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Underpinned by pedagogical practices and theories of what works in teaching computing, this book gives existing and new teachers ideas to enable them to plan an inclusive curriculum for the secondary school computing classroom.
Computing is one of the fastest-developing subjects in the curriculum, and computing teachers will always be updating their subject knowledge and pedagogical approaches. Each chapter explores a specific aspect of inclusion and potential barriers faced by students and is designed to challenge teachers to think about their own practice and curriculum design. Themes include the influence of classroom environments, bias in the use of data, collaborative learning, building cultural capital, and racism within AI applications. The book is also laced with practical ideas to develop teaching shared by a wealth of experienced practitioners, researchers and industry professionals.
Written with consideration for the National Curriculum for Computing, this valuable text will give trainee teachers, recently qualified teachers, and experienced teachers the confidence and knowledge they need to successfully deliver an inclusive computing curriculum in the classroom.
List of contents
How to Use This Book 1. The developing curriculum: from ICT to computing 2. The development of Artificial Intelligence in Computing Education: Thinking Betwixt and Between - Reinvigorating Papert's Im/possibilities of Computing 3. Keeping it Real: Helping Learners Navigate the Concrete and Abstract 4. AI is racist 5. Using data to ensure an engaging and inclusive computing curriculum 6. Opting out. Why are pupils choosing not to study computing? 7. Gender differences in computing classrooms: Practices to develop inclusive learning spaces 8. Design and Project Approaches in Computing Education 9. Industry Perspectives
About the author
Louise Hayes is a Senior Lecturer in Initial Teacher Education at Manchester Metropolitan University, UK.
Eleanor Overland is the Director of Quality Assurance for Initial Teacher Education at Manchester Metropolitan University, UK.
Summary
Underpinned by pedagogical practices and theory of what works in teaching computing, this book gives existing and new teachers ideas to enable them to plan an inclusive curriculum for the secondary school computing classroom. Each chapter is designed to challenge teachers to think about their own practice and curriculum design.
