statesthatallstandardsmustbederivedfromacurriculumor
establishedbodyofknowledge(http://www.nzqa.govt.nz/ncea/docs/standardsreview
bckground.doc,p3).Forsubjectswithoutformalcurriculumdocumentslike
Computing,otherdocumentsthatdescribetheconcepts,skillsandknowledgeofthe
subjectsuchasourproposedguidingdocumentcanbeusedtoprovideabasisfor
standards.
GuidingdocumentWHATthesubjectis
Ourstudents,oursubjectandourschoolsneedadocumentthatactsasaguideorde
factocurriculum.Whetherthisdocumentisaseparatecurriculumorseniorguidelines
willbediscussedlater,butthepurposeandfunctionofthisdocumentarecrucial.
Thisguidingdocumentwilldrivethedevelopmentofachievementstandards,formthe
basisforworkbyasubjectassociation,provideunderstandingsfornewteachertraining
andwillrevealneedsforprofessionaldevelopment.Thisdocumentisfundamentalto
thesuccessofComputingasasubject,thereforeitisvitalthatthisdocumentisofficially
sanctionedbytheMinistryofEducationandhasbuyinfromasmanyexisting
practitionersaspossible.
Itmustbedevelopedbyandforsecondaryteachers.
TheDTG
TheDigitalTechnologyGuidelines(DTG)havebeendevelopedoverthelasttwoyears.
ThisisaMinistryfundedinitiativeguidedbyasteeringgroupmadeupoftertiaryand
industryrepresentatives.ThecurrentstateoftheDTGrepresentthecollectivethinking
ofmorethanadozensecondaryteachersfromaroundthecountryandareanattemptto
createthekindofinclusive,flexibleguidingdocumentwebelieveisnecessary.This
approachissupportedbyTreadwell(PCWorld,June,2008)andthedraftNZIST
curriculum(AppendixA,2001).
Page 12 of 72

Guidingdocument:Relevant
Aguidingdocumentmustdescriberelevantteachingandlearningoutcomesfor
Computinginsecondaryschools.Itmustguideteacherstodesigncoursesthatare
appropriatefortheneedsoftheirstudents,theirexistingexpertise,andtheresources
available.Itmustusetermsanddescribeexperiencesthatarefamiliartoteacherssothey
canconnectwithandunderstandtheintentionsofthedocument.Somebenefitsofa
guidingdocumentareoutlinedbyRachelBolstadandJaneGilbertinDiscipliningand
drafting,or21stcenturylearning?(2008):
Giveasubjectstatus(e.g.,theexistenceofacurriculumstatementinasubjectlike
biologysuggeststhat,asacountry,wethinkbiologyisanimportantsubjectfor
studentstolearnatsecondaryschool)
UnderpinthedevelopmentofassessmenttoolssuchasAchievementStandards
Provideconsensusaboutwhatthesubjectisaboutandwhatismostimportantto
know/do/learn/teach
Expressaclearandcoherentphilosophicalapproachandframe(orreframe)
whatteachersthinkabouttheirsubject.
Guidingdocument:Inclusive
Theguidingdocumentmustbeinclusiveinthatitrepresentsthefullrangeof
knowledgeanddigitaltoolsthatcanbeusedinComputingtobuildrelevantand
engagingcoursesforstudents.Whyawiderange?
Itisimportantthatthesubjectiskeptasbroadaspossibleforthefollowingreasons.
Essentiallystudentslikedoingstuffwithcomputers,butschoolsneedtocaterfor
thebroadspectrumofabilitiesandinterestsofmanystudents,aswellasthe
expertiseandinterestsofteachers.
IfsomepartsofComputingaresingledoutasbeingmoreimportantorvaluable
thanothers,thiscoulddisaffectalargenumberofexistingteachers.
DifferentareasofComputingareinterdependent,withexperienceofonearea
complementingunderstandingofanotherarea.Examplesare
o imagemanipulationanddocumentdesign
o audioeditingandgameprogramming
o programminganddatabaseunderlyingwebdesign
Teachersshouldbeallowed,encouragedandsupportedtodevelopcoursesin
responsetothediverseneedsoftheirstudentsandnewtechnologiesasthey
impactonyoungpeople.
AbroadspectrumofrelevantComputingdisciplineswouldhelptoengagea
widerrangeofstudents(particularlyfemalesandminoritygroups).
Page 13 of 72

Theguidingdocumentmustdescribetheknowledgeandpracticeunderpinningproper,
efficientandeffectiveuseofalldigitaltools.Teachersshoulddecidetheemphasisand
makeupofspecificcoursesfortheirstudentsbasedonarangeoflocalinformation.If
importantskills&knowledgeareleftoutoritisassumedthattheycanbetaughtacross
thecurriculum(i.e.inothersubjects/disciplines),theywillnotbetaughtatalloratthe
verybesttherewillbeahaphazardandinconsistentapproach(commentsfromteachers
onNZISTlistserv,AppendixB).Leavingaskill/knowledgeareaoutoftheguiding
documentiseffectivelyjettisoningthatarea.
Theneedsofourstudentcohortarewideandvaried,andourguidingdocumentmust
reflectthis.
Guidingdocument:Flexible
Theguidingdocumentmustbeflexibleinthatitallowsteacherstorespondtotheneeds
oftheirstudentsandopportunitiesaffordedbytheirownexpertiseandresources.For
instance,alargeschoolmaybeabletooffercoursessuchasMultimedia,Business
ApplicationsandProgramming/HardwareatYear12,whereasasmallerschoolmay
offerasinglecombinedcourse.
CaseStudy
InherresearchintoICTlearningandteachingatOrewaCollege(ch6,2004),LisaBallantyne
writes:SpecialistICTsubjectsarenecessaryforYears1113studentswishingtospecialisein
thisarea.AtleasttwospecialistICTsubjectsshouldbeavailableateachofYears11,12and13.
ThesecourseswillneedtobecreativelydesignedusingtheinformationprovidedinTable16in
Chapter4withapprovedsubjectsinmind(NZQA,2003c).Amoreacademiccourse
includingsubjectsanddomainsfromtheapprovedsubjectlistcouldbeprovided,alongwithless
academiccourse(s),perhapswithspecificindustryfocus.Studentdemandandresourceand
timetableconstraintswilldeterminewhatcoursesareultimatelyoffered.
Newcourseswillneedtobedevelopedeachyear,especiallyatseniorlevelastheworldofICT
changes.Oldercoursesmayevolve,betaughtatlowerlevelsornolongerbeneeded.
Guidingdocument:Suggesteddisciplines
Asuitablerangeofknowledgeandskillareaswouldcoveratleastthefollowingbroad
andinterrelated/interwoventopics:
Digital concepts and productivity applications
Presentingandimpartinginformation,safeworkingpractices,managingdata,
datasecurity,usingmediaresources,communication,etc.
Digital media
Planandapplyappropriateandeffectiveaesthetic,functionalandethical
practicesinareassuchasvideoandaudioproduction,gameauthoring,layout
anddesign,interactivemediaandwebdesign.
Programming/Software development
Gainandapplyknowledgeofnumberandcodingsystems,algorithmdesign,
Page 14 of 72

codingpracticesinoneormorelanguagestodesign,implementandtest
softwaresolutions.
Electronics and control
Gainandapplyknowledgeofelectroniccomponents(includingdigital
components)todesign,implementandtestsystemsthatsolveaproblem.
Constructandmanipulatesoftwaretocontrolelectronicsystems.
Computer systems and environments
Analyse,evaluateanddeveloptechnicalfeaturesofcomputers,electronic
systemsandnetworks
Computers in society
Understandanddiscusstheinteractionbetweensocietyanddigitaltechnologies
withinlocal,globalandhistoricalsettings.
Guidingdocument:Computinginthejuniorsecondaryschool
Duetoacombinationofconsistentteachertraining(intrainingcolleges)practical
resourcesandclearachievementstandards,InformationManagementatYear11became
astrongsubject.ThisledtothedevelopmentofcoursesinInformationManagementat
Years9and10.Inmanyschools,InformationManagementisstillastrongsubjectandis
oftenrunaspartoftheCommercedepartment.Thesecourseshavebeencriticisedas
providingstudentswithafalseviewofComputingatsecondaryschool.Thedomination
ofInformationManagementwithinthesecoursescanbuildadamagingperceptionthat
ComputingatSecondaryschoolisallaboutwordprocessing.
WhiletheseskillsandknowledgeareusefulanddeserveaplacewithinaComputing
course,thebalanceisdisproportionate.
JuniorlevelcoursesmustrepresentthefullrangeofdisciplineswithinComputingto
empowerandengagestudents.Thiswillmeanevolutionofexistingcoursesandhas
implicationsforprofessionaldevelopment.Theadvantageofevolutionofexisting
coursesisthatcomputerlaboratories,staffingandtimetablespacealreadyexistwithin
manyschools.TeacherswithinexistingcoursesarealreadypassionateaboutComputing
andwilljumpatthechanceforrelevantprofessionaldevelopment.Forfuture
developmentofengagingjuniorlevelcomputingcourses,thereneedstobeaclear
descriptionofsuitablecontent,suitableprofessionaldevelopmentandreadilyavailable
resources.
CaseStudy:
Atthebeginningof2006,BurnsideHighSchoolembarkedonaprocessofevolutiontoenhance
whatwereessentiallyIMcoursesatyear9and10.IMteachers(fromtheCommercedepartment)
andComputingteachers(fromtheMathematicsdepartment)werebroughttogethertocreatea
singleComputingdepartment.Ongoingprofessionaldevelopment,collegialsupportandaclear
visionofbalancedcourseshasincreasedtherelevanceoftopicsandpreparedstudentsfor
specialistseniorcoursesinarangeofComputingdisciplines.Studentcourseevaluationsreveal
theirincreasedenjoymentandengagement.Itsnotperfectyet,butweregettingthere.
TimCarrell
Page 15 of 72

TheguidingdocumentshouldincludeteachingandlearningexperiencesatYears9and
10.Thesearetheyearswherestudentsformopinionsaboutfuturecareersandmake
decisionsaboutstudypathways.Itisvitalthatstudentshavepositiveandengaging
experiencesinComputingatthisstageoftheireducation.Ifallstudentsareexposedtoa
combinationofcorrectandefficientuseoftools,foundationalknowledgeofcomputer
systems,positivemessagesaboutcareeropportunities,andengageintasksthatrelateto
theworldaroundthem,wewillhaveamuchhigherintakeofstudentsinComputing
subjectsintheseniorsecondaryschool.
Resourcesandexemplars
Itisessentialthattheguidingdocumentiscomplementedbyqualityresourcesand
exemplars.Theseareimportantbecausethey:
Helptoexplainandexemplifytheintentionsoftheguidingdocument
Allowteacherstoaccessusefulresourcesimmediately
Supportdevelopmentofnewskillsandareasofknowledge(forteachers)
Speedupimplementation
Encourageacommunityofpractice
Theseresourcesshouldbedevelopedcollaboratively,peerreviewedandquality
assured.
Werecommend
WestronglyendorsetheuseoftheexistingDTGdocumentationasthebasisforthe
guidingdocumentoursubjectareadeserves.Werecommendthatsuitablefundingbe
suppliedtopolishandtesttheDTG,tocreatequalityassuredexemplarsandresources
andtoexpandittocoverYears9and10.Itwillneedashortreviewcycletoensurethat
itremainsrelevantandusefulgiventhefastchangingnatureofoursubjectarea.
PositionofComputingwithintheNewZealandcurriculum
WhichLearningArea?
WebelievethatallComputingandtheknowledgethatunderpinsitshouldbekept
togetherasonesubjectwithmanydisciplines.Atlowerlevels,theavailability,
accessibilityandengagementaffordedbysomedisciplinescanbeusedtoenhanceother
disciplines;forexample,usingScratchtoengageyoungerstudentsincreatingaudio
visualapplicationswhileexposingthemtosomeessentialparadigmsofprogramming
(Fleming,2008).Atseniorlevelsitisvitalthatstudentsareabletoaccessarangeof
Computingeducationtobestfittheirinterestsandabilities.Theyshouldbeableto
specializeinoneormorecomputerdisciplinesoftheirownchoice.Forexample,
studentsshouldbeabletopursueamoretraditionalComputerSciencecourseand/ora
mediaorientatedcourse.Oursubjectmustallowustoreacttotheneedsandinterestof
studentsatseniorlevelsandmustpresentstudentswithavarietyofengaging
Page 16 of 72

experiencesatlowerlevelssotheycanmakeinformedchoices.ThebroadComputing
subjectmustalsoprovideaccesstouptodateandsophisticatedICTopportunitiesfor
studentsofthefuture(NealinYellandetal,2008).
TherearethreepossibleoptionsforthelocationofComputingachievementobjectives:
inanewComputinglearningarea.
aspartoftheexistingTechnologylearningarea.
splitacrossseveralexistinglearningareas.
AnewComputinglearningarea?
Asubjectdescriptionandachievementobjectivesatalleightlevelswouldbedeveloped
inconsultationwithaComputingsubjectassociationtorepresentthewidebodyof
knowledgeandpracticesthatmakesupComputing.
Thesubjectdescriptionshouldcontainstatementslike:
TheComputinglearningareaiscomprisedoffiveinterwovenandrelated
disciplines.TheyareProductivityApplications,Digitalmedia,Programming
andSoftwareDevelopment,ComputerSystemsandElectronics.Withineach,
studentsdevelopliteraciesastheybuildskills,knowledge,attitudesand
understandingsateachoftheeightlevelsofthecurriculum.
Theachievementobjectivesforeachdisciplinereflectitsdistinctbodyof
knowledgeandpractices.
Teachersmustcombinedisciplinesatlowerlevelssostudentsdevelopawide
understandingandknowledgebaseandareabletomakeinformeddecisions
aboutspecialisationattheseniorlevels.Atseniorlevels,morespecialisationis
requiredtodevelopindepthknowledgeandskillwithinadiscipline.(Note:this
hasseriousimplicationsforprofessionaldevelopmentofexistingteachersand
trainingestablishments).

Thelearningareacontainsthreeintegratedstrands.
Knowledge
PracticesandProcesses
Society.
Knowledge isthedisciplinespecificknowledgethatisrequiredtounderstandhow
systemsworkandhowtoapplydigitaltoolswithinthatdisciplineeffectivelyand
efficiently.Itisalsothecrossdisciplinecoreknowledgesuchassafeworkingpractices,
dataandfilemanagementanddatasecurity.

PracticesandProcesses istheeffectiveapplicationofknowledgeusingchosenpractices
andprocessestocreateasolutionoraddressaproblem.

