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Leroy Newman |
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USING MAPPING AS A CONTENT STRAND IN TEACHING COMPUTER SCIENCE SKILLS IN GRADES K-12 OR IN OTHER GRADE LEVEL CONFIGURATIONS SUCH AS K-5, 6-8 OR 9-12. The rationale for using mapping as a content strand in the teaching of computer science skills is that some type of content should be used to keep students interest at a high level and engaged. In addition, many students are not made aware of geosciences courses (and particularly earth science) early enough to select these type of courses when they are in junior high or as they enter high school. Mapping as a strand would be an interesting content area to provide preliminary information where students could see how one area in the geosciences is covered. Computer science applications is a required course, Grades 9-12 and recommended for Grades 6-8. A first step would be to check the TEKS requirements for computer science applications at each grade level, K-12. Using PEIMS (Public Education Information Management System) data, identify every teacher in the State who teaches computer science applications in Grades K-12. Some teachers will teach computer science skills as part of their regular teaching responsibilities; others will teach formalized computer science applications courses. Arrange for a meeting with the computer science division, the science/social studies curriculum specialists, and textbook/curriculum select staff to review content (TEKS) covered in all Grades K-6 for computer science. After this review, suggest that mapping be used as a content strand in the teaching of computer skills, Grades 6-12. This strand could be a part of the computer science class for any number of days or weeks as suggested by Computer Science Division personnel. Review with science/social studies curriculum specialists, computer science specialists, textbook/curriculum select staff if the mapping strand could be used as a content strand within the framework of the TEKS. If this is feasible, solicit from publishers, editorial staff personnel and university staff members suggestions how the mapping concept could be used in the development of computer science applications in instructional materials to be bid by publishers under Proclamation 2001(Year 2003). Develop the mapping content strand and show how this will not interfere with the teaching of computer science applications and computer skills but rather show how this will enhance the capture of these skills by students. Training computer science teachers in the appropriate use of mapping skills would be necessary and is not part of the TEKS. The computer science teachers would have access to information technology such as GIS if so desired. Training computer science teachers in the correct use of teaching mapping skills goes hand-in-hand with appropriate use of mapping skills. Time frames would have to be established as to the number of days/weeks computer science teachers would want to use mapping as a content strand. The assessment component would have to be developed with the personnel already mentioned and in conjunction with persons from the assessment division. In addition, research projects could be developed when teachers use the new computer science applications instructional materials (in the first year that these materials become available, Year 2004), such as a computer science applications grade level using mapping as a content strand versus a control group computer science applications grade level being taught computer science skills not using mapping as a content strand. Relating this project to the ITS learning experiences in the light of the Modified Bransford Model for Enhanced Learning Environments it covers the Mind and Brain Centeredness, the Learner Centeredness, the Assessment Centeredness, the Knowledge Centeredness, and the Community Centeredness concepts. And, this is how I relate the Cognitive Science Foundations of Information Technology and Scientific Thinking to the GeoITS experience. |