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INNOVATION | COMPUTER SCIENCE | 41 More on Apps for Good click here


COMPUTING GOES CROSS-CURRICULAR


Debbie Forster explains how a cross-curricular approach could


stimulate more interest in computer science by demonstrating how computing skills can drive achievement across the board


As we live in an increasingly technology-orientated world, the demand for professionals coming from STEM and computing backgrounds is ever growing. Despite the latest data from independent schools suggesting that their take-up of science, technology, engineering and maths (STEM) subjects has improved in recent years, the gulf between the supply of and demand for IT-proficient professionals demonstrates the need for greater encouragement in computer science at school. From September, students


across the country will be engaging in lessons which have been revolutionised to include computer coding. Education secretary Michael Gove believes it is imperative that children have at least a basic understanding of computer code. This is daunting for many of the educators faced with this teaching challenge. Gove’s plans to have children


as young as five learning to code might sound extreme to those of us who can remember when PowerPoint was the height of cuting-edge computer technology. However, by teaching children at a young age to be enthusiastic about coding and computer science, children will become equipped with a set of transferable skills that can be applied across their studies and will serve as an advantage for them in their future careers. “We don’t teach music in school to make everyone a concert violinist,” says Clive Beale, director of educational development for the Raspberry


a part of every industry – from aeronautics to fashion – and is the most powerful tool we have to create and solve problems. As Ian Livingstone, vice-


chair of the Association of UK Interactive Entertainment says: “The emphasis on creativity gives a much-needed signal to schools that the teaching of digital- making skills also requires art and humanities for children to be able to express themselves and operate in the digital world.” Blending technology across the curriculum can allow students to become makers using technology, rather than mere consumers of technology. For instance, the process of


UNDERSTAND THE LIMITLESS POSSIBILITIES WHICH CODING CAN PROVIDE”


“STUDENTS WILL BE INFINITELY MORE ENTHUSIASTIC TO LEARN WHEN THEY


ABOVE: Debbie Forster


Pi Foundation. “We’re not trying to make everyone a computer scientist, but what we’re saying is: ‘This is how these things work, it’s good for everyone to understand the basics of how these things work. And by the way, you might be really good at it.’” The preconception of coding


being limited to sci-fi-themed computer games is as outdated as the dial-up connection tone of old. Technology and coding form


creating an app draws on a variety of different disciplines from across the curriculum; there is the artistic aspect of designing the visuals, as well as the business skills used in identifying problems, pitching solutions and conducting market research. Allowing students to decide on the theme of the app also enables them to bring in other subjects they are passionate about, from textiles to modern languages. Progress in IT is not all about


coding for coding’s sake. Students will be infinitely more enthusiastic to learn when they understand the limitless possibilities which coding can provide. If they can learn about coding in such a way that allows them to unite their passions and interests, their own desire for achieve can become the driving force of the lessons, revolutionising the teaching of computer technology. iE


Debbie Forster is UK managing director of education technology charity Apps for Good W: www.appsforgood.org


Main image © Freeimages / flaivoloka


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