Unfortunately, due to work commitments I can’t make it to any of the Technologies Es & Os days that our colleagues from Education Scotland are holding. In an attempt to contribute to this ongoing work I offer my observations/comments about the draft CfE Technologies Es & Os -with a focus on the ICT aspect of things.
Now, I fully appreciate and value the change in emphasis Nationally on embedding coding in the primary school experience however, I feel as though we have moved too far in terms of emphasis on this in the new Es & Os. There seems to be such an emphasis on this area now to the detriment in learning that other aspects of ICT can offer. Also, for an area that appears to be dependent on volunteers for Barefoot computing or volunteers to run Code Clubs I think this emphasis is somewhat not matched up with an expectation that this really is a responsibility of all and as we all know the concept of coding has been an explicitly stated Outcome in CfE at second level ever since they were published. Is this volunteering thing a part of a longer strategic plan to look to embed this in schools, TEIs etc?
One of the issues that I have when I read the coding Es & Os is that they come across to me as if they were written by a secondary computing teacher. I do not see the primary teacher voice in there. I remember working with colleagues who were secondary computing teachers in the past when I worked in this area but there was real ownership of the language and context in this by the primary teachers involved but this was informed and influence by expertise of the secondary teachers. Now , even as someone who has some experience/expertise in the use of coding in the primary context, I feel that the language used will a little threatening for many teachers new to this coding switch.
More importantly I am trying to see the progression in this area of the Computing Science section section
If an Early or First level learner is programming a programmable device or on-screen object will they and the teacher look to to fix (debug) the thing it it doesn’t work. It seems that the word building in 1st Level is replaced by design and create at 2nd Level. The mention of a coding language comes in at 2nd Level though. Maybe the benchmarks will help in making this area more understandable. I would argue that there needs to be a clearer pathway through the levels here. As they stand I don’t see a huge deal of difference between the ones in this example.
I was involved in a Twitter discussion the other day about the framing of ICT/digital skills being only used to consume materials and that computing science was the digital context where the creation of material would happen. The inference that I took was that creation is stronger than consumption? The creation and not just consumption mantra is one that I fully recognise and subscribe to as well however we must be careful that we do not lose sight of the rich learning opportunities in terms of creativity in the ICT/digital literacy domain. At present the Es & Os in the draft are pretty sparse in relation to this. For example, take the audio and video domains – there is no explicit mention of these in the draft. The exponential rise in use and popularity of YouTube and video as a learning tool/space is something that we maybe should be tapping in to more. We have our video channels now in Glow as well so why are we not making more of this area? Are we still going to ask children to write newspaper reports when more and more children haven’t seen a newspaper and when so many of them have capture cards and their own online video channels? Are we serious about this ‘jobs that don’t exist’ scenario or not (although I’d argue that has always been the case)? Where is our joined-up and forward thinking here? Again, I would argue that the draft Es & Os and the strategy that they reflect should be taking this in to consideration.
Lastly, the promotion of tools for collegiate/collaborative learning in Glow are promoted quite a deal by Education Scotland. We see so much about OneNote, Yammer, shared docs in O365 etc and yet there is nothing in the Es & Os about how learners can develop the skills necessary to help them become effective learners/contributors in the digital domain. It is not enough to be able to search the web, collect knowledge and be safe online – our children should be schooled in the art of writing and owning the web – it must be central to their thinking and behaviour. This can be done through purposeful contexts to explore coding as well as using the tools made available in Glow or Google for that matter. This is just not coming through in these Es & Os. I think the Mozilla’s Write, Read, Particiapte Web Literacy Framework and even the JISC Web Literacy framework should be points of reference for the further discussion around these draft Es & Os.
An opportunity was missed way back when with the first iteration of the CfE Es & Os were drafted. No account was really taken of the explosion of Web 2.0 at that time. We have to get these right this time.
