2. 2
The influence of digital technologies in creating a
new context for Higher Education
2www.technologyenhancedlearning.net
Are we there yet?
3. 3
• A high-quality computing education equips pupils to use computational
thinking and creativity to understand and change the world. Computing has
deep links with mathematics, science and design and technology, and
provides insights into both natural and artificial systems. The core of
computing is computer science, in which pupils are taught the principles of
information and computation, how digital systems work and how to put this
knowledge to use through programming. Building on this knowledge and
understanding, pupils are equipped to use information technology to create
programs, systems and a range of content. Computing also ensures that
pupils become digitally literate – able to use, and express themselves and
develop their ideas through, information and communication technology –
at a level suitable for the future workplace and as active participants in a
digital world.
www.technologyenhancedlearning.net
National curriculum in
England: computing
programmes of study
4. 4www.technologyenhancedlearning.net
National curriculum in
England: computing
programmes of study
…… to use computational thinking and creativity to understand and change the world
…… provides insights into both natural and artificial systems.
…… pupils are taught the principles of information and computation, how digital systems
work and how to put this knowledge to use through programming.
…… to create programs, systems and a range of content.
…… ensures that pupils become digitally literate
…… to use, and express themselves and develop their ideas through, information and
communication technology
…… at a level suitable for the future workplace and as active participants in a digital world.
5. 5
The national curriculum for computing aims to ensure that all
pupils:
www.technologyenhancedlearning.net
National curriculum in
England: computing
programmes of study
can understand and apply the fundamental principles and concepts of
computer science, including abstraction, logic, algorithms and data
representation
can analyse problems in computational terms, and have repeated
practical experience of writing computer programs in order to solve
such problems
can evaluate and apply information technology, including new or
unfamiliar technologies, analytically to solve problems
are responsible, competent, confident and creative users of information
and communication technology
9. 9
•aspires to give children an understanding of ideas and principles
rather than knowledge about a particular piece of software.
•there is no set syllabus but a set of expectations about what all
children should know about computer science, information
technology and digital literacy at Key Stages 1,2,3 and 4 (ages 5 to
16 years).
•as schools are left to decide how to meet those expectations,
this will not be a homogenous experience.
www.technologyenhancedlearning.net
The impact of the 2014
computing curriclum
10. 10www.technologyenhancedlearning.net
• In the 21st
century digital competence needed by
– learners
– teachers
– professionals
– everybody (>90% jobs require IT competence of some degree)
• Seven separate‘literacies’ contribute to 3 areas
– Content Production
– Content Consumption
– Professional and Academic Practice
Digital Skills
14. 14
• Acknowledges the paradigm shifting
nature of the Digital Age and the
fundamental need for virtually all of
the UK population to have at least a
basic level of digital skills; others will
need a much higher level of
knowledge.
• It calls for the government to
construct a Digital Agenda to
achieve objectives related to access,
skills, cybersecurity, schools, FE, HE,
careers guidance, employers and
local networks.
www.technologyenhancedlearning.net
Supporting the Student
Experience
Through Digital Technology
16. 16
Impact of technology?
• Students willing to use, and expect their devices to be
used to support their learning experience.
• An urgency in developing services that meets the students’
needs and expectations.
• Assume that academic staff can/will support their use of
technology
16www.technologyenhancedlearning.net
18. 18
• We need to acknowledge our incoming cohorts
have digital skills and practices
• What do we need to do in HE to build upon
these?
• What changes do we need to make to curricula
and personal development?
www.technologyenhancedlearning.net
Supporting the Digital Learner
