I.
COURSE NUMBER/SECTION: CSED 4416
COURSE TITLE:
Teaching of Computer Science (6-12)
COLLEGE OR SCHOOL:
Science and Mathematics
SEMESTER/TERM AND YEAR:
II. INSTRUCTOR
TELEPHONE
FAX
E-MAIL
OFFICE:
OFFICE HOURS:
III.
CLASS MEETINGS:
IV.
REQUIRED TEXT AND MATERIALS:
None
V.
CATALOG COURSE DESCRIPTION:
3 credit-hours. Prerequisite: IS 2101, CS 2302, admission to teacher education, and
permission of program coordinator.
This course will examine the pedagogy and methodologies of teaching computer
programming at the high school level. Identifying necessary prerequisite knowledge and
developing appropriate learning outcomes will be examined in the context of teaching and
learning styles. A major portion of the course will include investigating methods and tools
that can be used in the classroom and students will be required to develop and implement
plans for teaching computer programming concepts. Students will also be required to
develop programming skill in a specific programming language. Finally, the implications of
the need for teaching computer programming in a technologically mature society will be
explored.
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VI.
RATIONALE:
The faculty of the Professional Teacher Education Unit (PTEU) of Kennesaw State
University (KSU) endorse the standards for the preparation of teachers of computer science
specified by the Georgia Professional Standards Commission, and form the review standards
for the National Council for Accreditation of Teacher Education (NCATE). Thus, the
university-based experiences of this computer science education course is designed to reflect
institutional and national goals for computer science teacher education in the domains of
subject matter expertise, facilitation of learning, and professional collaboration.
Conceptual Framework Summary: Collaborative Development of Expertise in Teaching,
Learning, and Leadership.
The KSU teacher education faculty is committed to preparing teachers who demonstrate
expertise in facilitating learning in all students. Toward that end, the KSU teacher education
community strongly upholds the concept of collaborative preparation requiring guidance
from professionals inside and outside the university. In tandem with this belief is the
understanding that teacher expertise develops along a continuum which includes the stages
of pre-service, induction, in-service, and renewal; further, as candidates develop a strong
research-based knowledge of content and pedagogy, they develop their professional
expertise in recognizing, facilitating, assessing, and evaluating student learning.
Knowledge Base:
Teacher development is generally recognized as a continuum that includes four phases: preservice, induction, in-service, renewal (Odell, Huling, and Sweeny, 2000). Just as Sternberg
(1996) believes that the concept of expertise is central to analyzing the teaching-learning
process, the teacher education faculty at KSU believes that the concept of expertise is
central to preparing effective classroom teachers and teacher leaders. Researchers describe
how during the continuum phases teachers progress from being Novices learning to survive
in classrooms toward becoming Experts who have achieved elegance in their teaching. We,
like Sternberg (1998), believe that expertise is not an end-state but a process of continued
development.
CSED 4416 Teaching of Computer Science (6-12) is designed to aid students in developing
a comprehensive understanding of the pedagogical knowledge needed in selecting,
developing, implementing, evaluating and refining computer science instruction for middle
and secondary students. This course builds upon and extends knowledge of learning theories
and curricular issues introduced in prerequisite Professional Education courses. The KSU
CPI proficiencies established by the PTEU serve as assessment criteria for student
performance, and are correlated with the NSTA/NCATE standards for science teacher
preparation. These proficiencies and standards are the basis for instructional experiences and
requirements of students in CSED 4416.
Use of Technology: This course will familiarize teacher candidates with a variety of tools
and approaches to teaching computer science to middle and high school students.
Multicultural Education Emphasis: A variety of material and instructional strategies will be
employed to meet the needs of different learning styles of diverse learners in student
teachers’ classes. Students will gain knowledge, skills, and understanding to provide
effective instruction in multicultural classrooms.
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KSU provides program accessibility and accommodations for persons defined as disabled
under Section 504 of the Rehabilitation Act of 1973 or the Americans with Disabilities Act
of 1990. A number of services are available to help disabled students with their academic
work. In order to make arrangements for special services, students must visit the Office of
Disabled Student Support Services (ext. 6443) and arrange an individual assistance plan. In
some cases, certification of disability is required.
VII.
LEARNING OUTCOMES:
Learning Outcome
The candidate will be able to:
1.






Understand the content of the Georgia computing
curriculum
Articulate the Georgia Computing Pathway sequence
covering the requirements for computer related courses
currently being taught in Georgia high schools: Computing
in the Modern World, Programming I and Programming II.
Order computer programming principles and concepts from
the concrete to the abstract
Contrast the difference between procedural and object
oriented programming
Contrast the differences between program development
using different object oriented languages
Investigating basic computing platforms and architecture
such as self-contained programs and n-tier architectures
utilized by Internet and Web-based applications
Demonstrate skill in computer programming using a
development environment and a fourth generation objectoriented programming language
KSU
Proficiency
Assessed via
1.1
1.3
Content Exam
2. Design effective instruction.




Identify student learning styles in relationship to developing
strategies for teaching computer programming to the high
school student
Identify teaching styles in relationship to developing
strategies for teaching computer programming to the high
school student
Identify prerequisite knowledge necessary for success in
developing computer programs
Create learning activities, assignments, and assessment
instruments mapped to desired learning outcomes
3. communicate effectively orally and in writing


3.1
Portfolio
3.2
Reflective
Journal
Articulate the logistics involved with teaching computer
science and computer programming
Articulate the logistics involved in managing interactive
computer lab sessions with software and hardware
components
4. reflect upon and improves professional
performance.

