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Technocamps: Advancing Computer Science Education in Wales

Tom Crick Orcid Logo, Faron Moller Orcid Logo

Proceedings of 10th Workshop in Primary and Secondary Computing Education, Pages: 121 - 126

Swansea University Authors: Tom Crick Orcid Logo, Faron Moller Orcid Logo

DOI (Published version): 10.1145/2818314.2818341

Abstract

Computer science education in the UK has undergone substantial scrutiny over the past five years. In particular, from September 2014, we have seen the implementation and delivery of a new computing curriculum in England. However, in Wales -- one of the four devolved nation in the UK -- numerous poli...

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Published in: Proceedings of 10th Workshop in Primary and Secondary Computing Education
ISBN: 978-1-4503-3753-3
Published: London, UK ACM 2015
Online Access: https://dl.acm.org/citation.cfm?doid=2818314.2818341
URI: https://cronfa.swan.ac.uk/Record/cronfa43385
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spelling 2022-12-18T17:42:24.9779470 v2 43385 2018-08-14 Technocamps: Advancing Computer Science Education in Wales 200c66ef0fc55391f736f6e926fb4b99 0000-0001-5196-9389 Tom Crick Tom Crick true false bf25e0b52fe7c11c473cc48d306073f7 0000-0001-9535-8053 Faron Moller Faron Moller true false 2018-08-14 EDUC Computer science education in the UK has undergone substantial scrutiny over the past five years. In particular, from September 2014, we have seen the implementation and delivery of a new computing curriculum in England. However, in Wales -- one of the four devolved nation in the UK -- numerous political, geographical and socio-technical issues have hindered any substantive educational policy or curriculum reform for computer science. This is despite the widespread efforts to address the failings of computer science education in schools since at least 2003 through Technocamps, a pan-Wales university-based schools outreach programme.In this paper we outline the history (and pre-history) of Technocamps, contextualised by the devolved nature of education in the UK, positioning Wales with its specific issues and challenges. Furthermore, we present evidence both in support of this university engagement and intervention model as well as its wider positive effect on promoting and supporting computer science education in Wales, a nation about to take its first steps on the path of a large-scale national curriculum review and significant educational reform. Conference Paper/Proceeding/Abstract Proceedings of 10th Workshop in Primary and Secondary Computing Education 121 126 ACM London, UK 978-1-4503-3753-3 9 11 2015 2015-11-09 10.1145/2818314.2818341 https://dl.acm.org/citation.cfm?doid=2818314.2818341 10th Workshop in Primary and Secondary Computing Education (WiPSCE 2015) COLLEGE NANME Education COLLEGE CODE EDUC Swansea University 2022-12-18T17:42:24.9779470 2018-08-14T15:45:00.1094811 Faculty of Humanities and Social Sciences School of Social Sciences - Education and Childhood Studies Tom Crick 0000-0001-5196-9389 1 Faron Moller 0000-0001-9535-8053 2 0043385-11092018002447.pdf wipsce2015_paper64_cameraready.pdf 2018-09-11T00:24:47.8570000 Output 199645 application/pdf Accepted Manuscript true 2018-09-11T00:00:00.0000000 true eng
title Technocamps: Advancing Computer Science Education in Wales
spellingShingle Technocamps: Advancing Computer Science Education in Wales
Tom Crick
Faron Moller
title_short Technocamps: Advancing Computer Science Education in Wales
title_full Technocamps: Advancing Computer Science Education in Wales
title_fullStr Technocamps: Advancing Computer Science Education in Wales
title_full_unstemmed Technocamps: Advancing Computer Science Education in Wales
title_sort Technocamps: Advancing Computer Science Education in Wales
author_id_str_mv 200c66ef0fc55391f736f6e926fb4b99
bf25e0b52fe7c11c473cc48d306073f7
author_id_fullname_str_mv 200c66ef0fc55391f736f6e926fb4b99_***_Tom Crick
bf25e0b52fe7c11c473cc48d306073f7_***_Faron Moller
author Tom Crick
Faron Moller
author2 Tom Crick
Faron Moller
format Conference Paper/Proceeding/Abstract
container_title Proceedings of 10th Workshop in Primary and Secondary Computing Education
container_start_page 121
publishDate 2015
institution Swansea University
isbn 978-1-4503-3753-3
doi_str_mv 10.1145/2818314.2818341
publisher ACM
college_str Faculty of Humanities and Social Sciences
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hierarchy_top_id facultyofhumanitiesandsocialsciences
hierarchy_top_title Faculty of Humanities and Social Sciences
hierarchy_parent_id facultyofhumanitiesandsocialsciences
hierarchy_parent_title Faculty of Humanities and Social Sciences
department_str School of Social Sciences - Education and Childhood Studies{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Social Sciences - Education and Childhood Studies
url https://dl.acm.org/citation.cfm?doid=2818314.2818341
document_store_str 1
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description Computer science education in the UK has undergone substantial scrutiny over the past five years. In particular, from September 2014, we have seen the implementation and delivery of a new computing curriculum in England. However, in Wales -- one of the four devolved nation in the UK -- numerous political, geographical and socio-technical issues have hindered any substantive educational policy or curriculum reform for computer science. This is despite the widespread efforts to address the failings of computer science education in schools since at least 2003 through Technocamps, a pan-Wales university-based schools outreach programme.In this paper we outline the history (and pre-history) of Technocamps, contextualised by the devolved nature of education in the UK, positioning Wales with its specific issues and challenges. Furthermore, we present evidence both in support of this university engagement and intervention model as well as its wider positive effect on promoting and supporting computer science education in Wales, a nation about to take its first steps on the path of a large-scale national curriculum review and significant educational reform.
published_date 2015-11-09T03:54:38Z
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score 11.037603

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