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Sharing Best Practices in Computer Science Education, Internationally
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by Anita Verno
CSTA member
Bergen Community College
Paramus, New Jersey
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| | Competition in a global economy suggests that countries with the best educational systems will produce workers who are well prepared to innovate and meet the demands of tomorrow's workplace. To help ensure that Japanese students will be able to meet the computer needs of businesses, several educators from Japan recently visited the United States to learn about U.S. computer science education. The visit provided the opportunity to network with colleagues from other countries and to learn about alternate approaches to computer science education.
The Visitors
Professor Michio Chujo of the School of Policy Studies at Kwansei Gakuin University in Hyogo, Japan , and Professor Kazunori Nishino of the Kyushu Institute of Technology in Fukuoka, Japan, contacted me after reviewing publications relating to K-12 computer science education. They both then visited the United States.
The Visit
Professors Chujo and Nishino visited the New York, New Jersey, and Pennsylvania areas during the week of November 7, 2005, to learn about computer science education in the United States. Chujo and Nishino, also members of the Japanese Society for Information and Systems in Education (JSiSE), Committee on Information Education, are working on reviewing and updating Japan's "Information Study" curriculum. In 2003, Japan instituted a national "Information Study" curriculum requirement for all high school students. This program of study (including curriculum, texts, and teacher training) is required throughout Japan. Professors Chujo and Nishino, members of the Committee on Information Education of the JSiSE, are working on reviewing and updating the Information Study curriculum. As part of their review, they visited the New York, New Jersey, and Pennsylvania areas during the week of November 7, 2005, to learn about computer science education in the United States.
During their visit, Chujo and Nishino observed area schools to see computer science and information technology education in action; discussed curriculum, professional development, and facilities issues; and networked with U.S. colleagues.
In 1998 Japan's Curriculum Council reported that reforms were needed to ensure Japanese children would become independent and productive members of Japanese society. One of the recommendations, a response to our current information age, was to deliver technology and computer education throughout all stages of schooling. The council's report states that "Elementary schools will employ computers for children's learning activities in the 'Period for Integrated Study' and other classes. Lower secondary school will require students to learn the information basics including basic computer skills in industrial art and homemaking class. Upper secondary school will establish a new required subject area of 'Information Study.'"
Chujo and Nishino indicated that the Information Study course required of all Japanese high school students (U.S. grade equivalent 10 to 12) is approximately 35 hours of instruction. Three different courses have been established under this subject area. While every course provides instruction in practical skills, computer science (scientific aspects of computing including binary numbers, algorithms, and programming), and social aspects of computing, each one places a different emphasis on these three areas.
- Information A focuses on the use of a computer and information communication networks.
- Information B emphasizes the scientific understanding of the functions and mechanism of a computer.
- Information C investigates the role and influence of information communication networks on society.
According to Chujo and Nishino, most Japanese schools have elected to offer only one of the three courses. Where two or three are available, students select from the different courses based upon their interests. Since Japan's educational structure requires the Ministry of Education, Culture, Sports, Science, and Technology to write curriculum and distribute it to the schools, all schools in Japan implement the same exact curriculum using the same texts.
Professional Development
Professional development for Japan's Information Study teachers was held before the initiation of this requirement in the 2003 academic year. Each building principal selected teachers to learn about the new courses. These chosen teachers were sent to a special two-week "boot camp" where they studied computer concepts for 15 days. Upon completion, they returned to their respective schools to provide the necessary course instruction.
Facilities
In addition to professional development, facilities needed to be addressed. According to Chujo and Nishino, funding for education is split between the national and local budgets, with each providing approximately 50 percent of the necessary money for implementation of programs. Currently, each school has approximately one computer lab with 40 computers. Some classrooms may also have computers. Most schools do not have projection systems to aid in the discussion of computer content. An upgrade of computer facilities has been promised over the next year, which should provide two computers per classroom and projection capabilities.
Chujo and Nishino indicated that there is no data to assess the success of the Information Study requirement. The first wave of Japanese students subjected to this requirement began attending Japan's universities in spring 2006. At this time, Japan's universities are reviewing and updating their computing courses to eliminate content that high school students are now required to study.
The Visit to the U.S.
Chujo and Nishino visited Park Ridge Public Schools in New Jersey, where they discussed computer curricula and toured the buildings to examine the infrastructure in place to support computer education. They asked questions about the use of the mobile computing labs in the lower schools and enjoyed a brief visit to an elementary computer class learning about layout using various-sized fonts. A high point of the tour was the Techno-Career exploration class in the middle school, where students in grades 7 and 8 use computers in ways that might be used in careers, for example, determining the strength of the supports for a bridge or calculating the angle of refraction of light.
The professors also visited Bergen County Technical High School in Teterboro, New Jersey, to learn about ways computers can be used to enhance technical education and how students elect majors. Chujo and Nishino discussed textbooks and the use of student-centered projects with the school's technical teachers.
At Bergen Community College in Paramus, New Jersey, Chujo and Nishino conversed with professors and staff from colleges and universities about professional development at the college level, distance education, and the infrastructure needed to support college computer curricula. During this session we found ourselves asking just as many questions about Japanese education as Chujo and Nishino did about U.S. education. I found it interesting to learn about Japan's approach to education. It further solidified my thoughts that the U.S. needs to invest substantially in its educational system to remain competitive worldwide. Since technology seems to drive today's businesses, other countries, including Japan, have already moved to a required "computer science" course for all students. The U.S. has not. I hope our children will not pay for our inaction.
During the week, Chujo and Nishino also visited Carnegie Mellon University, Pittsburgh Public Schools (Pennsylvania), the Horace Mann School (New York), and Lancaster Country Day School (Pennsylvania). School infrastructure and integration of technology within the curriculum were discussed. The AP Computer Science curriculum, vertical alignment with preceding courses and general information about the AP Program (exams, recognition by universities) was explained. Japanese schools do not administer the AP Computer Science Exam or permit high school students to earn college credit via articulation.
On their last day in the U.S., Chujo and Nishino visited the NJEA (New Jersey Education Association) Convention to view technology demonstrations, visit with educational vendors, and speak with textbook publishers.
Thoughts
I am pleased to have had the opportunity to dialogue with my Japanese colleagues about computer education. The time we spent was productive for everyone. Our conversations and study of international education focused on the movement in the international educational community to require computer study of all high school students. I believe it is time to encourage U.S. schools to similarly require computer-science studies so that U.S. citizens will be able compete in our global society. I look forward to an ongoing professional relationship with Professors Chujo and Nishino.
Work Cited
The Curriculum Council. "Synopsis of the Report 'National Curriculum Standards Reform for Kindergarten, Elementary School, Lower and Upper Secondary School and Schools for the Visually Disabled, the Hearing Impaired and the Otherwise Disabled.'" July 1998. www.mext.go.jp/english/news/1998/07/980712.htm (accessed March 5, 2006).
Acknowledgment
The author would like to express appreciation to Professor Michio Chujo for reviewing this article to ensure the accuracy of the information about Japanese education.
Anita Verno is an assistant professor and coordinator of information technology at Bergen Community College in New Jersey, where she has taught since 1999. She has more than 30 years of experience working with computer technology and computer-related instruction. She is a member of the board of directors of the Computer Science Teachers Association (CSTA), where she also serves as chair of the Curriculum Committee and was a member of the ACM K-12 Task Force Curriculum Committee.
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