Page 17 of 72

Society istheeffectthatspecifictechnologieshaveonusandtheeffectweasasociety
haveontheirdevelopmentanduse.Itincludesethical,legal,environmental,societaland
interpersonalissuesinlocal,globalandhistoricalsettings.Thisstrandwouldalso
includecareeropportunities.
Toillustratethisdescription,wepresentamockupoflevel6achievementobjectivesfor
Computing.Pleasenotethatwearelimitedbytimeandhavepresentedsomeideas.This
isforillustrativepurposesandasastartingpointfordiscussion.Thedevelopmentof
achievementobjectivesrequireswideconsultationandinputfromarepresentative
subjectassociation.OnceagainweusethenameComputingforconsistencywithinthis
report.
Page 18 of 72

Knowledge Practices and Processes Society
Productivity Applications
Students will:
Understand the roles of software
applications
Understand functions within a range of
software applications
Understand the principles of effective
communication and presentation
Select and apply digital tools to manage
and present information
Understand ethical and legal practices
and behaviour within this discipline
Understand how emerging technologies
related to this discipline will affect
practices and processes

Digital Media
Students will:
Understand some principles of effective
digital media communication, function
and/or interaction (including aesthetics)
Understand concepts (such as
bandwidth and compression) that apply
to a chosen media
Understand functions of digital media
applications
Select and apply digital tools creatively
and innovatively to produce digital media
outcomes
Perform usability testing
Use tools to publish/export outcomes
appropriately

Programming and Software Development
Students will:
Understand simple data representation
Understand basic programming
principles
Understand syntax and structure for a
chosen programming language(s)
Use the program development life cycle
to solve simple problems
Apply knowledge of a programming
language to solve simple problems
Apply basic programming principles and
techniques (including testing) when
solving simple problems

Computer Systems and Electronics (note: these two disciplines are combined at level 6)
Students will:
Understand basic principles and
components of computer systems
components of computer networks
components of electronic control
systems
Build, configure or modify a computer
system (hardware and software)
Build, configure or modify computer
networks
Build, configure or modify electronic
systems

Page 19 of 72

PartoftheexistingTechnologyLearningarea?
Thesecondoptionisthattheachievementobjectives(outlinedabove)sitwithinthe
Technologylearningarea.TheaimsofComputingeducationarecompatiblewiththe
generalethosofthetechnologylearningarea.
Intechnology,studentslearntobeinnovativedevelopersofproductsand
systemsanddiscerningconsumerswhowillmakeadifferenceintheworld(The
NewZealandCurriculum,2007,p.17).
ThereissomecleverandinnovativeuseofthetechnologycurriculumbyComputing
teachersinNewZealandandthereareadvantagestoaccessingtheopportunitiesthat
thetechnologycurriculumbrings.However,thedetailsoftheexistinglearningarea
description(TheNewZealandCurriculum,2007,p.32)andthecurrentachievement
objectivesarerestrictiveanddonotprovidesufficientguidanceforteachingComputing.
CaseStudy
JennyBakeratHillcrestHighSchoolhasdonesomepioneeringworkwithusingTechnology
AchievementStandardstoassessComputingdisciplinesincludingprogramming.Shealso
teachesadditionalknowledgeandskillsthatcannotbeassessedbyexistingTechnology
AchievementStandardstoprepareherstudentsforthetertiarycoursesandscholarshipsthat
theyareaimingfor(http://www.techlink.org.nz/GIFtecheducation/beacon
practice/index.htm.).
DuetothecomplexityofthedisciplinespecificknowledgewithinComputing,weneed
agreateremphasisonknowledgeandskillacquisitionthantheTechnologycurriculum
provides.ThecurrentachievementstandardsandTechnologyCurriculumachievement
objectivesemphasisebriefdevelopmentandanalysisofpracticetoanextentthat
disadvantagesourComputingstudents,andtakestimeandeffortawayfromalogical
developmentofstudentcapabilityandcompetence.
Planningsystemsanddocumentationmethodsvaryfromdisciplinetodiscipline.
Teachersshouldbeencouragedtomodelappropriatebriefdevelopmentandplanning
practicesratherthanallbeingrequiredtodoitinthesamegenericfashion.Whilstwe
agreethatstudentsshouldbeplanningforpractice,developingbriefsanddeveloping
andevaluatingoutcomes(thethreecomponentsoftechnologicalpractice),webelieve
thatthelevelofthespecificachievementobjectivesissettoohighforoursubjectarea.
Forexampleatlevel6(approximatelyyear11)theplanningforpracticeachievement
objectivestates:
Criticallyanalysetheirownandotherspastandcurrentplanningpracticesin
ordertomakeinformedselectionandeffectiveuseofplanningtools.Usetheseto
supportandjustifyongoingplanningthatwillseethedevelopmentofan
outcomethroughtocompletion(TheNewZealandCurriculum,2007,nopage
number)
Page 20 of 72

Atyear11(Level6)astudentundertakingaprogrammingproject,say,isonlyreadyto
usebasicplanningtoolsastheyareonlybeginningtolearnhowtoprogram.Inthe
future,whenstudentsaregainingamorerobustpreparationforComputinginearlier
years,wemaybeabletoincreasethedifficultyofsomeachievementobjectives,butfor
thepresent,theseareunrealistic.Thiswaspointwaswellmadeonpage40oftheNZCS
report(Grimsey&Phillipps,2008).
Thethreecomponentsoftechnologicalknowledge(technologicalmodelling,
technologicalproductsandtechnologicalsystems)arequitedifferentforeachofthe
Computingdisciplinesdescribedearlier(ProductivityApplications,Digitalmedia,
ProgrammingandSoftwareDevelopment,ComputerSystemsandElectronics).The
complexityandbackgroundknowledgerequiredbeforestudentscanmeaningfully
engageincreatingproductsvariesacrossthedisciplinesandthusasingledescriptionof
knowledgeforallofComputingisnotfeasible.
Theexistingachievementobjectivesmakereferencetoterminologyandconceptsthatare
notrelevanttoComputing.Forexample,thelevel6achievementobjectivefor
technologicalproductsstates:
Understandhowmaterialsareformed,manipulated,andtransformedindifferent
ways,dependingontheirproperties,andunderstandtheroleofmaterialevaluation
indeterminingsuitabilityforuseinproductdevelopment(TheNewZealand
Curriculum,2007,nopagenumber)
Considerationofmaterialsandtheirpropertiesdoesnotmakesenseinthe
contextofComputingdisciplines.
Duetotheseincompatibilities,webelievetheonlywayforComputingtoexistsensibly
withintheTechnologylearningareaisforittohaveaseparatesetofachievement
objectives,similartothewaythatMusichasitsownspecificachievementobjectives
withintheArtslearningarea.
Thefollowingdiagramillustratesthatthereisabodyofknowledgepertinentto
Computingthatdoesnotfitundertechnology,andviceversa.Thereisanareaof
commonality,whichiswhysomeschoolshavehadsuccessinusingthetechnological
processinsomeareasofComputing.ThelackofdescriptionoftheComputingbodyof
knowledgethatdoesnotfitunderTechnologyisamajorcontributingfactortothe
currentdiscontentintheComputingteachingcommunity(Commentsfromteacherson
NZISTlistserv,AppendixB,Phillips,2008,AppendixD).

Page 21 of 72

Technology

Computing

Theachievementobjectivesandstructureshownonpage18couldbeplacedwithinthe
Technologylearningareaifsomechangesweremadetotheareadescriptiononpage32
ofTheNewZealandCurriculum,2007,andtotheachievementobjectivesateachlevel.
Anillustrativeexampleisgivenonpage22.Thisisasimilarmodeltothewaythat
CalculusandStatisticswerepreviouslyundertheMathematicslearningareabuthad
theirownachievementobjectivesandachievementstandards.

Thiswillrequiresomebold,innovativeandcourageousdecisionsandcanbeachieved.
Itisnottoolatetoaddanaddendumorappendixtothecurrentnewcurriculumtobe
implementedin2010anditwouldgivemuchneededmomentumtothesubjectof
Computing.Weneedtomodelthevisioninthenewcurriculumwhichencourages
studentstoberesilientrisktakers.
Page 22 of 72

Page 23 of 72

Computing
Knowledge Practices and Processes Society
Productivity Applications
Students will:
Understand the roles of software
applications
Understand functions within a range of
software applications
Understand the principles of effective
communication and presentation
Select and apply digital tools to manage
and present information
Digital Media
Students will:
Understand some principles of effective
digital media communication, function
and/or interaction (including aesthetics)
Understand concepts (such as bandwidth
and compression) that apply to a chosen
media
Understand functions of digital media
applications
Select and apply digital tools creatively
and innovatively to produce digital media
outcomes
Perform usability testing
Use tools to publish/export outcomes
appropriately
Programming and Software Development
Students will:
Understand simple data representation
Understand basic programming principles
Understand syntax and structure for a
chosen programming language(s)
Use the program development life cycle
to solve simple problems
Apply knowledge of a programming
language to solve simple problems
Apply basic programming principles and
techniques (including testing) when
solving simple problems
Computer Systems and Electronics (note: these two disciplines are combined at level 6)
Students will:
components of computer systems
components of computer networks
components of electronic control systems
Build, configure or modify a computer
system (hardware and software)
Build, configure or modify computer
networks
Build, configure or modify electronic
systems

SplitacrossseveralexistingLearningareas?
ThethirdoptionisthattheComputingachievementobjectives(outlinedabove)couldsit
acrossexistinglearningareas.Wedonotsupportthisoptionaswebelieveitwouldbe
counterproductivetosplitthesubjectoverdifferentlearningareas.Theunderlying
valuesofComputingaredistinctfromthoseofothersubjectsandtheepistemological
basisofComputingasasubjectisbasedonFunctionwhereasMathematicsandScience
isbasedonTruthorProof.
Notethatthisdoesnotmeanthatanycomputerrelatedknowledgeorskillisthe
exclusivepropertyofoursubject.Ifothersubjectareaswishtouseskillsorknowledge
fromanyoftheComputingdisciplines,thishelpstoshowstudentshowvaluablean
efficientknowledgeoftheskillsisinthewiderworld.Howeverthisdoesnotreplacethe
learningthatweofferComputingstudentswhichfocusesprimarilyonthedigitalskills
andknowledge.
Forexample,statisticsteachersmayusestudentknowledgeofspreadsheetsinaunitof
work,buttheirfocusisonthemathematicalconceptsratherthantheknowledgeand
widerapplicationofthespreadsheetsoftware.AsComputingteacherswewouldprefer
toteachstudentsthebreadthofspreadsheetfunctionalitywiththeaimofallowing
studentstoaccessthepowerofthesoftwareandrelateittomanyotherdifferent
contextssuchasbusinessapplications,financialforecastsanddatabases.Another
exampleisthemannerinwhichDigitalElectronicsdrawsheavilyonthePhysics
curriculumbuttreatsthecontentfromanengineeringperspectiveratherthanascientific
one.
ComputerScience/ICT/ITisabroadfieldencompassingknowledgeandskillsinmany
areassuchasofficeproductivity,imagemanipulation,animation,audio/video
engineering,scripting,programming,coding,informationpresentation,userinteraction
andthelistgoeson.Itisthisbreadththatmakesthesubjectexcitingandconnectsitwith
therealworld.Studentsshouldbegainingcoreknowledgeandapplyingitinmany
variedsituations:situationsthatareengaging,interestingandrelevanttotheworld
aroundthem.Neal(Yellandetal,2008,p.93)citesStoll,FinkandEarl(2003)Deep
learningandteachingarealsoculturalandemotionalprocesses.Theyentail
contextualizingstudentslearninginwhattheyhavelearnedbefore,inwhatother
teachersarealsoteachingthem,andinstudentsowncultureandlives.Studentslearn
byapplyingtheknowledgetheygainandmakingconnectionswiththeirexisting
understandingsoftheworld.Studentsareengagedbyprojectworkthatresultsina
functionalandwellpresentedproduct(onetheywillshowtheirfriendsandfamily).
Femalesareengagedbyprojectsthatfacilitatecommunicationandcreativity.Our
subjectgrows,appealstomorestudentsandthemessageofpotentialcareersandyou
candoITspreads.
Toattempttosectionoffanareaofknowledgewithinthisinterrelatedandinterwoven
subjectiscounterproductive.Computingisnotdoneinavacuum.Itistherangeof
learningopportunitiesthatattractsstudentsandallowsteacherstocreaterichlearning
Page 24 of 72

experiences.ThearchitectsoftheDigitalTechnologiesGuidelineshavecreatedtheright
model;oneinwhichallfacetsofdigitaltechnologyareavailableforteacherstouseand
forstudentstoexperience.Whywouldyoudenyyourselfandyourstudentsexciting
technologieswithinengagingcontexts?Itisthediversityofexperiencesthatisthekeyto
attractingandretainingcreativeandenergeticstudents.Themostrecentdocumentfrom
VictoriaUniversityonICTcareers
(http://www.victoria.ac.nz/st_services/careers/resources/career_publications/career_vie
w/ICT_2008.pdf)highlightsthebroadspectrumofcareersthatinvolveoneormore
Computingdisciplines.Moreimportantly,itlinksICTtorelevantinterestsandcore
domainareasofstudy,andhighlightsthehugediversityofjobs/careersthatinvolve
Computinginoneformoranother.

TherecommendationtoputtheProgrammingandSoftwareDevelopmentdiscipline
intotheareaofMathematicsimpliesthatthedifferentdisciplinesofcomputingcanbe
splitacrossdifferentcurriculumlearningareas.Computerscienceknowledgeis
knowledgethatshouldbeappliedacrossothercomputerdisciplinestoprovide
connectionandreallearning.Eachdisciplinecontributestoandgainsfromother
computingdisciplines.Knowledgeisgainedsothatitcanbeappliedtosolveproblems.
Thustheunderpinningknowledgeandtheuseofthetoolstoapplythatknowledge
shouldexistinthesamecurriculumarea.Seethediagramonthetitlepage.
Wewouldbedoingourstudents,andNewZealandasacountry,adisservicetolimit
thepotentialofcomputingatschoollevel.NewZealandhasimmenseintellectual
capital,anditwouldbeimpressivetoshowtheworldhowweencourageinnovation
andcreativitywithinourComputingsubjectatschool.Tertiaryorganisationshave
separatedepartmentsforComputingcoursesindicatingtheimportanceofComputingin
itsownright.
Onamorepracticallevel,creatingachievementstandardsinMathematicswillforce
Computingteacherstohavetoregisteranycoursetheywanttoprovidethatusesthose
standards.Studentswillbeabletogainsubjectendorsements(atmeritorexcellence
level),butonlyforregisteredcoursesorwithinlearningareas.Requiringteacherstouse
standardsfromacrossanumberoflearningareas(egMathematicsandTechnology)to
createacourseisabarriertotheiruse.Mathematicsteachersareunlikelytointroduce
themintotheircoursesastheytellusthattheyarealreadystrugglingfortimewiththeir
owncorecontent.
Summary
ComputerSciencedoesnotbelonginMathematics.ItcouldfitunderTechnology,as
explainedabove,buttheexistingTechnologyachievementstandardsareinadequate.
TheywerecreatedontheunderstandingthatComputerScienceisequivalentto
woodworking,foodtechnologyandtextilestechnologyafundamentallyflawed
assumption!WeneedComputingachievementstandardstobedeveloped.Toaddress
theshortageofstudentspursuinganICTcareer(Brislen,2006;Dalzieletal.,2005;
Page 25 of 72

Pereleman,2007)weneedtohavecoursesatschoolthatwillengagestudentsand
encouragethemtocontinueintheICTfield.
Accordingtothecomputerindustry,computerscienceasadisciplineneedstochange,
withmoreemphasisandinterestintheendusers;moreteachingandexplanationofthe
complexrealitiesofcomputersandtheirapplicationswithinworkorganizations.Turkle
andPapert(ascitedinClegg,2001)challengethenotionthatthereisonlyonewaytodo
computing.Theydescribethestrategyofabricoleurwhosepointofentryinto
computingisthroughgraphics,soundandtext;bybeinginsidetheprocessratherthan
throughformalmethodsofprogramming.TodaysYear9studentsareinadifferent
technologyspacetowherethecurrentYear13studentswerefiveyearsago.Courses
shouldreflectthischange,anditisachievable,asshownbythepositiveresultsofthis
kindofinitiativeatCarnegieMellonUniversity(Margolis&Fisher,2002).
ThesupportthatweneedisforComputing/ComputerScience/ICTtohavecredibilityat
schoollevelasitsownsubject,linkedtobutindependentofothersubjects,with
achievementsstandardsthatallowformeritandexcellence,andafreedomtofollow
coursesthatallowstudentstogainknowledgeandmakeinformedchoicesaboutthe
manydiversecareersandopportunitiesthatuseallaspectsofcomputing.Letusnot
limitoursubjecttojustaverysmalldomain.Andletuslearnfromwhathashappened
elsewhere(Denning,2007;Potgieter,2005;Scholefield,2007).
Seniorcourses:Assessment
AssessmentsforComputing
TheconfusedsituationaroundassessmentsforComputingisasignificantfactor
contributingtoteacherstressandworkloadandstudentdisenchantment.Thissection
willconsidertherangeofexistingassessmentoptionsandhighlighttheconstraintsand
opportunitiesthattheyprovide.Itwillconcludewithsuggestionsforaprocessof
developingComputingAchievementStandards.
Asstatedearlierinthispaper,assessmenthasdriventhedeliveryofComputingcourses
inNewZealandformanyyearsintheabsenceofacurriculumdocument.While
teachershaveworkedhardtodothebesttheycanfortheirstudentswiththeexisting
tools,thishasresultedinafragmentedapproachacrossthecountry.Experienceof
teachersassharedformallyandinformallyisthatthereareissueswiththeexisting
assessmentoptions,andtheseissueshavebeenoutsidethebriefoftheDTG.
WhataretheissueswithUnitStandardsforComputing?
ProblemsarisingfromtheuseofUnitStandardstoassessComputinginclude
Thecredibilityandstatusofthesubjectareunderminedwhenitisassessedwith
UnitStandards,whichareperceivedtobeeasierandlessacademicthan
AchievementStandards.Thisisawidespreadproblemasitaffectsthe
perceptionsofstudents,parents,staff,employersandtertiaryinstitutions.
Page 26 of 72

