ISTE floats draft of Computer Science standards

I have no idea if the release of the ISTE draft of computer science standards has anything to do with the ISTE conference or not, but it would make some sense in providing the opportunity for sessions that allow for discussion and feedback. It is not surprising that ISTE has returned to a more general focus on computer science as interest in computer science seems to be spiking. This interpretation would label ISTE as a trend follower rather than a trendsetter. As is probably obvious from my past posts I have mixed impressions about what I think I accurately describe as the “coding for all” movement. I make a distinction between coding for all and access to computer science and technology courses at the secondary level.

My mixed reaction to coding for all is associated with these issues.

• The curriculum is kind of a zero-sum game. To add something that is intense enough to result in meaningful learning, decisions have to be made about what to drop. I just don’t see a serious consideration of this challenge and I personally think there are other skill areas that are equally or more important. I personally think we are in an era in which critical thinking and communication skills associated with differences of opinion are more important. These skills are also not trivial and while related activities are suited to many areas of the curriculum, the evidence seems to indicate the time necessary to produce useful improvements would also require adjustments to what is done now.
• I think the evidence that “computational thinking” skills generalize is pretty sketchy. I followed the research on the transfer value of earlier efforts to evaluate this topic when LOGO was the in thing. I had a little experience working with middle school students and LOGO in what might now might be described as an “hour of code” approach. I regard claims that programming experiences especially the time that can be devoted to programming in K12 unsubstantiated as an approach to develop general problem-solving skills. I am waiting for the kind of research that was used to investigate LOGO as an investment in this claim.
• I have general concerns about the willingness of the public and politicians to be influenced by STEM advocates. There is a vocational preparation and national competitiveness vibe associated with these arguments I have not been convinced are realistic when considered at the coding for all level. This is an awkward issue because it contains an element of elitism, but what proportion of students at the K12 level are likely to develop skills that will result in a vocational advantage. Do relevant vocational skills likely to be developed in coding for all K12 settings really include programming? What skills can be developed as a function of the general use of technology and aren’t such skills what will be used by the vast majority of students in their futures.