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Adoption of new computer science high school standards by New Zealand teachers

Published: 11 November 2013 Publication History

Abstract

Computer science was progressively introduced as a subject in New Zealand high schools between 2011 and 2013, and teachers have played a key role in the success of the introduction of the new curriculum. This paper looks at how the process has worked from their point of view, primarily by comparing teacher responses to two surveys, one early in the process and one after all three years of material had been introduced. We look at the support teachers have had to prepare to teach the new topics, and we identify the aspects of the transition that worked well and the aspects have been problematic. The two surveys reveal an increase in teacher confidence after they had professional development and gained experience teaching the new standards.

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    WiPSE '13: Proceedings of the 8th Workshop in Primary and Secondary Computing Education
    November 2013
    141 pages
    ISBN:9781450324557
    DOI:10.1145/2532748
    Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than the author(s) must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected].

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    • Aarhus University: Aarhus University
    • GI: Gesellschaft für Informatik e.V.

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    Association for Computing Machinery

    New York, NY, United States

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    Published: 11 November 2013

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    Author Tags

    1. assessment
    2. computer science education
    3. teachers

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    • GI

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    Cited By

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    • (2024)A framework identifying challenges & solutions for high school computingEducation and Information Technologies10.1007/s10639-023-12329-929:12(15621-15654)Online publication date: 1-Aug-2024
    • (2024)Exploring Programming Language Choices to Boost Student Interest in Coding and Educational RoboticsHigher Education Learning Methodologies and Technologies Online10.1007/978-3-031-67351-1_1(3-17)Online publication date: 19-Sep-2024
    • (2023)Exploring How Novice Programming Students Have Experienced Digital TechnologyProceedings of the 16th Annual ACM India Compute Conference10.1145/3627217.3627219(72-75)Online publication date: 9-Dec-2023
    • (2023)Future Scenarios for High School Digital Technology in New ZealandProceedings of the 25th Australasian Computing Education Conference10.1145/3576123.3576126(21-30)Online publication date: 30-Jan-2023
    • (2023)Evaluating the Professional Development Landscape for Digital Technology Teachers in New Zealand2023 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE)10.1109/TALE56641.2023.10398243(1-6)Online publication date: 28-Nov-2023
    • (2022)Teachers’ Views on the Implementation of a New High School Computing CurriculumProceedings of the 22nd Koli Calling International Conference on Computing Education Research10.1145/3564721.3564732(1-10)Online publication date: 17-Nov-2022
    • (2022)Computing in School in the UK & Ireland: A Comparative StudyProceedings of the 2022 Conference on United Kingdom & Ireland Computing Education Research10.1145/3555009.3555015(1-7)Online publication date: 1-Sep-2022
    • (2022)Barriers to New Zealand High School CS Education - Learners' PerspectivesProceedings of the 53rd ACM Technical Symposium on Computer Science Education - Volume 110.1145/3478431.3499344(927-933)Online publication date: 22-Feb-2022
    • (2021)A Decade of CS Education in New Zealand’s High Schools: Where Are We At?Proceedings of the 16th Workshop in Primary and Secondary Computing Education10.1145/3481312.3481321(1-10)Online publication date: 18-Oct-2021
    • (2021)Exploring and Influencing Teacher Grading for Block-based Programs through Rubrics and the GradeSnap ToolProceedings of the 17th ACM Conference on International Computing Education Research10.1145/3446871.3469762(101-114)Online publication date: 16-Aug-2021
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