RestrictedentryUniversitycoursesoftenuseagradeaveragesystemtorank
students,andUnitStandardsdonotcontributemeaningfullytoastudentsgrade
average.
Certificateendorsement,introducedin2007
(http://www.nzqa.govt.nz/news/releases/2007/170707.html),providedanother
reasonforablestudentstoavoidcoursesassessedwithUnitStandards,asthey
werethenlesslikelytohavetheirNCEAendorsedwithMeritorExcellence.
StudentshavetoldusthatthisisadisincentivetotakeComputingcourses.
Subjectendorsementislikelytobeintroducedfrom2010.Whilethedetailsof
howthiswillworkarestillnotfinal,ithasthepotentialtodisadvantagestudents
ofComputingwhoareassessedbyUnitStandards.Thefeasibilitystudyhas
acknowledgedthisasoneoftheissuestoconsider(NewZealandQualifications
Authority(NZQA)publicationS2007/036,16November,2007).
Externalscholarshipawardschemesoftenincluderankingstudentsonthe
numberofexcellencesachieved.
Itishardtodifferentiateachievementandencouragepersonalexcellencewhen
theassessmenttoolhasonlyoneachievementgrade.
WhataretheissueswiththereviewoftheComputingUnitStandards?
AreviewoftheexistingComputingUnitStandardswasundertakeninlate2007.The
revisedUnitStandardshavenotbeenpublishedatthetimeofwriting.Teachersknow
thattheassessmenttoolstheyareusinghavebeensupersededbutarenotyetableto
accessthenewversions.ItistobehopedthatcurrentteachersofComputingwillbe
consultedasdecisionsaremade,butitisalsoimportanttohavesomeforward
movementsoon.Changesinschoolswillonlyresultwhensufficientmomentumhas
builtup,andthiswillonlyhappenwhenthecurriculumguidelines(currentlytheDTG)
andassessmentissuesareaddressed.
TherevisedUnitStandardsformthemostsensibleplacetobegincreatingAchievement
Standards.Theycouldbeconverted,checkedtoseeiftheycovereverything,and
updatedforthenewcurriculum,withnewstandardsbeingdevelopedforareasnot
covered.AsAchievementStandardsareownedbytheMinistryofEducationandthe
ComputingUnitStandardsareownedbyNewZealandQualificationsAuthority,there
isaneedforcollaborationbetweentheseagenciesifthispathistobetaken.
ThecurrentStandardsReview(http://www.nzqa.govt.nz/ncea/docs/standardsreview
bckground.doc)showsthattheMOEandNZQAareawareoftheneedtogivethe
NationalQualificationsFrameworkincreasedcoherence.Howeverthecurrentsituation
ofComputingmeansthatitisunclearwhethertheassessmentsshouldcomeunderthe
NZQAorMOE.SchoolswhichtakeaTechnologyapproachuseTechnology
AchievementStandardsundertheMOE,whilethoseschoolswhichtakeamore
technicalorskillsbasedapproachuseComputingUnitStandardsorindustry/tertiary
qualificationsunderNZQA.Thestandardsreviewbackgrounddocumentstatesthatall
Page 27 of 72

standardsetterswillselecttheirownpersonnelforreviews,makingitverydifficultfor
theretobeacoherentapproachtosubjectsthatsitfirmlyinbothNZQAandMOE
jurisdiction.
ComputingAchievementStandardswhichparalleltheexistingUnitStandardscouldbe
introducedwithanexclusionlist.Thiswouldallowteacherstochooseappropriate
assessmenttoolsacrossthebroadspectrumofComputingdisciplinesandtoaddressa
rangeofstudentabilitiesandinterests.
ImmediateregistrationofthereviewedUnitStandardswouldhavethebenefitof
allowingteacherstoimplement,evaluateandrefinethestandards.Howeverthereisa
concernthatregistrationoftherevisedUnitStandardsmayrelievethepressurefor
changeandbeabarriertogettingComputingAchievementStandardsinthenear
future.ThisconcernisaccentuatedbytheStandardsReviewPrinciple6,Standards
shouldnotduplicateoneanotherinknowledge,skills,understandingsor
competencies.
WhataretheissueswithTechnologyAchievementStandards?
WhileTechnologyAchievementStandardswillcontinuetobeusedbymanyschools
theydonotcurrentlyofferenoughscopetoassessthebreadthofcoursesthatwewould
liketooffer.
TechnologyAchievementStandardsareverybroadandgeneric,whichmakesitpossible
toapplythemtoarangeofdifferentcontextsandsubjects.Howeverthenecessary
genericnatureofthemisinfactalimitingfactor.Studentscannotgetcreditfor
standardssuchasDevelopanoutcomethroughtechnologicalpracticetoaddressa
givenbrief(AS90045)intwosubjectsatonceegfashiondesignandprogramming,or
intwodisciplineswithinonesubjectegmultimediaandnetworking.Oftherangeof
TechnologyAchievementsstandardsofferedateachlevel,notallaresuitableforuse
withallthedisciplinesthatconstituteComputing(NZCSreport,2008).
TechnologyAchievementStandardsrequirestudentstosolvearealworldproblem.
ThisisproblematicforProgrammingstudents,whohaveonlystartedtolearnto
programinYear11orYear12.Thecomplexityofthesubject,andtheneedtolearn
manyabstractandcognitiveskills,meansthatstudentsarenotreadyforrealworld
problemsinthisdiscipline.
TechnologyAchievementStandardsprovidenodescriptionofactualskillsand
knowledgethatstudentsshouldhavegained.
TheNZCSreporthighlightedthemismatchbetweentheexistingTechnology
AchievementStandardsandtheNationalQualificationsFrameworkLevelsof
Achievement.ThereviewofAchievementStandardsscheduledfor2009shouldaddress
theseissues.
Therequirementtouseaclientandaddressarealneedcreatesconstraintsand
complicationsforComputingteachersinmostdisciplines.Studentscanundertake
Page 28 of 72

engaging,challengingandworthwhileprojectswithoutmeetingthecriteriafor
technologicalpracticesetoutinlevel3achievementstandards.

CaseStudies
1.AgroupofstudentsatBurnsideHighSchoolhaveconstructedaSupercomputeroutofold
machines.Therewasnoclient.Theyshouldhavedownloadedexistingsoftwarebutwantedthe
challengeofwritingitthemselves.Thisisadubiousdecisioninthecontextoftechnological
practice(i.e.seekingthemosteffectiveoutcomewithmostefficientdevelopment).However,they
areveryproudofthesoftwaretheyhavewritten,andtheyhavelearnedalot.Thiswasnotthe
bestoutcomefortheprojectbutitwasthebestoutcomeforthestudents!Thesestudentshavehad
anincrediblyengaging,richandsatisfyinglearningexperience.
2.AtYear12,weaskourstudentstocreatetheirwebsitesusingXHTMLratherthana
WYSIWYGeditorsuchasFrontPageorDreamWeaver.Thisisnotthemostefficient
developmentmethod,andcreatinglargelystaticsitesisoftennotthebestresultforagiven
situation.However,weknowthataskingthemtogothroughthisprocessbuildstheexperience
andknowledgetheycanthenapplytoproblemsolve,designandcreateinanywebdevelopment
environmentthefollowingyear.
TimCarrell

Duetothecomplexityoftheknowledgeinourdisciplines,ourprojectsmayoftenfocus
moreontheapplicationofskillsandknowledgethroughrealisticyetcontrolled
situations.
WhataretheissueswithIndustryandTertiaryQualifications?
Asaresultoftheassessmentissuesidentifiedabove,anumberofschoolshavebegunto
offertertiaryorindustryqualificationstoretainstudentsinterestedinthebroader
spectrumofComputing.IndustryqualificationssuchasInternationalComputerDriving
License(ICDL),MicrosoftOfficeUserSpecialist(MOUS),tertiarypapersfromNACCQ
andthoseprovidedbyCiscohavebeenusedsuccessfullyinsomeschools.Implications
ofusingofthesequalificationsinclude
Teachingandassessmentmaterialsareoftenavailable(andusuallyareofahigh
standard)whichreducesteachersworkload.
Theymayrequirecertificationofteachingstaffwhichprovidesorganised
professionaldevelopment.
Theyhaveassociatedcostsforhardware,software,administrationand/or
assessment.
TheydonotautomaticallycontributetoNCEAandtheprocesstobegranted
creditequivalenceactsasabarrier.
Page 29 of 72

WhataretheissueswiththeInformationManagementAchievementStandards?
InformationManagementAchievementstandardsareonlyavailableforYear11.While
theycanbemadeuseofheretoassesssomeareasofoursubject,thereiscurrentlyno
pathwayforthisapproachintoYear12and13.Afterreview,theseAchievement
Standardscouldbeextendedintoyears12and13.
WhataretheissueswithUniversityEntranceandScholarship?
Currently,ComputingisoneofthecanonofapprovedsubjectsforUniversityEntrance
andthisisgainedbyachieving14creditsfromLevel3UnitStandards.Itisimportant
thatthisstatusismaintainedinanyrevisionofComputingassessments.TheNational
CertificatesofComputingatLevels2and3arealsousefulqualificationsthatmotivate
students,andareworthkeeping.
ForComputingtoattractveryablestudents,itisimportanttoofferscholarships.
CurrentlytheonlyoptionisTechnology,whichrequiresthestudenttoundertakeand
documentasignificantprojectforarealsituation.Thisisfeasibleinsomeareasof
Computingsuchasdesktoppublishingandwebdesign.Itisnotsowellsuitedtoareas
suchasprogrammingandhardware.Italsoemphasisesthequalityofthepracticerather
thantherangeanddepthofknowledgeandskill.ScholarshipsinComputingthat
rewardthedepthofComputingskillsandknowledgeareimportanttothefutureofthis
subject.
TertiaryinstitutionscouldprovideadditionalscholarshipsforspecificComputing
disciplines.Thiswouldaddcredibilitytothesubject,complementexistingawardsand
allowtertiaryinputintosuitabletargetskillsandknowledge.
Whattopicsaremissingfromavailableassessments?
ThereareareaswithinComputingwheretherearecurrentlynoassessmentsavailable.
Theseinclude
Numbersystems,codingandBooleanlogic
Interactivemedia
3Dmodellingandanimation
Gameauthoring
Collaborativeprojectwork
ConceptsofComputerScience(ComputersUnplugged,Bell,Witten&Fellows,
1998and2002)
Embeddedsystems
ThereviewofUnitStandardsin2007hasidentifiedmanyofthesegaps.Howeveruntil
therevisedunitstandardsarereleasedwewillnotknowiftheseissueshavebeen
addressed.
Page 30 of 72

Recommendations
TherearesomeareasofoursubjectwhichdonotsitwellundertheTechnology
curriculum,andarenotthenwellservedbytheTechnologyAchievementStandards.
WeneedagreateremphasisonthedevelopmentofComputingknowledgethanthe
currentTechnologyAchievementStandardsallow.
ComputingAchievementStandardswillofferstudentstheopportunitytoexcelinan
areathatengagestheirinterest,andwillsupportschoolsinattractingmoreoftheable
studentsintothesubject.Theywillhelptoaddressaperceptionheldbysomepeople
thatComputingisaplacetoputstudentswhodonothavethenecessaryprerequisites
forotherseniorsubjects.ComputingAchievementStandardswillleveltheplayingfield
forthesubjectchoicesthatstudentsneedtomake.
Thepresenttimeisidealforthisprocesstobegin,asthereisawidespreadreviewof
standardsandcurriculumcurrentlytakingplace(NZQAStandardsReview,2008).
Howcouldtheprocesswork?
AnessentialstartingpointisapositiveandactivecommitmentfromtheMinistryof
Educationtogettheprocessgoing.Therequestforthispositionpaperisagood
beginning.
Oneapproachwouldbetoestablishspecialinterestgroupsofteachersinlinewitheach
disciplineoftheguidingdocument.Teamsofteacherscouldbeassignedonediscipline
forwhichtodevelopAchievementStandards.Itwouldbeimportantthattheworkwas
critiquedbyotherteacherswithinthesamediscipline.Technologysuchasvideo
conferencingandWeb2.0toolscouldbeusedtoreducetravelandreliefcosts.
Anotherapproachwouldbetosecondanumberofteachersforaperiodoftime,
possiblyoneweekperterm.Thiswouldprovidetimetofocusonthetaskofdeveloping
AchievementStandardsthatcanbeimplementedandrefined.
DiscussionwouldneedtotakeplaceonwhatdeterminesMeritandExcellence.Theaim
wouldbetorewardaqualityoutcomeandhigherorderthinkingskills.The
measurementofthiswouldvaryaccordingtothecontext,andneedstobequalitative
(Principle4,http://www.nzqa.govt.nz/ncea/docs/standardsreviewbckground.doc).Itis
possiblethatKeyCompetenciesfromTheNewZealandCurriculumcouldbeusedto
definelevelsofachievement(http://www.nzqa.govt.nz/ncea/docs/standardsreview
bckground.doc,Hipkins,2008).
PossibledistinguishingcharacteristicssuitableforComputingdisciplinescouldinclude
efficiency
correctness
completeness
reliability
elegance
Page 31 of 72

userfriendliness
innovation
higherorderthinking
effectiveapplicationofknowledge
robustness.
Issuestoconsiderwhendevelopingtheprocessinclude
AchievementStandardsshouldbedevelopedinongoingpartnershipwiththe
developmentofthesubjectguidelines.
Ashortreviewcycleonassessments.Inthissubjectarea,thepaceofchangeis
unrelentingandkeepingstudentsengageddependsonstayinguptodateand
relevant.
Theneedforongoingprofessionaldevelopmentofteachersinthisfastchanging
subjectarea(Jia,2007).
DescriptivetitlesforallStandardsareimportanttohelpemployersandtertiary
organisationsknowwhatstudentsareactuallyabletodo.
ComputingAchievementStandardsshouldcomplementtheexisting
AchievementStandardsratherthanduplicateorattempttoreplacethem.
Studentsshouldbeabletogaincreditsfordifferentdisciplineswithin
ComputingjustastheycaninScience(Physics,ChemistryandBiology)andArt
(Printmaking,PhotographyandArtDesign).
SchoolsshouldbeabletouseassessmentsselectedfromComputing
AchievementStandards,TechnologyAchievementStandards,andUnit
Standardstocaterforthewiderangeofabilitiesandinterestsofmanystudents.
TeachersandProfessionalDevelopment
Investmentinteachersinoursubjectareaislongoverdue.
Aspreviouslystated,thereistremendousvarianceinteacherspecialistknowledge
throughoutNewZealand.ItisourferventdesirethatallComputingteachersbe
engagedandempoweredbytherepositioningandresourcingweareendorsingforour
subjectarea.Professionaldevelopmentiscrucialifwearetoseeconsistenthighquality
teachingandimplementationofupdatedsubjectguidelines.Professionaldevelopment
mustbehighqualityandreadilyavailable.Wehavemanyyearsofneglecttomakeup
for.
Highqualityresourcesandexemplarsthatmatchthegoalsoftheguidingdocumentwill
assistupskilling(wherenecessary)andwillhelptoidentifyprofessionaldevelopment
requirements.
Page 32 of 72

