イングランドでは、2014年9月から教科Computingが5-14歳において必修化され、2017年11月に必修化後3年間の取り組みを「ツギハギだらけで脆弱」と評したレポート「After the reboot」が英国Royal Societyより発行されました。このスライドは、そのレポートであげられている5つの問題点(Computingを選択する高校生の少なさ、ジェンダーギャップ、教員不足、既存の教員へのサポート不足、CS教育研究の不足)についての解説を行っています。日本でも、プログラミング教育必修化後に起きる問題を先取りしていると言え、どのように対策を行っていくのか、日本でも官学民一体となって考えていく必要があるのではないでしょうか。
16. Kingʼs College Londonにいる理由
• Dr. Simon Peyton Jones
• Microsoft Research Cambridge
の研究者でComputing at School
(CAS) のChair
• Dr. Sue Sentance
• CASのBoard member
• Computing in Education MA
17. • 産学官連携でコンピューティング教育を推進
• Network of Excellence
• Master Teachers
• 草の根的な研修ネットワーク
• Barefoot Computing
• ⼩学校向けの教材・研修
• CAS Research
18. • DfE (Department for Education)によってコンピューティング
教育における中核的な役割を担う組織として認められている
• For the computing curriculum to be successful teachers need to be
well-equipped and supported to deliver it. That is why we have
provided funding for the Computing at School Network of
Teaching Excellence in Computer Science, whose network of
over 350 Master Teachers can provide continuing professional
development to teachers needing to further develop their
computing expertise. We will also continue to encourage
computing graduates into teaching, by providing generous bursaries
of up to £25,000, and, in partnership with the British Computing
Society, scholarships worth £27,500 for those training to be a
teacher in 2017/18.
https://www.gov.uk/government/publications/uk-digital-strategy/2-digital-skills-
and-inclusion-giving-everyone-access-to-the-digital-skills-they-need
27. Computingで達成すべき内容 (KS1)
• understand what algorithms are, how they are implemented as
programs on digital devices, and that programs execute by
following precise and unambiguous instructions
• create and debug simple programs
• use logical reasoning to predict the behaviour of simple programs
• use technology purposefully to create, organise, store, manipulate
and retrieve digital content
• recognise common uses of information technology beyond school
• use technology safely and respectfully, keeping personal
information private; identify where to go for help and support
when they have concerns about content or contact on the internet
or other online technologies
28. Computingで達成すべき内容 (KS2)
• design, write and debug programs that accomplish specific goals, including controlling or
simulating physical systems; solve problems by decomposing them into smaller parts
• use sequence, selection, and repetition in programs; work with variables and various forms of
input and output
• use logical reasoning to explain how some simple algorithms work and to detect and correct
errors in algorithms and programs
• understand computer networks, including the internet; how they can provide multiple services,
such as the World Wide Web, and the opportunities they offer for communication and
collaboration
• use search technologies effectively, appreciate how results are selected and ranked, and be
discerning in evaluating digital content
• select, use and combine a variety of software (including internet services) on a range of digital
devices to design and create a range of programs, systems and content that accomplish given
goals, including collecting, analysing, evaluating and presenting data and information
• use technology safely, respectfully and responsibly; recognise acceptable/unacceptable
behaviour; identify a range of ways to report concerns about content and contact
29. Computingで達成すべき内容 (KS3)
• design, use and evaluate computational abstractions that model the state and behaviour of real-world problems and physical
systems
• understand several key algorithms that reflect computational thinking [for example, ones for sorting and searching]; use logical
reasoning to compare the utility of alternative algorithms for the same problem
• use 2 or more programming languages, at least one of which is textual, to solve a variety of computational problems; make
appropriate use of data structures [for example, lists, tables or arrays]; design and develop modular programs that use procedures
or functions
• understand simple Boolean logic [for example, AND, OR and NOT] and some of its uses in circuits and programming; understand
how numbers can be represented in binary, and be able to carry out simple operations on binary numbers [for example, binary
addition, and conversion between binary and decimal]
• understand the hardware and software components that make up computer systems, and how they communicate with one another
and with other systems
• understand how instructions are stored and executed within a computer system; understand how data of various types (including
text, sounds and pictures) can be represented and manipulated digitally, in the form of binary digits
• undertake creative projects that involve selecting, using, and combining multiple applications, preferably across a range of devices,
to achieve challenging goals, including collecting and analysing data and meeting the needs of known users
• create, reuse, revise and repurpose digital artefacts for a given audience, with attention to trustworthiness, design and usability
• understand a range of ways to use technology safely, respectfully, responsibly and securely, including protecting their online identity
and privacy; recognise inappropriate content, contact and conduct, and know how to report concerns
30. Computing教育の⽬的
A high-quality computing education equips pupils to
use computational thinking and creativity
to understand and change the world.
(⾼いクオリティのコンピューティング教育は、児童、⽣徒がコ
ンピュテーショナルシンキングとクリエイティビティを⽤いて世
界を理解し、変⾰する⼒を授ける。)
31. Computational Thinking (CT)
• もともとはSeymour PapertがMindstormsの中で⽤いている
• Microsoft Research(当時)のWingが2006年によって脚光を
浴びた
• が、未だに世界中の研究者がその定義を議論している
• 「コンピュータサイエンティストが備えている(と考えられて
いる)、コンピュータサイエンスから派⽣した様々な考え⽅の
集まり」
• CASによるフレームワーク
• CASのQuick Start Computing: A CPT Tool Kit for Primary School
Teachers
39. Computing教育の⽬的 (続き)
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.
(教科コンピューティングの中⼼は、コンピュータサイエンスであり
、児童⽣徒は情報やコンピュテーションの原理、デジタルシステムが
どうやって動いているのか、またこれらの知識をプログラミングを通
して活⽤する⽅法を学ぶ。)
→イングランドのナショナルカリキュラムでは、プログラミングは
CTを学び、コンピュータサイエンスの知識を活⽤する⽅法であり、
プログラミングだけを学ぶことを⽬的としていないことが明確に⽰さ
れている。
56. Eric Schmidt
• 「Your IT curriculum focuses
on teaching how to use
software, but gives no insight
into how it's made.
• 英国のコンピューティング教
育はソフトウェアを使う⽅向
に偏りすぎており、どうやっ
て作られているかを教えてい
ない
57. Royal Society Report (2012)
• Shutdown or restart? The way forward for computing in UK
schools
• CS教育復活への提案
60. After the rebootレポート
• Computing必修化後3年間の取り組みを総括
[O]ur evidence shows that computing education across the UK
is patchy and fragile.
レポートの中の証拠(データ)は、英国におけるコンピューティ
ング教育が、つぎはぎで脆弱であることを⽰している。
• 問題を⼤きく5つのカテゴリにわけて、解決策を提案している
84. CS教育の研究に基づいた政策⽴案
• Royal Societyによる提案
1. 研究者は政府や教員と連携をして、初等中等教育における
Computingを対象とした研究を拡充し、その成果を広くシェアする
2. The Economic and Social Research Council (ESRC)をはじめとした、
研究への⾦銭的助成をする機関は、このレポートで述べられている
研究の重要性を精査する
88. CodeClubの成果
• The National Foundation for Educational Research (NfER)が
CodeClubに参加した効果を計測するrandomized control trial
を実施
• プログラミングに関するスキルと⾃⾝は有意に向上
• ⼀⽅で、CTの理解は有意差がなかった (Bebras test)