Abstract
This edition of Sapienta leads with an article by Miles Berry, Professor of Computing Education at the University of Roehampton. Berry considers the problems of engaging students in computing. He suggests making computing lessons more enjoyable, which will, in turn, help students learn more and perhaps carry on studying the subject to gain qualifications.
But how can this be done? Berry proposes a broad interpretation of the national curriculum progammes of study, and a creative approach to computing that could include working a across a range of digital media. Critical digital literacy helps students contribute positively to the increasingly digital world, and making the content of the curriculum more relevant helps them develop valuable skills across new technologies such as generative AI, virtual reality and robotics. He concludes, GCSE and A Level specifications are about what gets tested, not what can or should be taught.
But how can this be done? Berry proposes a broad interpretation of the national curriculum progammes of study, and a creative approach to computing that could include working a across a range of digital media. Critical digital literacy helps students contribute positively to the increasingly digital world, and making the content of the curriculum more relevant helps them develop valuable skills across new technologies such as generative AI, virtual reality and robotics. He concludes, GCSE and A Level specifications are about what gets tested, not what can or should be taught.
| Original language | English |
|---|---|
| Specialist publication | Sapientia |
| Publication status | Published - 7 Nov 2023 |