Recommendations
Wesuggestprofessional/workforcedevelopmentstrategiesinthefollowingareas:
Ongoingprofessionaldevelopment
Shadowprofessionaldevelopment
Teacherexchangeprogrammes
Accesstofellowshipsandscholarships
Newteachertraining
Improvedcollaborationopportunities
EstablishmentofanationalandinclusivesubjectassociationforComputinginits
ownright
DevelopmentofaNationalDigitalCollegetotrainteachers
Ongoingprofessionaldevelopment
Theministryneedstoretainthefulltimeservicesofasmallnumberofteachers
dedicatedtoprofessionaldevelopmentacrossallComputingdisciplines.Theseteachers
candevelopresources,critiquecontributedresources,qualityassuresupporting
materialsandbeavailabletoprovidejustintimehelpandadviceviaemailand/or
videoconference.Theseteachersshouldalsoprovidetraininginpersonandinsituso
theycanunderstandtheneedsofteachersandhelpcanbeofmaximumrelevanceand
benefit.
FundingforthiscouldbesoughtfromtheICTindustryasitisintheirownintereststo
attractmoreyoungpeopleintoICTcareers.ThiscouldbeanongoingprojectforNZCS
tocoordinate.
Shadowprofessionaldevelopment
Fundingshouldbeavailablesothatteacherscanvisitotherswhohaveexpertiseor
competenceinaparticulararea.Thevisitingteacherwouldshadowthevisitedteacher,
takingpartinclasses,meetingsandunitdesign.Seeingandexperiencingaunitofwork
inarealsetting,andinteractingwithstudentsandtheteacherwouldprovideaveryrich
typeofprofessionaldevelopment.
Teacherexchangeprogrammes
Structuresshouldbesetupsothatteacherscanswapschoolsforextendedperiods(e.g.
5weekstoaterm).Thisallowsteacherstobringanareaofexpertisetoaschooland
shareitwithinadepartment,and/ortogainexperiencebybeingpartofateamof
teacherswhohaveanestablishedprogramme.Thisisatwowaytransferandassuch
bothteachersgainusefulexperience,studentsatbothendshaveaqualifiedteacherand
noreliefcostsareincurred.
Page 33 of 72

Accesstofellowshipsandscholarships
Computingteachersshouldbeencouragedtoaccessfellowshipsandscholarshipssuch
asthePPTAStudyawards,RoyalSocietyfellowshipsandtheMicrosoftInnovative
TeacherScholarships.Thesescholarshipsandawardsallowteacherstimetogainskills,
knowledgeandexperienceregardingcurrentbestpractice.Thisknowledgemakesa
dramaticdifferencewithinaclassroom,departmentandschool.
Newteachertraining
ThereareveryfewteacherscurrentlybeingtrainedtoteachComputingacrossall
disciplines.Thismeansthatthereisanongoingshortageofappropriatelytrained
teachersmakingitdifficultforschoolstooffercoursesacrosstherangeofComputing
disciplines.ProfessorEricRobertsfromStanfordUniversitymakesthepointthatfew
collegegraduateswithcomputersciencedegreeschoosethepathofteaching.Itmakes
itreallyhardtobuildmorecomputerscientistsifyoucanthireteachers.(Jia,2007,p.2)

CaseStudy
Sure.Iwasaprogrammer,projectleaderandsupportpersonworkingforbanksinEnglandand
theNewZealandHeraldinNewZealand.Iloveditbutwantedtomakemoreofadifference.
DecidedthatIwouldhavelovedtobeaprogrammingteacheratschoolsowenttoteachers
college.
IwastoldtodoTechnologyasasubject.ThatsoundedOK.Howeveralltechteacherswere
togetherintheclass.Me,chefs,fittersandturners,carpenters,metalworkers,sewingladiesetc.
Allofustogetherandallofusinthesameclasses.Firstlesson,dontbeafraidofthebig
machineryinthewoodworkroom!IdidntknowwhatIwasdoing!WhywasIinthisclass!
Weworkedtogetheronunits,makeapenthatfitsintoyourhandusingsculptyclay!Make
stainedglasswindows!Makeawoodenboxusingfingerjoints!Itjustkeptgettingmoreand
moreremovedfromcomputing.Ididnothingwithunitstandardsandreallynothingwiththe
techachievementstandards.Itwasallunitcreation,unitplansandprojectmaking.Ididno
computingandIthinkwehadoneunitinthecomputerlabwhichwasdocumentlayout.
Itwasmadness.Icouldntbelieveit,butthenIknewthatIwasjustbidingmytimeuntilthe
yearwasover.Ialsodidmathsasasubjectandthatwasfocussed,exact,workedwith
assessmentsandwecameawaywithhardteachingplansandresources
MaxRoss

Teachertrainingprovidersshouldbeencouragedtousetheguidingdocumentasa
frameworkwithinwhichtodesigncoursesthatwillbetterpreparebeginningteachers
forteachingComputing.Theflowoneffectsofwellpreparedteachersarelargeand
sustainable.
Page 34 of 72

Improvedcollaborationopportunities
Teachingsimilarcontentandwithsimilarguidelinesallowsmorecollaboration.We
wouldliketoseefacetofaceandelectroniccollaborationfundedtoimproveuptakeand
professionaldevelopmentfromskillsandknowledgethatcurrentpractitionersalready
possess.Onlinecommunitiesofbothteachersandstudentscouldusefullybedeveloped
tosupportcollaboration.
Subjectassociation
OnlyoneareaofComputinghasbeenrepresentedbyasubjectassociationupuntilnow.
TypingwasrepresentedbyCETA(CommercialandEconomicTeachersAssociation).In
theearly1990stypingwastransformedtoTextandInformationManagement(TIM)
andthenbecameInformationManagement(IM)earlythiscentury.SinceTIMwasa
SchoolCertificatesubject,achievementstandardswerecreatedatlevel1.CETA
continuestooffersupporttoInformationManagementteachersanddoesalsooffer
resourcesforteachersinspecificComputingdisciplines.
Itisimportantforthefutureofoursubjectforustohaveahighprofilesubject
associationthataddressestheneedsofallComputingdisciplines.Thissubject
associationwouldwriteandreviewtheguidingdocument,adviseonthedevelopment
ofComputingachievementobjectives,facilitateconsultationbetweenMOEand
teachers,adviseteacherstrainingorganisations,runconferences,arrangeprofessional
developmentandliaisewiththePPTA.
Theestablishmentofabroadandinclusivesubjectassociationisanotherareawherethe
inputofNZCSwouldbewelcome.
DevelopmentofaNationalDigitalCollege
AtrainingcollegespecificallydirectedattrainingComputingteachersinalldisciplines
couldbeestablished.Thiswouldprovidespecializedqualitytrainingforpeoplewho
wanttoteachinanyoftheComputingdisciplines.ThisCollegeshoulduseonline
technologiestocomplementdeliverytopreserviceandexistingteachers,andmayhave
campusesinallthemaincentres.Itshouldfocusonknowledgeandskilltraining,and
appropriatepedagogyforthesubjectofComputing.Itshouldalsoutiliseopensource
softwareandcuttingedgetechnology.
Conclusion
Whywerepractisingteacherscommissionedtowritethispaper?
Teachersmustbeinvolvedinthedevelopmentofcurriculumguidelinesandthecontent
developedmustconnectwiththeneedsofexistingandfuturestudents.Languageand
exemplarsmustmatchpracticalclassroomneedssothatteacherscanassociatewiththe
contentandimmediatelyunderstandhowitmaybeapplied.
ThereisgoodpracticeandexcellentteachingandlearninghappeninginNewZealand
despitethevacuumofleadershipandinappropriateassessmenttools.Secondary
teacherssupportedbytertiaryandindustrycanprovideawayforwardforthissubject
Page 35 of 72

area.Secondaryteachersunderstandtheneedsofsecondarystudents.Passionate
secondaryteacherswithgoodguidance,anengagingpaletteofcontextsandgood
assessmenttoolscanprovideasustainablesolutiontotheshortageofqualifiedICT
personnel.
Otherseniorsubjectsareashavebeendevelopedinconjunctionwithnationalteachers
associations.ThisshouldandmusthappenforComputing.Wehavenonational
association;thereforeitiscrucialthatthevoiceofteachersatthechalkfaceisheard.
Wedonotclaimtorepresentallteachers,ortohaveconsultedwidely.Timeand
resourcestodothisfullywerenotavailable.Whatwehavedoneistotakeourown
understandingandexperienceandcombinethatwithwhatweknowofpracticeand
issuesaroundthecountrytoproposeawayforwardfromhere.Wearenotthedecision
makers;wecanonlymakerecommendations.Wedohoweverpleadforboldand
courageousactionfromthosewhohavethepowertomakeadifferencetothestanding
ofComputinginNewZealandeducation.

Page 36 of 72

BiographyofTim,KarenandVilna
TimCarrellBScDipTchg
Atthetimeofwritingthisreport,TimCarrellwasHODofComputerandInformation
Science(CIS)atBurnsideHighSchool.Thedepartmentincludes10teachersandin2008
hasover1200studentsoptingtotakeCIScoursesfromyear9toyear13.AsHOD,Tim
hascreatedasingledepartmentbycombiningInformationManagementand
Computingtoensurethatstudentsareexposedtoawideandbalancedrangeof
Computingexperiencesatjuniorlevelsandhavetheopportunitytofollowtheir
passionsatseniorlevels.WithinBurnsideHighSchool,TimcontributestoICTdecision
makingacrosstheschool,hasdevelopedtheintranet,schoolwebsiteandhasintroduced
andtrainedstaffintheuseofaLMS.
Timhasbeenteachingcomputingtoseniorsecondarylevelssince1995.In2001he
workedaspartofateamthatsetuptheChristchurchCollegeofComputing.Hethen
taughtattheCollegebetween2002and2005.TheCollegeofComputingwasaspecialist
year13schoolforstudentsfromthroughoutNewZealandwhowantedtopursue
careersinICT.
TimisaCiscoCCNAinstructor,hastaughtprogrammingacrossarangeoflanguages,
andteachesstudentstousearangeofdigitalmediatechnologies.Timrunsregular
professionaldevelopmentsessionsforhisowndepartment,hisschoolandforthe
CanterburyComputerteachersgroup.Hismostrecentsessionwasawholedaycourse
onusingstandardscompliantwebdesignmethods.HeisinvolvedintheannualCCES
computingcompetitionforstudentsfromprimarytoseniorsecondarylevels.
Timhasbeeninvolvednationallyintherecentcomputingunitstandardsreview,asa
memberoftheDigitalTechnologiesGuidelinesleadschoolsgroup,asatechnology
moderator,andasamarkeroflevel3andscholarshiptechnology
KarenFahyBScDipTchgDipICTEd
KarenFahyisHODofComputingandICTatCashmereHighSchoolinChristchurch.
SeniorsubjectsofferedbythedepartmentincludeProgramming,OfficeTechnologyand
ComputerStudies.JuniorcoursesareatermofTechnologyflavouredICTatYear9and
ahalfyearoptionofInformationManagementatYear10.Wherepossible,enthusiastic
juniorsareallowedtotakeProgrammingorComputerStudies.Karenenjoysfacilitating
thelearningofherProgrammingandComputerStudiesstudents.
Karenispassionateaboutlifelongstudentcentredlearning.Shespentthreeyearsasan
ICTFacilitator,workingcollaborativelywiththeothertwofacilitatorsoftheIgnition
ProjectICTClustertoplananddeliverprofessionaldevelopmentopportunitiestothe
staffofthethreeschools.KarenhaspresentedworkshopsatULearnand
Learning@Schoolconferences,andalsoatthePPTASecondaryTeachingontheMove
Conferencein2008.ShehasbeenamemberofthePPTAICTTaskforcesinceitwas
createdin2004.
Page 37 of 72

KarenhasbeeninvolvedinICTmanagementandleadershipinherschoolovermany
years.Sheworkscloselywithseniormanagementandthenetworkstafftoensure
optimaloutcomesforthestudentsandstaffintheschool.Sheisalsoworkingwitha
teamtoinvestigateconnectiontotheChristchurchMUSHnetwork.
KarenwasacofounderoftheCanterburyComputingTeachersgroupwhichorganizes
workshopsandmeetingsforlocalteachersofComputingonaregularbasis.Shewasa
foundermemberofNZISTandcontinuestobeanactivememberoftheNZISTlistserve.
ShehasalsobeenamemberoftheDigitalTechnologiesGuidelinesleadschoolgroup,
helpingtodeveloptheunderlyingframeworkandwritingandimplementingmodules
ofwork.
VilnaGoughJonesBScBEdDipDatametricsDipITTTHED
VilnaiscurrentlytheAssistantHODforComputerandInformationScience(CIS)at
BurnsideHighSchool.Withover40yearsofteachingexperienceinschoolsbothstate
andprivate,singlesexandcoed,adultsandteenagers,inSouthAfricaandinNew
Zealand(from1995)sheisstillpassionateaboutComputing.Sinceattendingthefirst
LOGOconferenceintheearly1980s,shehasbeenactivelypromotingthestudyof
computinginschoolsandenjoyslearningnewprogramminglanguageswithstudents
(Pythonthisyear!).Shehastaughtstudentsfromyear9toyear13inbothComputing
andMathematics.
VilnahelpedestablishandtaughtattheCollegeofComputingfrom20022005.The
CollegeofComputingwasaschoolforyear13studentsfromthroughoutNewZealand
whowantedtopursueacareerincomputing.In2006shewasawardedaMicrosoft
InnovativeTeacherScholarshipandspentaveryenjoyableandinformativesixmonths
withNavmaninChristchurch.WiththeclosingoftheCollegeattheendof2005,Vilna
returnedtoBurnsideandhashelpedTimwiththedevelopmentoftheCISdepartment.
Since1998VilnahasbeensecretaryforCanterburyComputersinEducationSocietyand
organisesandrunstheCCESComputerCompetitioneachyear(www.cces.org.nz).Since
thelate1990sVilnahasarrangedlecturersandstudentsforComputerProgramming
courses,runoutsideschoolhours,forstudentsofallagesinCanterbury,toencourage
interestedstudents,fostergoodprogramminghabitsandassistthemtoentertheCCES
competition.VilnainitiatedanarrangementwithUniversityofCanterburyaswellas
workingwithChristchurchPolytechnicInstituteofTechnologytogiveyear13students
theoptionoftertiarystudyincomputing,especiallyintheperiodwhencomputingwas
notrecognisedasaUniversityEntrancesubjectatschool.
VilnaisthefacilitatorfortheCanterburyComputerTeachersgroupandorganises
meetingsandtrainingsessionsonaregularbasisforinterestedstaffatschools
throughoutCanterburytoshareanddevelopresourcesforsecondarycomputinginall
itsdisciplines.ShewasafoundationmemberoftheNZISTlistservandcontinuesto
supportit.In2007shewaspartofthepanelforthecomputingunitstandardsreview.
Shehasrunnumeroustrainingcoursesforteachers,bothlocallyandatconferencessuch
asNavconandTENZ.
Page 38 of 72

VilnawasexaminerandchiefmarkerinComputerStudiesfortheSixthFormExternal
Examinationfrom19982000.ShewasamarkerforTechnologyLevel2in20032005.
Vilnawasthecoordinatorforapanelofauthorstowriteanumberoftextbooksfor
ComputerStudiesandComputerSkillsinSouthAfricaforstudentsfromyear11toyear
13,andcoveringallaspectsofComputing.ShewasacoauthorforaMathematics
textbookforyear10studentspublishedin2003hercontributionbeingtheuseof
computingtoenhancethemathematics.
VilnahasjustcompletedaresearchpaperGirlsperceptionsofsecondaryschool
specialistcomputercourses:AcasestudyinpartialfulfilmenttowardsaMTchLn
studiedparttimeandhaslearntmuchintheprocess.
Page 39 of 72