2.6
Instructional
Design
Exercises
Discuss how to set realistic expectations for the computer
science students and how to articulate appropriate learning
outcomes
3


Discuss how to insure realistic expectations are set in
regards to the expectations of parents, administrators, other
teachers, Boards of Education and state departments of
education
Describe how computer science courses are implemented in
other states and other countries, especially those countries
identified with current outsourcing of computer
programming jobs
5. build collaborative and respectful relationships
with colleagues, supervisors, students, parents and
community members.
6. display professional and ethical behavior.
3.3
Portfolio
3.4
Formative
Assessment
Define the role of computer programming within the greater context of information technology and an
information technology mature society
VII.
COURSE ACTIVITIES/ASSIGNMENTS AND GRADING:
Each student in the course is expected to meet the following requirements:
Course Topics:
•
Introduction
•
Computer Science Education Goals and Issues
•
Learning and Teaching Styles
•
Developing Programming Lesson Plans / Facilitating Student Learning Plans
•
Designing and Managing an Interactive Computer Lab
•
Problem Solving, Flow Charts and Algorithmic Thinking
•
Procedural vs. Object Oriented Programming
•
Interface Design, GUI and Controls
•
Designing Event Driven Code
•
Graphics and Animation
•
Build Collaborative Projects
•
Debugging Techniques
•
Review of Alternate Computer Languages
•
Exploring International Approaches to Computer Science Education
•
Preparing Students for AP Computer Science
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Course requirements are:
 Five research-based extended abstracts which investigate issues related to course topics
concerning the field of computer science and which map concepts of computer programming
to specific learning and/or teaching styles.
 Ten fully developed lesson plans which include identification of concepts to be covered,
learning outcomes, teaching strategies, rubrics, activities and assessment instruments.
o Students will be required to engage in a micro-teaching activity utilizing one of their
lesson plans.
o Students will be required to develop lesson plans which introduce kinesthetic activities
into their teaching practices.
 Activities and lab exercises (customized and targeted at the student’s current level of
programming skill and knowledge) leading to mastery in a defined set of programming skills.
 Class participation.
Your final course grade in CSED 4416 is based on the following scale:
A--90%-100%
B--80%-89%
C--70%-79%
D--60%-69%
F--Below 60%
The field experience is the culminating event of the “Teaching of Specific Subjects” (TOSS) course and
the final practice opportunity prior to student teaching. Students will be expected to teach a variety of
lessons during this time. To be successful in the field experience, the student should show indicators of
the effective application of instructional strategies and classroom management. The field experience will
be assessed using appropriate instruments completed by the student, collaborating mentor teacher, and
TOSS professor. There is a formal field experience rubric that will be applied to the observations that
your supervising professor and mentor teacher will conduct. The student must complete the field
experience component of TOSS successfully in order to receive a passing grade. A student may be
removed from his or her field experience placement at any time under recommendation of the
mentor teacher, principal, or university supervisor. TOSS students represent KSU and will be held to
the highest expectations of professionalism at all times. An unsatisfactory field experience will result
in the student’s receiving a grade of “F” for all of TOSS . (Note that dates for the Field Experience are
dependent on the local school.)
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VIII.
Professionalism:
It is expected that candidate teachers will conduct themselves with the professionalism that is required of
practicing teachers. Such professionalism includes effective and respectful collaboration and
communication with colleagues, prompt attendance of all meetings and classes, moral behavior and
actions, appropriate communication and sharing of materials and plans with the mentor teacher and
university supervisor, appropriate professional dress (even on “casual days”), etc. If, at any time, a
student’s actions or attitudes are judged to be less than professional by a supervisor, mentor
teacher, or school principal, appropriate remedial action will be taken. Such action may include the
development of a plan for the student to complete by the end of the semester or the removal of the
student from the experience. A student must have a satisfactory rating on professionalism to
receive a passing grade.
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Attendance Policy:
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Students will be expected to attend all class meetings and participate in group activities. The students
in-class attendance will reflect in the class assignments and participation section of the course
evaluation. Professional conduct requires that the student show respect for others. This includes
coming to class on time, staying for the entire class period, and cooperating with colleagues in and
outside of class. In the event of an absence, the student is responsible for all materials, assignments
and announcements presented in class. Any absences beyond agreed upon extenuating circumstances
will be reflected as a deduction in the participation component and/or other components of your course
grade.
In addition to specific school-based exercises in the early weeks of TOSS, candidates will teach a
morning class for 3.5 hours Mon-Thurs for two consecutive weeks in an assigned middle school and
four consecutive weeks in an assigned high school classroom with a mentor teacher.
Policies on late work, student record keeping, and class participation: Written work is due at the
beginning of class on the day assigned. If you cannot attend class, arrange to deliver assignments on
the due date. Late papers, reports, etc. will have 10 points deducted for each class period late. Keep
your own copy of all major assignments that you hand in. Bring your copy of each reading to class on
the day discussion is set for that text. Papers submitted must be typed.
Field Observations:
During the TOSS course, you will have several opportunities to complete school-based exercises
intentionally planned to provide a realistic and problem-based initial development. In addition to these,
you should take the initiative during your field experience to participate in school events that broaden your
understanding of the community and culture of schools. You should view the new relationships that you
negotiate in the schools as opportunities to glean the wisdom of practice and gather resources to equip you
in your teaching practice.
IX.
ACADEMIC INTEGRITY:
Every KSU student is responsible for upholding the provisions of the Student Code of Conduct, as
published in the Undergraduate and Graduate Catalogs. Incidents of alleged academic misconduct
will be handled through the established procedures of the University Judiciary Program, which
includes either an “informal ”resolution by a faculty member, resulting in a grade adjustment, or a
formal hearing procedure, which may subject a student to the Code of Conduct ’s minimum one
semester suspension requirement.
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