ReferenceList

Abbiss,J.(2005).ITisagenderthing,orisit?Gender,curriculumcultureand
studentsexperiencesofspecialistITsubjectsinaNewZealandHighSchool.
UniversityofCanterbury,Christchurch,NewZealand.
Ballantyne,L.(2004).InwhatwayscouldICTteachingandlearningtakeplaceat
OrewaCollege?Osmosis,integrationand/orspecialistsubjects?Albany:
MasseyUniversity
Bathgate,A.(2005,May25).ICTcriticaltoproductivity.ThePress,Christchurch,
p.C12.
Bell,T.,Fellows,M.,&Witten,I.(1998).Computerscienceunplugged:Theoriginal
activitiesbook.www.unplugged.canterbury.ac.nz
Bell,T.,Fellows,M.,&Witten,I.(2002).Computerscienceunplugged.
www.unplugged.canterbury.ac.nz
Beynon,J.,&Mackay,H.(1993).Computersintoclassrooms:Morequestionsthan
answers.London:TheFalmerPress.
Biever,C.(2006).Itsawomansworldwideweb.RetrievedNovember30,2006,
from
http://www.newscientist.com/article.ns?id=mg19225792.500&print=true
Bolstad,R.,&Gilbert,J.(2008).Disciplininganddrafting,or21stcenturylearning?
Wellington:NZCERPress.
Brislen,P.(2006).ICThasnomana:Biggs[Electronicversion].Computerworld.
RetrievedOctober26,2006,from
http://computerworld.co.nz/news.nsf/news/92D7DAC2BDABCD5BCC257
20D0000DDE8?Opendocument&HighLight=2,ICT,has,no,mana
Camp,T.(1997).Theincredibleshrinkingpipeline.CommunicationsoftheACM,
40(10),103110.
Camp,T.(2006).Theincredibleshrinkingpipeline:Anelectronicpresentationtothe
CanterburyComputerTeachers.Christchurch,NZ.
Clear,T.,&Bidois,G.(2005,December).FluencyinInformationTechnology
FITNZ:AnICTcurriculummetaframeworkforNewZealandhigh
schools[ElectronicVersion].BulletinofAppliedComputingandInformation
Technology,3.RetrievedJanuary7,2008from
http://www.naccq.ac.nz/bacit/0303/2005Clear_FITNZ.htm.
Clegg,S.(2001).Iscomputingreallyforwomen?Acriticalrealistapproachto
Page 40 of 72

genderissuesincomputing.InJ.Lopez&G.Potter(Eds.),After
Postmodernism:AnIntroductiontoCriticalRealism(pp.169180).London:
TheAthlonePress.
Dalziel,P.,Saunders,C.,&Taylor,G.(2005).Forecastofskillsdemandinthe
hightechsectorinCanterbury(ResearchNo.275):LincolnUniversity,
NZ:AgribusinessandEconomicsResearchUnit.
Dean,C.(2007).Computersciencetakesstepstobringwomentothefold.Retrieved
April20,2007,from
http://www.nytimes.com/2007/04/17/science/17comp.html?_r=1&or...
Denning,P.J.(2007).Findingthenewjoyofcomputing.CSTAVoice,2(4),45.
Durndell,A.,Glissov,P.,&Siann,G.(1995).GenderandComputing:Persisting
Differences.EducationalResearch,37(3),219227.
Fleming,N.(2008,August2).Creatingyourowncomputergameischildsplay.
NewScientist,p.2627.www.newscientist.com
Gerson,J.(2006).Girlshavethegeekgene,too.RetrievedOctober20,2006,from
http://www.thestar.com/NASApp/cs/ContentServer?pagename=thestar/La
yout/Article
GoughJones,V.J.(2008,August,inprocessofbeingpublished).Girlsperceptions
ofsecondaryschoolspecialistcomputercourses:Acasestudy.Papercompleted
inpartialfulfillmentofMTchLn.Christchurch:CanterburyUniversity.
Grimsey,G.,&Phillips,M.(2008,April).Evaluationoftechnologyachievement
standardsforuseinNewZealandsecondaryschoolcomputingeducation.The
NewZealandComputerSocietyInc.
Hipkins,R.(2008).Secondaryteachingonthemove.PaperpresentedatPPTA
conference,Auckland.
Jia,A.(2007,February).Computingsciencetroubleliesineducation,notjobs,
Stanfordprofessorsays[Electronicversion].StanfordUniversitynews
service.RetrievedFebruary23,2007,from
http:://www.stanford.edu/dept/news/pr/2007/prrobertsaaas021407.html
Jepson,A.,&Perl,T.(2002).Primingthepipeline.Inroads(SIGCSEBulletin),
34(2),3639.
Klawe,M.(2002).Girls,boys,andcomputers.InroadsSIGCSEBulletin,34(2),16
17.
Kornecki,A.J.(2008,March).Computingcurriculaforthe21stcentury
[Electronicversion].IEEEDSOnlineExclusiveContent:Education.
Page 41 of 72

RetrievedMarch4,2008,from
http:://dsonline.computer.org/portal/site/dsonline/menuitem.3a529f3
Margolis,J.,&Fisher,A.(2002).Unlockingtheclubhouse:Womenincomputing.
Cambridge,Massachusetts:TheMITPress.
MinistryofEducation,NewZealand.(2003).DigitalHorizonsStrategy(Rev.ed.).
RetrievedMay16,2005,fromwww.minedu.govt.nz
MinistryofEducation,NewZealand.(2006a).StatementofIntent20062011.
RetrievedMay16,2008,from
http://www.minedu.govt.nz/web/downloadable/dl11148_v1/ministryof
educationstatementofintent20062.pdf
MinistryofEducation,NewZealand.(2006b).Enablingthe21stCenturylearner:
Anelearningactionplanforschools20062010.RetrievedJanuary7,2008,
fromhttp://www.minedu.govt.nz/web/downloadable/dl10475_v1/itc
strategy.pdf
MinistryofEducation,NewZealand.(2007).TheNewZealandCurriculum.
Wellington:LearningMediaLtd.
Orlov,L.M.(2008,February15).WhyshouldwomenwanttobeinIT?IT
Business.RetrievedFebruary25,2008from
http://www.itbusiness.ca/it/client/en/Home/DetailNewsPrint.asp?id...
Perelman,D.(2007,March8).Brochureaimstolurefleeingstudentsback.
eWeek.com.RetrievedMarch13,2007,from
http://www.eweek.com/article2/0,1895,2102250,00.asp
Potgieter,C.(2005,May).ICT:Multipleperspectives:Aneditorial[Electronic
version].BulletinofAppliedComputingandInformationTechnology,3/1.
RetrievedMay30,2005,from
http:://www.nacqq.ac.nz/bacit/0301/2005Potgieter_Editorial.htm
PullarStrecker,T.(2005,May2).$1mmbidtotackleskillsshortage.The
DominionPost.RetrievedMay11,2005,from
Scholefield,K.(2007).Creatingafutureincomputing.CSTAVoice,2(4),15.
Selby,L.(1995).Wherehavealltheyoungwomenincomputinggone?Computers
inNZSchools,7(3),2527.
Selwyn,N.,(2008,July).Fromstateofthearttostateoftheactual?Introduction
toaspecialissue.Technology,PedagogyandEducation,17(2),8387.
Taft,D.K.(2005).Gates:LackofcomputersciencespendingisKindofCrime.
RetrievedSeptember6,2005,from
Page 42 of 72

http://www.eweek.com/article2/0,1895,1838435,00.asp
Treadwell,M.(2008,June).Education2.0:Learningtolearn&learningtouse.
PCWorld,216,4244.
Watson,I.(2008,August).I,Computer:theevolutionofthePC.Netguide(pp.30
37).acpmagazines:www.netguide.co.nz.
Yelland,N.,Neal,G.A.,&Dakich,E.(Eds.),(2008).RethinkingeducationwithICT.
Rotterdam:SensePublishers.
Page 43 of 72

AppendixA
NZISTDraftCurriculumBuild004October12001

Information Science Curriculum Proposals
NOTES
Page 44 of 72
This document expands on Build 003 to clarify issues associated with teaching
and assessing to this document.
Actual content detail is not yet included. However, it is time to begin to think
about this. Members who would like to present proposals are welcome to do so.
Levels 100-300 as mentioned below, are to be regarded as akin to Curriculum
Framework levels rather than to Qualifications Framework levels. This means
that it will be acceptable, and indeed common, for students to study at more
than one level of this curriculum during a single academic year.
Core competencies Many of the skills listed in this document may be also
listed under a set of proposed core competencies for all students. This
document seeks to provide a superset of those skills for specialists in
Information Science.
Status of this document
ThisdocumentisanNZISTdraftfordiscussion,orarequestforcomment.Ithasno
otherofficialstandingatthetimeofwriting.
Purpose
This proposed curriculum is written for the study of Information Science up to University
Bursary Level (NCEA Level 3). It is intended to be an academic curriculum for
specialist students only. Whilst topics from this curriculum, or assessment Standards
1

relevant to them, may be used in courses with a more vocational focus, this curriculum is
not itself intended to address the needs of students in these courses.
NOTE on assessing to this curriculum:
This curriculum is written with the assumption that some form of standards-based
assessment will be used, since this type of assessment is the current system for other
school subjects. Standards-based assessment includes Unit Standards, NCEA
Achievement Standards, ICDL, Microsoft MCSE, Cisco and any other assessment system
where a set standard is required rather than a predetermined percentage pass rate, or post-
assessment scaling, as has been used previously at SC, 6FC and Bursary level. When the
curriculum is complete, we will need to determine what type of standards-based
assessment is most appropriate to use when assessing to it.
Objectives of the Proposed Curriculum
This Curriculum Proposal has the following objectives:

1
Herein, the phrases Standards, or assessment Standards (capital S) refers to either one, or both, Unit
Standards and Achievement Standards at the appropriate level.

1. To provide a framework which draws together the work done in ICT within Years
0-10, and provides a foundation for further study;
2. To provide pathways to the future for students in any of the following groups:
Those who are looking for basic training in the use of a computer with a
view to leaving school and entering the workforce (hereinafter referred to as
vocational training);
Those who are looking for more advanced training in the use of common
business applications, with a view to either entering the work force, or as a
pre-requisite to tertiary study (hereinafter referred to as applications-based
training);
Those who are looking for a more Computer-Science based course as a pre-
requisite to study of IT at a tertiary level (hereinafter referred to as IT
training).
Notes:
1. The applications-based group may or may not enter the IT industry. Many of
these students will enter the world of business but wish to gain a higher level of
skill, and/or a broader view of the use of computers, than that provided by the
vocational course alone.
2. The IT group may enter the IT industry at a variety of levels; some into
programming, others into the Internet support industry, others into Design, etc.
Courses that relate to this part of the curriculum will cater for a very wide
variety of needs. However, all will have in common the desire to pursue the
subject in depth outside the common business applications.
3. We expect that many students will overlap between the applications and the IT
groups.
4. Other qualifications, such as Cisco or MCSE, may well be used to assess parts of
this curriculum. At this point, general feedback from NZIST executive indicates
that the focus of these courses is too narrow for general use, but may be
applicable for specific purposes.

Definitions
Unit of Work means a topic from the curriculum, and its associated teaching
exercises. A Unit of Work should deliver all material relevant to that topic,
irrespective of what is finally assessed.
Assessment Activity means a practical or written test which assesses the
students ability in a Unit of Work. It may be targeted at the entire Unit, or
restricted to a part of it. Assessment activities may be directly linked to
Assessment Standards.
Assessment Standard means a Unit Standard or Achievement Standard,
targeted at the assessment of specific skills within a topic area. It may not
always assess the entire topic as taught.
Page 45 of 72

Credit means the successful completion of an Achievement Standard at
Credit level, or the successful completion of a Unit Standard, depending on the
context. The terms Merit and Excellence also refer to the completion of
Achievement Standards.
Credits refer to the numeric value placed on assessment standards for the
purposes of aggregation towards a qualification. Approximately 24 credits is
the standard for a full-year course at NCEA.
Page 46 of 72

Structure of the Curriculum
This curriculum is structured into three levels for convenience. Eventually, it is
intended that Level 100 will correspond approximately to Level 1 NCEA, Level 200 to
Level 2 NCEA and Level 300 to Level 3 NCEA. (I have used this terminology to avoid
confusion with other levels in the Curriculum or Qualifications Frameworks.) Note that
the material in Level 100 does not always have to be delivered at Year 11, indeed, much
of it could and even should be delivered earlier. We are suggesting that Year 11 is the
place where it should be assessed for qualifications purposes. If ICDL is used, even
that may take place at Year 9 or 10 in a particular school.
Delivery of this curriculum
From this curriculum, teachers are expected to develop and deliver Units of Work. At
an appropriate time, they design and deliver Assessment Activities based on those Units
of Work, and constructed around relevant Assessment Standards.
Students who are successful at the Assessment Activities can expect to receive the
appropriate number of credits towards their qualification.
Coverage
It is extremely unlikely that any single three-year course will cover this curriculum in its
entirety to any great depth. However, as the curriculum develops, the intention is that
suitable general course structures would arise, which would cover the parts most
commonly seen as required, whilst other more specialised courses could be created if
demand, facilities and expertise were available in a particular school or area.
CONTENT
Level 100
No pre-requisite, although we assume some prior experience with computers in the
J unior School in an ICT or Technology setting. Additional material may be delivered
and/or assessed in a typical Year 11 course. This may be Level 200 material, or
material outside this curriculum.
Objective
This course aims to complete and unify the learning involved in ICT, together with any
specialist courses in Years 9 and 10, and provides a uniform baseline skill set to all
students, no matter what their future intentions.
Content
The skill set for Level 100 involves:
Understanding a little about what a PC is;
Operation of the components of a PC;
File management skills;
Using a word processor to create simple documents;
Using a spreadsheet to create simple worksheets;
Using a simple flat-file database;
Using email;
Using the Internet.
Page 47 of 72

This course can include other things. It could be assessed by the International Computer
Drivers Licence (ICDL). Depending on what has been taught in ICT in Years 9 and
10, it may or may not occupy a whole years study.
Documents produced by the students in this course would be of specified design and
layout only, ie copies of the desired document would be supplied as exemplars for
students to reproduce, or detailed instructions given on a step-by-step basis.

Level 200
The Level 100 course is intended as a pre-requisite for this course.
Objective
This course extends the basic skill set in two possible ways; either by taking the existing
skills to a deeper level, or by broadening the skill base to include other areas. There
should also be an emphasis on both document design and problem-solving. In this
course, we begin to move from the artificial contexts of the 100 level into simplified but
nevertheless real-world scenarios.
Students would have much more personal control over their document design and layout
in this course, and would be required to abide by specified document design and layout
parameters rather than producing a copy of a specific document. A proper business
standard of presentation would be expected.
Content
The content of individual courses could vary widely according to demand. It is
suggested that each course focus perhaps 50% on a single strand (perhaps B Computer
Applications, C Computer Communications or E- Computer Programming) and divide
the remaining 50% between at least two other strands.
However, a suitable course could also be made from 25% of each of four strands.
More details of the content of specific strands are supplied below.

Level 300
The Level 200 course is intended as a pre-requisite for this course.
Objective
The purpose of this course is to prepare the student for entry to either tertiary study or
the workplace. Schools would select courses according to the needs of the students and
their ability to deliver them.
Page 48 of 72

Specific Content
An alternative presentation of this content is given on pp10-12.
Strand A Computer Systems
Level Suggested Content
100 Components of a computer; CPU, RAM, ROM, peripherals.
Memory; basic features; quantity.
Printers; line vs page.
Software: Applications vs operating system;
File management; drives, paths, folders, file names, copy, move, rename,
delete.
200 Concepts of computer speed and bandwidth; caching,
Technology used in peripheral devices printers, CDROM, LCD screen
Concepts of primary and secondary memory;
Concept of a print buffer and a print queue;
Common printer technologies;
Choosing appropriate equipment;
Basic networking; topologies, speeds, components, software;
Mapping and sharing network resources; folders, drives and printers;
Functions of an operating system vs functions of an application;
Network security; permissions;
Understanding the limitations of some OSes at a simple level.
300 Concepts associated with processor design (RISC vs CISC), bus speed,
multiprocessing, multitasking, parallel processing;
Concepts associated with network design and operation; simple network
maintenance and operation tasks.
Batching network tasks.
Selecting and supplying hardware; what, why and where from.
Encryption; why used; how it works (PKI);

Page 49 of 72

Strand B Computer Applications
(This strand focuses on common business applications only.)
100 Word Processing Create, edit, save and print simple one-column
documents of one or two pages. These will contain formatted text, and
require settings for margins, paper size and orientation. Numbered and/or
bulleted lists will be included. Simple tables will be included. Headers and
footers. Drawing tools.
Spreadsheets single worksheet, simple formulas, simple functions
(SUM), simple formatting ($,%), one-dimensional replication, simple
graphs and charts according to given instructions.
Databases - simple flat-file database, specified design, simple query,
simple columnar reports.
Desktop Publishing - Simple one-page, one-or more column documents
with one or more graphics. Text flow around graphics and between
columns or frames.
Graphics Software Single drawn and painted images. May be inserted
into other documents.
Web Page Design a small set (2-3) of single pages linked together.
200 Word Processing multi-page, multi-columnar, multi-section documents.
Page layout will vary within the document. Embedded graphics and the use
of tabs are expected. Mail-merge.
Spreadsheets two-dimensional replication, more complex formatting
(cell merge, alignment, date/time, fixed decimal, type styles, cell borders,
use of colour), select appropriate chart or graph style, conditional
functions, named ranges.
Databases Flat-file, Field selection and design, data entry forms, query
design and use, Boolean queries, grouped reports, summary variables,
expressions and functions. Relational databases;
Desktop Publishing multiple pages, master pages, layered objects,
drawn objects, headers and footers.
Graphics Software Complex images created from combining together
simpler images using appropriate effects; specific issue or problem in
mind.
Web Page Design - a small site designed as a unit, with overall styles and
design parameters.

Page 50 of 72

300 Word Processing Full multi-page document, with embedded material
from other applications, complete with table of contents is expected.
Spreadsheet multi-page workbooks, multi-page cell references,
expression builder, multi-variable charts or graphs, interpretation of charts
or graphs, frequency tables, logical and financial functions.
Databases Flat-file, automated data entry forms, macros, design and help
notes, multiple reports, problem-solving focus. Custom user interfaces and
command buttons (added).
Desktop Publishing - multiple document types with a problem-solving
focus.
Could also include (optional):
Project Management - Use of project management software to manage a
small project. Full documentation required.
Graphics Software Complex multiple images to address an issue or
solve a problem. Blending or morphing (or other appropriate techniques)
to be used; animation may be used instead of or as well as other
techniques. File formats and compression.

Strand C Computer Communications
100 The Internet basic concepts
Web pages; creating and using; hyperlinks
Using the Internet URLs
Using email; attachments;
Precautions when using the Internet; viruses, privacy, security (personal
and data).
200 The Internet; structure; clients, servers, protocols, IP addresses
Email; clients, servers, protocols; (concept of a protocol here no detail)
Web sites; design and creation; simple HTML tags
Presentations for imparting information
300 Networking; protocols (TCP/IP and HTTP concepts), hardware,
topologies and cabling
HTML, XML, CSS, scripting
Presentations for problem-solving; embedded applications
Multimedia applications

Strand D: Computers and People
100 Employment opportunities
Recognition of the effect of computers on society
Privacy and Copyright; concepts
Simple case studies
Simple ergonomics
Page 51 of 72

200 People who work with computers; what do they do?
Detailed analytical case study of a worker/workplace
Impacts of computer use; trends; future predictive analysis
Legislation concerning computers
Ethical behaviour; situational studies
Software types, rights and responsibilities
Observational case studies of workplaces and the roles of workers in them
Considering people as part of the computer system
Further ergonomics; OOS
300 Creating help files or documentation to assist a specific individual or group
with a specific task

Page 52 of 72

Strand E: Computer Programming
To address this strand, the creation of sufficiently demanding macros, scripts or
command (batch) files would be as effective as more traditional teaching approaches.
100 Some consider this topic is more appropriate at Year 12, ie only Level 200
and onwards.
Computer languages; examples and types;
Simple problem analysis and documentation; simple flow charts and
structure diagrams
Concept of an ordered list of instructions
Concept of a command constructed from primitives (procedure)
Concept of a function vs a procedure
Creating procedures (or functions) to address specific parts of a programs
functionality
Concept of data types
Concept of variables to store data; concept of scope
Concept of repetition both conditional (RepeatUntil, Do..While) and
unconditional (ForNext)
Documenting a subroutine
200 Character codes; binary and hexadecimal numbers
Concepts and examples of logic gates, adders, etc.
Creating a complete program to perform a simple task
Concept of libraries, reusable code and eventually objects
Concept of data structures (arrays, records, lists, stacks, heaps)
Concept of event-driven interfaces
Reading and writing line-structured text files
Manipulating data read from a file
Documenting a program
Working from a supplied brief
Creating and working from a plan of action
300 This section is much more student and problem-centred, and so the
emphasis is on the application of learning to date rather than on the
demonstration or acquisition of new skills.
Programming to solve a problem; writing code to a specific purpose and
with specific constraints
Documenting both program and process; Completion of a brief and a plan
of action

Page 53 of 72

Page 54 of 72
Level A. Computer Systems B. Computer Applications C. Computer
Communications
D. Computers and People E. Computer Programming
100
Components of a computer;
CPU, RAM, ROM, peripherals.
Memory; basic features;
quantity.
Printers; line vs page.
Software: Applications vs
operating system;
File management; drives, paths,
folders, file names, copy, move,
rename, delete.
Word Processing Create, edit,
save and print simple one-
column documents of one or two
pages. These will contain
formatted text, and require
settings for margins, paper size
and orientation. Numbered
and/or bulleted lists will be
included. Simple tables will be
included. Headers and footers
Drawing tools.
Spreadsheets single
worksheet, simple formulas,
simple functions (SUM), simple
formatting ($,%), one-
dimensional replication, simple
graphs according to given
instructions.
Databases - simple flat-file
database, specified design,
simple query, simple columnar
reports.
Desktop Publishing - Simple
one-page, one-or more column
documents with one or more
graphics. Text flow around
graphics and between columns or
frames.
Graphics Software Single
drawn and painted images. May
be inserted into other documents.
Web Page Design a small
set(2-3) of single pages linked
together.
The Internet basic concepts
Web pages; creating and
using; hyperlinks
Using the Internet URLs
Using email; attachments;
Precautions when using the
Internet; viruses, privacy,
security (personal and data).
Employment opportunities
Recognition of the effect of
computers on society
Privacy and Copyright;
concepts
Simple case studies
Simple ergonomics
Computer languages;
examples and types;
Simple problem analysis and
documentation; simple flow
charts and structure diagrams
Concept of an ordered list of
instructions
Concept of a command
constructed from primitives
(procedure)
Concept of a function vs a
procedure
Creating procedures (or
functions) to address specific
parts of a programs
functionality
Concept of data types
Concept of variables to store
data; concept of scope
Concept of repetition both
conditional (RepeatUntil,
Do..While) and unconditional
(ForNext)
Documenting a subroutine
Where a conflict exists between this presentation and the previous one, this is considered to be authoritative.

Communications
200 Concepts of computer speed
and bandwidth; caching,
Technology used in
peripheral devices printers,
CDROM, LCD screen
Concepts of primary and
secondary memory
Concept of a print buffer and
a print queue
Common printer technologies
Choosing appropriate
equipment;
Basic networking; topologies,
speeds, components,
software;
Mapping and sharing network
resources; folders, drives and
printers;
Functions of an operating
system vs functions of an
application
Network security;
permissions
Understanding the limitations
of some OSes at a simple
level.
Word Processing multi-page,
multi-columnar, multi-section
documents. Page layout will vary
within the document. Embedded
graphics and the use of tabs are
expected. Mail-merge.
Spreadsheets two-dimensional
replication, more complex
formatting (cell merge, alignment,
date/time, fixed decimal, type
styles, cell borders, use of colour),
select appropriate chart or graph
style, conditional functions, named
ranges.
Databases Flat-file, Field
selection and design, data entry
forms, query design and use,
Boolean queries, grouped reports,
summary variables, expressions
and functions. Relational
databases
Desktop Publishing multiple
pages, master pages, layered
objects, drawn objects, headers
and footers.
Graphics Software Complex
images created from combining
together simpler images using
appropriate effects; specific issue
or problem in mind.
Web Page Design - a small site
designed as a unit, with overall
styles and design parameters.
The Internet; structure;
clients, servers,
protocols, IP addresses
Email; clients, servers,
protocols; (concept of a
protocol)
Web sites; design and
creation; simple HTML
tags
Presentations for
imparting information
People who work with
computers; what do they do?
Detailed analytical case study
of a worker/workplace
Impacts of computer use;
trends; future predictive
analysis
Legislation concerning
computers
Ethical behaviour; situational
studies
Software types, rights and
responsibilities
Observational case studies of
workplaces and the roles of
workers in them
Considering people as part of
the computer system
Further ergonomics; OOS
Character codes; binary and
hexadecimal numbers
Concepts and examples of
logic gates, adders, etc.
Creating a complete program
to perform a simple task
Concept of libraries, reusable
code and eventually objects
Concept of data structures
(arrays, records, lists, stacks,
heaps)
Concept of event-driven
interfaces
Reading and writing line-
structured text files
Manipulating data read from
a file
Documenting a program
Working from a supplied
brief
Creating and working from a
plan of action
Page 55 of 72

Communications
300
Concepts associated with
processor design (RISC vs
CISC), bus speed,
multiprocessing, multitasking,
parallel processing.
Concepts associated with
network design and operation;
simple network maintenance and
operation tasks.
Batching network tasks.
Selecting and supplying
hardware; what, why and where
from.
Encryption; why used; how it
works (PKI);
Word Processing Full multi-page
document, with embedded material
from other applications, complete with
table of contents is expected.
Spreadsheet multi-page workbooks,
multi-page cell references, expression
builder, multi-variable charts or
graphs, interpretation of charts or
graphs, frequency tables, logical and
financial functions.
Databases Flat-file, automated data
entry forms, macros, design and help
notes, multiple reports, problem-
solving focus. Custom user interfaces
and command buttons
Desktop Publishing - multiple
document types with a problem-
solving focus.
Could also include (optional):
Project Management - Use of
project management software to
manage a small project. Full
documentation required.
Graphics Software Complex
multiple images to address an issue or
solve a problem. Blending or
morphing (or other appropriate
techniques) to be used; animation may
be used instead of or as well as other
techniques. File formats and
compression.
Networking; protocols
(TCP/IP and HTTP
concepts), hardware,
topologies and cabling
HTML, XML, CSS,
scripting
Presentations for problem-
solving; embedded
applications
Multimedia applications
Creating help files or
documentation to assist a
specific individual or group
with a specific task
This section is much more
student and problem-centred,
and so the emphasis is on the
application of learning to
date rather than on the
demonstration or acquisition
of new skills.
Programming to solve a
problem; writing code to a
specific purpose and with
specific constraints
Documenting both program
and process; Completion of a
brief and a plan of action
Page 56 of 72

Page 57 of 72
Possible Pathways
Horizontal arrows indicate possible ove s. Less desirable, or
restricted entry pathways are shown as
rlap between course
dashed grey lines.

Some mbers f
Year 11/12 TIM shou
seen as a pre-requisite for a
Year 12 course.
exec me elt that
ld be
Tertiary IT Study
TertiarynonIT
TIM/IM IS 100/ICDL
TIM/IM IS 200
ICT
TIM
IS 300
Year 13
Year 12
Year 11
Year 9-10
The Ministry has not
yet (as far as I know)
produced any
Achievement
standards for a Year
13 TIM/IM course.
Workforce

ENTRY

Possible Teaching Courses:
There are a wide variety of possible courses that could be taught from this curriculum. In
each case, there are some important things to bear in mind:
Applications are tools; using a tool and operating a tool are different things.
Students should be taught how the tool is used, and this requires a context and a
problem to solve, not just simple skills training.
Not all students need to know what is under the hood in order to be able to
drive a car or use a computer. However, those who do are better able to fix and
diagnose problems when they occur. Such students should have the opportunity
to learn this material if they have the desire.
All our teaching should be pedagogically sound. We need to ensure that the
students are exercising higher order thinking skills, even if they are not using
advanced operational skills. The teacher should be well aware of what the higher
order thinking skills are in their teaching and learning exercises, even if the
students are not overtly so.
Schools should have some people impact in their courses. Most tertiary IT
courses do not appear to have considered the impact of computers on our lives,
and on workplaces and work practices. This may be the only place where such
impact is considered.
Students, especially those going into the IT industry, should be encouraged to
have a wholistic view of IT, and not be narrowly focused on current PCs,
applications and operating systems. Most of what we teach about these could
well be obsolete before these students graduate from their tertiary study.
(Remember DOS?)
Regardless of the operating systems actually used, students should be exposed to
the idea that the Internet has effectively decentralised networking. A shortcut on
a desktop could refer to a file on the local hard drive, local LAN, WAN, Internet
or even across the galaxy, and it will be seamless to the user. It is no longer
necessary for the user to know exactly where the file is, as virtual drives become
more common than physical ones. Can your students understand the difference,
and can they tell which are which?
Concepts such as wireless networking are changing the way many offices (and
classrooms) are set up, and operate. These impacts should be considered as well,
but dont forget the security implications (see recent PC World article).
The New Zealand Information Science Teachers' Association is the national
professional organisation representing New Zealand's secondary education
Information Science teachers.
Information Science is an umbrella for all computing-related subjects in
secondary education including Computer Studies, Information Science, Text and
Information Management, Computer Graphics, etc

Page 58 of 72

AppendixB
Listservcommentsedited
ExcerptstakenfromresponsesbyteacherstotheNZISTlistservaspartofthecontinuing
debateaboutComputinginschools.

26/06/2008
I find it hard to get my mind around teaching computing (I am a 3
rd
year teacher) and mapping out my career when
things seem to be changing and we dont really know where they will end up. There are many different theories out there
on how computing should be taught at high school level which I guess has some advantages and some disadvantages.

21/07/2008
I was involved in the work done by NZIST many years ago. There was quite a lot of discussion around the concept of
computing in schools involving three strands:

the users = software user experts (Word, Excell, Ppt, Web creation .....)
the builders and fixers = hardware experts, cabling, networking ...
the developers = programers ...

I'd think that a broad framework such as this would be a good start to the thinking and developing of the future of
'computer studies' programmes in New Zealand schools. Each of them seems very important skills to possess for the 21st
century.

21/07/2008
I have a lot to say about Computing Unit Standards and especially the lack
of choice that we have in terms of "creative" computing. We need so many
more choices for image manipulation, digital photography, creating
illustrations, web design and both 2-D and 3-D animation. Also creating a
wider variety of documents needs covering...at the moment 2789 is not
sufficient.

I can put a lot more detail in this if you would like to hear more! I am
constantly frustrated by this issue!

22/07/2008
A problem I see all the time is the issue of say: teaching Word Processing in English - I have yet to see an English teacher
with the skills or knowledge to do this properly. it's much like the "Oh, they (students) learn computers in primary school
and they can use WP, Spreadsheets etc etc" But in my experience that is very far from the truth.
Even the lowest level of "end user" computing requires a large skill set and knowledge required by the teacher - to me it
is a specialist subject; it cannot be left to the English, maths or Science teacher - they have enough to do.

I'm not just trying to protect my patch here - it is my firm opinion that it is a specialist area - even to use the basic
industry courses or qualifications like MOS or A+ requires a lot of skills and knowledge which most people/teachers do not
have. However there are already a number of experienced 'computer' teachers out there who have, usually on their own
initiative, taken the time and effort to up skill themselves over a long period of time.

22/07/2008
I concur with xx comments - the reality is that students come to secondary school thinking they know all about software -
but in my experience the vast majority actually know little about the software and even less about making the 'printed'
word accessible to the reader - readability, fitness for purpose and intended audience, appropriate formatting and
organisation of documents, etc. In my school all Year 9 students study Information Management for 3 spells in a six day
cycle for a year. The course includes teaching typing skills, file management, troubleshooting, Word, Publisher,
Spreadsheets, Powerpoint, graphics, Research Skills (including basic search skills and validation of websites) and basic
principles of desktop publishing - all pretty basic stuff, but I know there is great support for this course from the teachers
and they are able to take their students into the computing rooms with the confidence that the students all know how to
operate the programs

Page 59 of 72

22/07/2008
I am HOD of Computing at a boys only school where I have cobbled together
programmes over the last five years in which we attempt to teach all aspects
you refer to. We teach Educational technology in the junior school,
Information Technology/ Computer Skills at level two and a mix of IT and
Computer Science at level three, the latter two levels using generic
computing unit standards.

As a noteworthy point, I also teach Computer Science under the International
Baccalaureate curriculum which is a much more straightforward proposition in
the way it is structured.

I have been uneasy about the suitability of Technology AS in their current
form and have resisted introducing them into my programme until this year.
Your report details most of my concerns about them. I am currently trialling
two achievement standards with some fairly bright level two students who are
doing well with their use of the chosen application to produce a one off
solution, but as I feared, resist the documentation aspects and struggle to
get a handle on the technological process which they often see as not being
relevant to what they have to do.

Mind you, I find students also resist the planning, evaluating and
documenting requirements in the Generic Computing Unit Standards.

The Bottom line is that the boys I get in this programme like getting stuck
in and effectively using their computers to try to produce some clearly
defined outcomes/ products. The more cerebral/ theoretical types I find
generally avoid the subject in its current form. The introduction of a
Computer Science curriculum may help recruit and retain those students but I
am also desirous of having more suitable vehicles by which to assess those
other students seeking legitimate career pathways. I divide those pathways
into three main groups for those who go on into level three, multimedia
design and production, Information Science (databases) and Computer Science.

23/07/08
The teaching of basic computing skills in the junior school has been taken away from my department at year 9. Students
are able to choose information management as an option in year 10. The idea is that the English department looks after
Word processing, maths Spreadsheets, social studies PowerPoint and Science internet search skills. Apart from one or two
staff who are keen and have skills, I don't think it is working. The standard of the work that students (and staff) produce,
in my opinion, is appalling. In the case of English, for example, students spend one or two periods in the computer room
to type up an essay. What do they really learn about word processing in that time?

23/07/08
The people commissioned to prepare the paper (Karen, Vilna and Tim) I
have a great deal of respect for, and are wise choices in my view. I
don't believe they are zealots for Technology Achievement Standards
but have been prepared to use them along side Unit Standards. I wish
them well in their task. I hope there is some useful action that
happens as a result, but history is not on the side of either the MOE
or NZQA.

I think the original NZIST curriculum we worked on years ago plus the
DTG, would both be good starting points.

24/07/2008
There's a difference between being able to achieve something specific
in an application, and being able to use that application in a wider
(or merely different) context).
Which is, I think, where the 'confusion' arises.

Effective use of a computer requires a fairly wide base of skills.
File management and 'simple' clicking skills being the most fundamental,

Page 60 of 72

which people so often lack.

The problem as I see it is the 'overlap'. Traditionally things like
journalism, design and layout have been the domain of the English and
Art departments.
Departments where people have a greater understanding of aesthetic and
effective page layout. Good research habits. The 'rules' of publishing
a newspaper. These too are specialist skills and areas.
Basic use of, say, Word (aside from the general use of a computer
knowledge) should include the concepts of styles, fonts, colour, frames,
pictures. The basic tools needed to put stuff on a page. But it must
go hand in hand with learning the appropriate way to actually place the
content. Ideally at much the same time - a student who learns the tools
in Year 9, but doesn't use them again until Year 11 has quite likely
forgotten a lot.
Perhaps some of this material needs to have both experts on hand...

24/07/2008
A green fields approach!
I t would be great to have something like the K12 IEEE ACM curriculum as a
Technology guideline.

A change to the technology curriculum to accommodate non Material
Technological products.
Redefining a technological product as a real artifact. Real being defined as
measurable. So that software and soft products (Movies Games
...) are considered as a technological product. Soft products being able to
be measured by (At least) their size in bits or Bytes. A small change in the
technology curriculum would meant that it could cater for today's
technology.

Developing specific Computing Knowledge guidelines and assessments that
provide clear unambiguous progression between curriculum levels. That
provide differentiation between Credit, Merit and excellence at each level
for suitable skills.

Assessments for Computer science, Digital Media and Software and Hardware
engineering that are recognized by industry and Tertiary sector.

Most importantly. Knowledge/skills Achievement standards that can be
achieved without going through an elaborate technology process. This would
give recognition and reward for students who excel in the practical
application their skills. ie great programmers or hardware gurus.

29/07/08
However, the decades old malaise of 'just-wait-until-we-get-it-right' is
killing our subject area in all its dimensions.

Sure we are teaching to expired standards but I don't think it's too much
to ask for the latest revisions to be published so that we can use them
instead. Nor do I think its too much to ask for frequent revisions of
where we are at - ours is an area of change - constant change. Our units
should be revised every year.

Also, as ICT teachers, we have valid opinions on that which we are
expected to teach.

Let's stop being apologists for the muddled mess which is called
'getting-it-right' because we will not - cannot - ever reach those ideals.
The target is alive and keeps moving away.

Page 61 of 72

30/07/08
I am a new teacher to Computing and am astounded
that we don't have the two main things needed to teach quality
computing and elevate New Zealand to a world leader in computing and IT.

1) A solid curriculum across all levels of education with defined
knowledge that we expect our young digital natives to leave school with.
2) Quality Achievement Standards covering a number of areas within
the Computing domain. Multimedia creation and skills, programming,
computer support etc.

Industry are concerned with the lack of IT graduates and when I tell
them that we have no AS's to teach programming, networks, computer
support, or a range of other subject areas the general feeling is
astonishment.

When I talk to other teachers in other subjects and show them what we
don't have they are always astounded and then show me their formal
curriculum, quality achievement standards and accepted body of
knowledge and it makes me green with envy.

Please please in your report talk about the frustration for teachers
like myself who loose all their best students to courses that have
achievement standards, who struggle with Unit standards that are
quirky at best, who want to teach programming to keen and eager
students but have very little standards of any type to do this with.
Who try their best to make things fit into technology standards which
assess project management not computing.

Also please mention the bright, enthusiastic, excited students who
program, write games, build their own computers, set up home networks,
make money fixing computers, building websites and all those other
exciting things and then come to school and are forced to learn word,
excel and powerpoint and turn off all that enthusiasm. These are the
people who are really missing out due to a lack of assessments at
secondary level. These are the students that we could be capturing,
extending, nourishing.

31/07/08
I have been around for a long time, and even taught the
old Applied Mathematics course. I t was a pity when that disappeared
and got taken out of Mathematics. My feeling is that there are too
many Mathematics teachers that do not have that Science background.
Those that do, have real concerns about the single topics that AS's
seem to fit around. Aligning Computing with Mathematics in this
environment may not be that great.

Quite a while ago, I acquired a curriculum document for ICT in
Queenland. This covers the full range of material to be covered in the
secondary years and maybe a starting point your work. I have
doubts that in New Zealand we could staff a separate computing curriculum with
qualified people and consequently some of the content could be left to
other areas, such as English. But from what I have seen of English
teachers, it doesn't actually inspire me with confidence that they
could handle even Word Processing. Many are getting older (as am I),
but at least I understand the logic behind a program and can quite
happily adapt to new versions without training. Some of the overseas
teachers that I am seeing maybe better able to handle the work.

Rome wasn't built in a day and I don't think we should let the state
of today's teachers shape the future. I would love to see a return to
Computer Science that would be available for Academic students and
give them the Scholarship option. I am really quite impressed with the
Natcoll Courses, so anything that enhances assessment for Game Making
and Animation would be great as long as its done under Generic

Page 62 of 72

Computing. I guess that this sort of looks like more specialised areas
in the Senior School Computing. Website design again is a specialised
area. Computer Science content to me would cover the programming
aspects related to these activities.

Perhaps there is now a greater connection between Art and Computer
Science. Computer Science being the engine behind the Art work.

Currently I am being asked to combine Information Technology with
Computing. Organisationally we are one department, but we do have
different courses for different student needs. I still see a need for
students to be able to leave school and have the necessary skills to
work in offices, but I am inclined to think that with a couple of
years of study in years 11 and 12, these students should be able to
handle an office job. With Templates in Office even one year should be
enough. With IM AS, how relevant are they to these students? We must
no matter what provide pathways for our students.

The one thing for certain is that skilled software developers are
needed and that we have talent in New Zealand to do a lot more. As a country we
must develop this resource and export the resulting goods; not the
students as we currently seem to do.

31/07/08
That is interesting because at the NACCQ conference in Auckland the
overwhelming feeling was that the current assessment options were
inadequate (pathetic, terrible, hopeless, unsatisfactory) and the
teachers viewpoints demonstrated were disappointment, frustration and
on going struggle against a system that has neglected us for too long.
The feeling was generally very annoyed at the current status of
assessments and curriculum.

11/08/08
I wonder if the Ministry will ever wake up and realise our Standards
should be reviewed annually because of the pace of change. (Sigh)

There's also a discussion on that page about Maths teachers not wanting to
have Computer Science - they reckon they have enough to do. I don't blame
them.

12/08/08
There is so much maths involved in the digital world that I am really surprised that
maths teachers have not embraced it.

We have accepted Calculus for engineers (though many of us did that in the 4th form)
and Stats for Science and Social Science but what about the Mathematics of Logic and
programming that underlies so many parts of our lives?

Off the top of my head, there is plenty of great whiteboard and practical stuff that could
go on in maths classes that would really add to student's appreciation of how and why
computers work - and it really is maths. I would have thought that rather than using
excel to draw graphs or using simple numerical algorithms, some Maths teachers would
jump at the chance of doing binary and hex work, logic gates, adders, stacks and
programming sort routines, conditional statements, recursive functions floating point
systems etc...

The area of discreet mathematics and alogorithmics has been largely ignored by
curriculum designers.

I for one would like to include these things in my maths teaching. It is a sad fact that
most of my "computing" students would not cope with the concepts.

Page 63 of 72

AppendixC
SubmissionbyMauriceAlford:20/07/2008
WhataboutIndustryQualifications?
IndustryqualificationssuchasCiscoCertifiedNetworkAssociate(CCNA)[MoE1],the
ComputingTechnologyIndustryAssociation(CompTIA)A+,InternationalComputer
DrivingLicense(ICDL),InternetandComputingCoreCertification(IC3),Microsoft
OfficeSpecialist(MOS),MicrosoftApplicationSpecialist(MAS),MicrosoftCertified
Professional(MCP),AdobeCertifiedAssociate,andtertiarypapersfromNACCQhave
beenusedsuccessfullyinsomeschools.
Advantagescontributingtothevalueofthesecoursesare
Mostoftheassociatedcoursematerialsarealreadyprovided,freeofchargefor
somecourses
Mostofthecoursematerialscanbeaccessedbystudents24/7viaanybroadband
connection,sopersonalisedlearningisakeyfeature,andlearningcommunities
ofstudentscancoexistwiththestandardclassroomscenario
Studentscansupporteachotherwiththeirlearningjustasmuchastheycanbe
supportedbytheirteachers
Inmostcases,thelearningdoesnothavetobeapproachedasalinear,sequential
pathway,andstudentscanchoosetostartatanypointwheretheirbackground
knowledgeandunderstandinggivesthemanopening,workingforwardsand
backwardsorinwhateverordertheychoose
Coursematerials,whichincludecomplexsimulations,providevirtualaccessto
technologyforthosewhodonothaveaccesstotheappropriatehardware
Manyofthecoursesaresuitableforvideoconferencingsupportedlearning
environments
Thestandardofcoursematerialsissuperiortomostofthecoursematerials
locallyproducedintermsofbreadth,depth,easeofusebystudentsfor
independentstudy,andqualityofproduction
Thecoursecontent,materialsandexamsareupdatedfrequentlyinlinewith
changesintechnology
Instructortrainingcourses,particularlyforthehigherlevelcourses,deliver
excellentvalueforteacherProfessionalDevelopment
Successfulstudentscanlegitimatelyusethequalificationsgainedtogaininstant
credibilityinthejobmarket
Manystudents,havingundertakensuchstudies,areinfluencedtopursuefurther
ITindustrytrainingorUniversitycoursesinthefieldofComputerStudies

Page 64 of 72

SomeUniversitycoursesofferRecognitionofPriorLearning(RPL)forstudents
whohavecompletedcoursessuchastheCCNA,CompTIAA+,andMCP,which
reducestheoverallcostofUniversitystudy
Somecourses,particularlytheCiscoones,havebeenredesignedintodifferent
strandstoallowboththebottomuphandsonapproachandthetopdown
theorydrivenapproach
Studentsaremotivatedbythequalityofthecourseofferingsandthehandson
virtualandreallabexercisesavailable
Beinginternationalqualifications,theyaremorereadilytransferablebeyondthe
immediatecontextoftheNewZealandjobmarket,andarethereforeofgreater
relevancetoforeignstudentsstudyinginNewZealandschools
SomeofthecoursesandtheexamsareavailableinlanguagesotherthanEnglish,
socapablestudentscanstudycoursematerialsintheirnativelanguageandbe
supportedbyanEnglishspeakingteacherexplainingconceptsinEnglish
Difficultieslimitingtheuseofthesequalificationsinclude
TheydonotautomaticallycontributetoNCEAandtheprocesstobegranted
creditequivalenceisapain
Externalqualificationshaveassociatedcostsforhardware,softwareand
administration
Theexamcostsareasignificantbarriertomanystudents,(butithelpseasethe
painwhentheyaresoldtostudentsonthebasisofaninvestmentintheirfuture
earningpotential)
Theydemandahighlevelofteachercompetence(dontallseriousstudiesat
level2or3orabove?soImnotsurewhyyoumadethispoint!)
Sothatsmycurrentsummaryofthestateofplayforindustryexams.
However,beyondthat,Ialsohaveagreatdealelsetosayifyoureinblueskiesmode,as
outlinedbelow:
Firstly,theshapeoftheclassroomdominatedbytheteacherasexpertisclearly
inappropriateinancountryofhighinformationaccesscapabilitiesandeverexpanding
searchcapabilitiesofferedparticularlybyGoogle.Wherestudentscanlearntocheck
andfindonlinetutorialsandanswerstotheirquestionsthemselvestheroleofthe
teacherneedstobeseriouslyreevaluated.Itisthereforemycontentionthat
combinationsofteachersavailabletostudentstosupporttheirlearning(hugelydifferent
tochannelingit)willbemoreeffectiveinthenextfewyearsthanthesilodoitmyway
becauseIknowbestapproach.Thisisparticularlyobvioustomeinthefieldofmobile
txting,wheresomeonelikemyselfwhousespredictivetxtingiscertainlynofasterat
communicatingthanthestudentswhohavediscoveredthattheydontneedtoknow

Page 65 of 72

howtospellinordertocommunicate.Thatisthereforeoneofthefundamentals:
communication.Ourtaskasteachersistoencouragethemtoseethebenefitsofbetter
communication,whetherthatbethroughdevelopingbetterskillsintheuseand
applicationofavarietyofsoftwarepackageswhich,incidentally,fewofthemwantto
learninitiallybyusingtutorials,andthisisalsoastrength,becausetheylearntorelyon
eachotherteamworkagainsomethingthatisvaluedintheworkforcebutmissing
fromourindividualassessmentdrivenapproachtothecurriculum.
IseemoreopportunitiesforLEARNING,asdistinctfromthesubjectofDigital
Technologies,byfindingcrosscurricularprojectsforstudentstobecomeinvolvedwith.
Forexample,Irecentlysupervisedagroupofthreestudentswhodidntpreviously
knoweachothercompileanentryintotheBigScience5minuteDVDcompetition.Iam
notaScienceteacher,andonlyoneofthemwasstudyingscience.However,theyall
founditfascinatingandcontributedtoeachotherslearning.Theoutcomewasanew
respectforScienceaswellasanenhancedrespectfortheirindividualdifferencesand
thedifferentskillstheybroughttothesituation.Yes,theyweremotivated,butIhave
foundotherequivalentsforsomeofthosewhomoretypicallylanguishatthetailendof
theassessmentcontinuum.Forexample,agroupofyoungstersinterestedingraffiti
havefoundtheideaofcreatingabookoftheirartworktobeapossibilityusingavailable
softwareandhavefoundthatthelocalschoollibrarieswouldbewillingpurchasersof
theresult.
Ishallbecontinuingmyeffortstopersuadepeopleatmyownschooltoallowdifferent
approachestotheareaofDigitalTechnologies.However,asIhavementionedona
numberofoccasions,Ishallnotbeadvocatingseparatesubcoursesunderthatumbrella,
exceptperhapsasleveragetogiveourselvesmorefavourableteacherstudentratiosin
ourseniorclassesthanlastyearsaverageof28:1andthisyearsaverageof24:1.Iwould
certainlybeinfavourof35:2wherewehavemorestudentsatanyonetime,butwithin
thatsomeofthemmightbebeassistedmoretowardsanunderstandingofgraphingasa
componentofaStatisticsorEconomicsproject,ortheuseofPhotoshoptoolsinaproject
whichgainsthemcreditsfromthefieldsofGenericComputingandArtDesignor
GraphicsasaTechnologysubject,ANDtheywouldhaveachoiceofteacherstoask
somethingmissinginmostcasesintodaysschoolenvironmentthoughnotinmost
workplacesIwouldsuspect.
Thevalueofunderstandingbinaryandhexadecimalarithmetichasfascinatedsomeof
mystudentsofamoretechiebentwhentheyhavetriedtocometogripswithIP
addressingschemesfornetworkedcomputersandperipheralssomethingfarmore
directlyinterestingthanthemoreabstractnotionstheyhaveofsuchthinkingprocesses
whenpresentedwiththeequivalentinMathematicsclasses.SoImemphasisingthe
needforhandsoninvolvement,whetheritbefilming,robotics,electronicsorwhatever.
Ifwearetovaluethenewwaysofbeingandthinkingthatmanyofourstudentsbring
withthemfromprimaryschoolsweneedtorealignourthinkingasteacherstowork
alongsidethemtofindanddeveloptheirstrengths,basedontheTCP/IPprotocolof
differentroutingpathwaysfordifferentpackets,andresendingdatapacketswhichdid

Page 66 of 72

notgetproperlytransmittedwithallofthesedifferentroutesbeingintelligently
selectedbasedonthechangingcostmetricsrelativetoeachother.Alternatively,usinga
differentprotocol,moresuitablefordifferentstyles,wemightsometimessimplyignore
thenondeliveryofvariousbits(asinthecaseoflivevoiceandvideotransmissions)asa
moreappropriatemetaphorforthosewhomarchtothebeatofadifferentdrum,
whereastraditionallyandalmostuniversallyinsecondaryclassroomsoftodaywefind
anemphasisonsummativeassessmentdrivingthecurriculumratherthanbeingone
aspectoftheendresultofaneducation,leavingotherimportantaspectssuchas
teamworktoallintentsandpurposesoffthescalesincetheresnoassessmentcredits
assignedforthose.
Inmyview,completinganexercisewhichcementscurrenttransmissionapproachesto
learningisgoingtogainusverylittleinthewayofstudentnumbersandcostusdearly
intermsofdevelopingcreativityandinnovation.Youdontgetanswerstoproblemsby
usingthesamethinkingthatcreatedtheminthefirstplace,inthesamewayasyou
dontdiganewholebydiggeranexistingholedeeper.
Pleasejustbearinmindthatthestudentsforwhomweredesigningtheselearning
opportunitiesliveintheworldofipods,iphones,andilearningcircumstanceswhichare
vastlydifferentfromtheworldsof5,10and20yearsago.GoogleEarthmaydeservethe
sameamountofclasstimetoexplorewithitsvariousAPIsasahalfyearmoduleof
seniorGeography,SecondLifemaybeworthasecondlookwhentheISTEgroup
includes3000+memberswhoareexploringthecommunicationpotential,andwhennew
lifecanbebreathedintoLiteratureina3Dinteractiveworldcreatedforvarious
masterpiecesoflanguagefromPoetoDickensorShakespeare.Inourcurrentstate
whereAucklandandWaikatoUniversitiescanprovideemailfacilitiesforalltheir50,000
and25,000studentsrespectivelyusingGoogleinsteadofaninhousecapabilityitis
certainlytimetorethinkourapproachesandrealisethattimeschange,technologies
comeofage,peopleadapt,andtheveryfabricofoursocietyiswovenwithnewpatterns
amidsttheold,newthreadsinbothweftandwarp,incombinationsofcolourand
designwhichwerenotimaginablepreviously.
Checkoutsomeofthefollowingwhichhaveservedasabackdropformythinkingon
thesecurriculumissues:
shifthappens:http://youtube.com/watch?v=pMcfrLYDm2U
morphtechfromNokia:http://youtube.com/watch?v=rpJQNMBNtOo
EvensomethingOddvirtualMathstutorfromMassey:
http://youtube.com/watch?v=zG0REzjhSog
3DHolographtransmission:http://video.google.com/videoplay?docid=
4154967235785606148
Telepresenceintheclassroomthefutureofvideoconferencing:
http://youtube.com/watch?v=R0_WhSdsgBo

Page 67 of 72

AppendixD
SubmissionbyMargotPhillipps:29/07/2008
Submission to " The Future of Computer Science and Digital Technologies: Issues of 21st
Teaching and Learning, Senior Courses and Suitable Assessments" .

Author: Margot Phillipps

Disclaimer
The timeframe required for this submission has meant that some of the statements made are not
referenced. However references are available to support statements made, on request, time
permitting. Similarly a more comprehensive and cogent argument could be made given more
time.

My interest is largely with the much neglected Computer Science (CS) aspect, as Digital
Technologies are currently catered for in MoE developments.
===================================================================
Computer Science is Sorely Missing from the curriculum

Computer Science must be distinguished from the use of Computer Applications. It must also be
distinguished from Technology (which it is not).

It is a science which is less than 70 years old. Its content body developed rapidly and is still
developing at a phenomenal rate, as are its associated implementations.

As a science it has suffered more than most from its lack of clear definition. However, there is a
basic body of knowledge which is commonly accepted as foundational. (The elements are listed
at the end of this submission and are independent of the changes in technology).

These are largely not taught in New Zealand High Schools, and currently not assessed in NCEA
achievement or unit standards.
.

Applications are taught widely, but generally to less academically oriented students and there is
certainly no consistency across the country as to what is taught and why. This contrasts starkly
with other disciplines such as Maths and Science. Whilst a Unit standards course in Maths does
have some flexibility, all students following such a course at say level 1 would almost certainly do
some of the Number standards.

Content and Assessment

Although the accepted correct thinking is to say that learning must not be driven by assessment,
the fact of the matter is that in most high schools today, there is not time to spend on non-
assessed subjects for senior students, as it takes the full academic year to prepare students for
the Achievement and Unit standards they require (or perceive they require) to meet the NCEA
levels.

Thus Computer Science topics, with no assessment mechanism, have no corresponding body of
content to be taught.

Why is this important?
There are two good reasons:
there is a shortage of competent computer scientists, whose work drives the economic
innovations

Page 68 of 72

and because competent citizens in the future need some insight into the functioning of
the technology they use.

Many Western countries have found themselves playing catch-up with the Eastern European
countries and Asia in the field of Computer Science Education. The shortage of IT workers in the
Western world is well documented, as is the continuing falling rolls in university computer science
enrolments, (and the decreasing of proportions of women enrolling in such courses). While many
reasons are posited for the decline in enrolments, one of the generally accepted reasons is that
students making choices from senior high school by and large have no concept of what the
subject is.

Every student, whether they continue in the subject or not, is exposed to fundamental concepts in
Physics, Chemistry, Biology, English literature, Technology, and Maths. And yet the guiding
principles behind all this new science remains a mystery unless they choose to study Computer
Science at university. Problem-solving strategies, algorithmic thinking and a basic understanding
of computer architecture are all key areas of knowledge and skills every informed citizen needs
for the years ahead.

I would argue, from my experience of talking to academic-oriented girls, that they are end-goal
focussed. They want subjects which give them the best profile for choices at University. Currently
a scholarship in Technology just doesnt do it. My school produced one of the top 8 scholars in
New Zealand last year she did my programming club for fun but moved out of the year 13
Programming subject as there was insufficient AS credits and a Technology scholarship did not
compare with the Statistics she moved into.

Teachers and content Development

It is clear that New Zealand is seriously short of competent Computer Science teachers. This is
not a reason to delay the introduction. Bold moves will be needed to solve this for example,
students in Maths courses at university who are thinking of teaching, should have an incentive to
take Computer Science to at least second year. (Loan reduction, interest right-off etc.)

There is currently a wealth of resource available on-line. The CSTA repository is just one such
example. However its use assumes some familiarity with the content and the structure of a
course into which it fits.

A Ministry of Education funded repository needs to be established which provides lesson plans
and assessment resources, level by level. In the short term, Maths and Science teachers with an
interest in CS could be helped to start a CS stream in their school if a fully functioning, useful
bank of resources was made readily available.

Parallels with other countries

Israel (population 7 million approx)
Since 1991, the curriculum has placed emphasis on CS principles and there is a mandatory
Fundamentals and Software design course.
(Reference: The New Educational Imperative CSTA Curriculum improvement Task Force)

USA

Page 69 of 72

In 1999 a discussion at the 1999 NECC conference led to the involvement of ACM
2
in supporting
high schools. In 2003 the ACM published its ACM Model Curriculum for K-12 Computer
Science Education and in 2005 established CSTA a subject association.
As each state has autonomy with regard to curriculum and teacher certification, the USA has not
reached the same ideal as Israel. However, over 25% of the estimated CS teachers in the US
now belong to CSTA and use and contribute to its repository.

Lithuania (population 5 million approx)
This similarly sized country to New Zealand has placed an emphasis on Informatics Education for
2 decades. (read anything by Valentina Dagienne)
For example:
From the start of the Young Programmers School until now there have been many
changes in the teaching of informatics in general and in programming in particular, due to
the increase in the number of computers in educational institutions and the introduction of
informatics as a compulsory discipline in secondary schools. The changes in the structure
of the Young Programmers School may be characterized by five periods: 1) Universal
(general) programming teaching (19811986), 2) Learning effectively: differentiation by
students abilities (19861993), 3) Intensive teaching of gifted students (19931999),
4) Preparing students for the olympiads (since 1999), and 5) Using new media while
learning algorithms (since 2005).
An excerpt from a paper presented at the conference held in conjunction with the IOI 2007, where
incidentally 3 of the 4 team members achieved a medal.

Lithianias Bebras Contest in informatics and computer literacy covers a wide area of topics:
Information comprehension, use of computer systems, algorithmic thinking, structures, patterns,
puzzles and ICT and society started in 2004, with literally thousands of school entrants. There are
3 age groups: 10-14, 15-16, and 17-19. It has now become an international contest, including
countries such as Poland and Holland.

What are the Computer Science Principles which should be taught in Senior High School
Courses?

In the same way that 20 computer scientists would have 20 definitions of Computer Science, so
the content body will have a myriad of possibilities.

One of the disturbing utterances I have heard recently is that what is designed must be future-
proofed. This statement makes sense in two contexts
1. a confusion between CS and applications of CS and
2. a simple utterance of common sense.
That new technological implementations of CS knowledge occur frequently is not an excuse to do
nothing.

The K-12 curriculum for Computer Science has gained recognition and so is as good a place to
start as any. What is important is making a start and not using the lack of concurrence to defer
making a start.

The 10 topics for all students are summarised below.

Principles of Computer Organization
Algorithmic Problem Solving
Basic Components of Networks

2
ACM: Association of Computing Machinery - the worlds first (and currently largest) educational
and scientific computing society

Page 70 of 72

Organization of Internet elements (hypermedia, protocols etc.)
The notion of hierarchy and abstraction, including high level languages, translation by eg:
compilers, machine languages, instruction sets and logic circuits
The Maths of CS (binary numbers, logic, sets and functions)
Computers as models of intelligent behaviour
Examples of programming use as algorithmic problem-solving in the modern world( eg: telephone
answering systems)
Ethical issues
Careers in Computing

For those continuing

Program Design, incorporating discussions of correctness and efficiency
Simple Data Structures and their uses
Discrete Mathematics topics such as logic, functions, sets, Boolean Algebra and their relationship
to CS
Design for usability
Hardware design fundamentals
Levels of languages
The limits of computing what is hard, what is unsolvable
Principles of the software life cycle
Social issues
Careers in Computing
======================================================================
Why Teach CS
Below is text taken from one of the contributors to the CSTA repository on why teach CS.
Although it is North American in detail, the principles are valid in New Zealand

http://csta.villanova.ed /bitstream/2378/229/1/102_Why_Teach_Computer_Science.pdf u

CS is good Brain Food
Most courses ask students: How do you solve this problem?
Students derive an answer to that problem.

Computer Science courses ask:
Can you provide a method for solving all problems like this one?
Students derive an algorithm for solving problems.

Systematic Ways of Thinking about Process.
Describing processes precisely and abstractly.
Reasoning about the correctness of processes.
Analyzing the efficiency of processes.

Systematic Ways of Thinking about Data and Relationships.
Types: hierarchies, containment, composition
Structures: arrays, trees, directed graphs, mappings
Patterns: delegation, data flow, publish/subscribe

The ability to create custom software.
Provides a practical advantage in almost every field

Software is changing the world
Business and our economy runs in software:
Scientific discoveries are made algorithmically:
Computational biology, chemistry, physics, geology

Page 71 of 72

Page 72 of 72
Computer aided drug design
Distributed monitoring atmospheric data
Finding new plant and animal species
The world is increasingly mobile:
Software keeps us informed and in touch
The pace is accelerating!

Exposure for Career Choice
Research shows that students make career choices as early as Year 9
If a student has no exposure to a discipline, they are unlikely to think about it as a career.
Underrepresented groups, particularly women, may enjoy computer science but need encouragement.
Student experience is needed to counteract media portrayal of computing professionals.
There is a lot of fear of the unknown.
Our country needs more computer scientists

Computer Science is a Growing Field
Myths:
The boom is over.
All the jobs are being outsourced.
Facts: (from the U.S. Bureau of Labor Statistics)
Computer Software Engineers projected to be one of the fastest growing occupations over the next
10 years.
Jobs in software engineering are less prone to being sent abroad compared with jobs in other
computer specialties, because the occupation requires innovation and intense research and
development.
Median salary $74,980 (range: $46,520 to over $113,000)

Supply and Demand
Supply is shrinking Media coverage has scared away students:
But demand is growing From 1999 to May 2004, U.S. IT employment grew 17 percent.
The Office of Technology of the U.S.Department of Commerce:

General Education
Not everyone becomes a physicist or biologist, but we teach these subjects K-12 so people have a
basicunderstanding of the world around them.
Citizens and elected officials with even a limited understanding will make better decisions about the
use of technology.
Fact: Software is everywhere. If students dont learn CS in K-12, they will live their lives surrounded
by technology that they do not understand.
Demystification is an important goal.

Digital Technologies Discussion Paper

Enviado por

Dados do documento

Descrição original:

Direitos autorais

Formatos disponíveis

Compartilhar este documento

Compartilhar ou incorporar documento

Opções de compartilhamento

Você considera este documento útil?

Este conteúdo é inapropriado?

Direitos autorais:

Formatos disponíveis

Digital Technologies Discussion Paper

Enviado por

Direitos autorais:

Formatos disponíveis

ThefutureofComputerScienceandDigital

Você também pode gostar