http://easychair.org/smart-program/2015ELICE/2015-10-02.html#talk:11576
ABSTRACT. Three Learning Outcomes
By the end of this session, the participant will be able to..
1) Describe how the trio can be used across disciplines in the curriculum and as educational tools to aid learning.
2) Evaluate the need to Integrate ICT, Computing and Chess as a core curricula and or an elective subjects from elementary school level to university.
3) Create awareness and prepare holistically young Kenyan people to be smart in life and work in a global economy as: Technologists, researchers, engineers, doctors, scientists, educators, software developers, sport prodigals, entrepreneurs and futuristic thinkers�
Introduction/background
Every country in the world needs a high quality, inclusive and equitable school system that develops young people who are able to: � Live and work in globalised economy � Use their knowledge, skills and values to contribute responsibly locally and globally. In order to do so, there is growing consensus that school systems need to develop young people with certain core skills and competencies (often known as 21st century skills or �Deep Learning �skills).
Critical thinking & problem solving Thinking critically to design and manage projects, solve problems, make effective decisions using a variety of digital tools and resources. (Fullan and Langworthy, 2013), Creativity, entrepreneurship, resourcefulness, application skills, reflective thinking, reasoned decision-making.(UNESCO,2013)
Collaboration and communication Communicate effectively orally, in writing and with a variety of digital tools, work in teams, learn from and contribute to the learning of others, social networking skills, empathy in working with diverse others.
Creativity & imagination Economic and social entrepreneurialism, considering and pursuing novel ideas, and leadership for action.
? Citizenship Global knowledge, sensitivity to and respect for other cultures, active involvement in addressing issues of human and environment sustainability.
Information age The role of educators is different now, unlike in the past when it was about taking in new knowledge and making sure you understand it in tests.
Knowledge economy/New economy There is booming opportunities available to those with programming skills, especially for mobile software. According to estimates from Juniper Research, the global market for mobile applications will more than double from$47.7 bn (�30.8bn)in 2014 to $99bn (�64bn) in 2019. Asia, bolstered by strong growth in China, is expected to account for more than half of that market. But the education system in the world, according to global tests-has not been keeping pace with the speed of change in the digital age. Computer literacy is commonly taught, but computer programming receives far less attention in classrooms, according to teachers. It exposes students to educational programming which is considered to be outdated. To bridge the digital divide, there is a need to make computer programming a required subject for students as young as 11 years old.
The study is aimed to show ways in which ICT, Computing and Chess disciplines can be redesigned in the context of the anticipated curriculum overhaul by the year 2016. Understand and take advantages of the benefits offered by fusing, combining and integrating them in the elementary school level to higher institutions of learning. A review of literature and case study research design revealed ways in which the trio could be used to reinforce understanding of abstract concepts across disciplines. Strengthening of: Science Technology Engineering and Mathematics STEM, languages, humanities and art. This led to a plan to respond to the research question �A Need to integrate ICT, Computing and Chess in the Kenyan Curriculum by the year 2016 �in this 21st century conceptual age that demands a host of new and complex thinking and cognitive skills and as such teaching priorities have to adjust to accommodate and foster these new demands. In a nutshell, ICT, Computing and Chess, are remarkable universal languages, they bridge the gaps of language, gender, economics, age and education, anyone can learn the foundations and the basics from an elementary level, both are used as educational tools to aid learning, and the combined fundamental knowledge is needed to prepare students for the 21st century, regardless of their ultimate field of study and occupation.
ICT The Kenyan government, recognized the importance of ICT,and is anchored as one of the key pillars of Vision 2030(a blue print to make Kenya a Middle Level status based on knowledge based economy), the Ministry of Education, Research and Technology has come up with an ICT4 unit in, the elementary One Laptop per Child Piloting Project in collaboration with the Teacher Service Commission ,phased ICT in education integration in the Kenyan secondary schools(ESP ICT project,2011),developing digital content by the Kenya Institute of Curriculum Development ,offering professional development by training teachers through projects such as Strengthening Mathematics and Science in Secondary Education (SMASSE project, 1998) and the establishment of the National ICT integration Center (NI3c) amongst other initiatives.
Computing Computing is a new subject. It draws together the strands of computer science, information technology and digital literacy, and seeks to equip children with computational thinking skills and the creativity they need to understand and change the world.
Coding When students use tools such as Code Studio, Scratch, and Tynker, what they�re doing is called programming. Programming is about the logic that goes into building a program. The blocks already exist-they have to be placed in the correct order to get the program to work. Coding, on the other hand, has to do with the syntax, the fine details that allow a computer script to work. Think of coding as a spelling test where a sentence must have words correctly ordered with proper grammar mechanics. If one thing is wrong, then the grade on the spelling test decreases. Coding is similar, for one thing is typed incorrectly, then the code won�t work.
All students are able to learn math, coding originates from mathematical concepts, so all students can learn coding. But why is it that coding and computer science are not yet compulsory subjects in schools? Learning programming empowers kids and gives them tools to express themselves in really cool ways, controlling robots and machines, getting a computer to solve complicated problems, turning creativity into an interactive reality, ideas made accessible to millions and the ability to communicate with machines. Pupils need to understand the mechanisms and coding behind computer programmes-not just learning how to use a word processor, enter data into a worksheet or design a power-point presentation. Instead of children bored out of their minds being taught how to use word or excel by bored teachers, we could have 11-years-olds able to write simple 2D/3D computer animations. Let us envisage a new curriculum that could have 16-year-olds creating their own apps for smartphones and 18-year-olds able to write their own simple programming language. Coding is also a part of the core curricula in some countries: England, Estonia, Denmark, Israel, Finland, Australia, Hong Kong, parts of the USA and Germany.
Robotics Education and Research
As technology evolves ever more quickly in all aspects of modern living, it is important that the next generation know as much as possible about design, electronics, programming and integration in order to stay competitive. This is why robotics is becoming increasingly important at all levels of education.
Chess
Teaching chess to children involves more than just playing the game. Chess training has the advantage of being an art, a science, anda sport (Wojcio, 1990), �Education is not the learning of many facts but the training of the mind to think�( Albert Einstein). �Chess is an excellent low cost, all ages, all weather activity that everyone can participate in.The educational benefits of being a chess player are many and include horning analytical thinking skills and aiding memory retention. It�s a great confidence builder and teaches patience and persistence!�
Chess is also a part of the core curricula in many countries (and these are but a select few): Armenia, Britain, Spain, Paraguay, Belgium, Venezuela, Russia, Hungary, Turkey, Zaire, South Africa, parts of the USA and Canada. Chess Kenya (CK) is the body governing and developing chess in Kenya. The Olympic sport game is included as an extra curricula activity in the Ministry of Education Research and Technology. Chess Kenya is an affiliate of Federation Internationale des Eches (FIDE) and is in charge of all the game activities in Kenya, Africa and the rest of the world.
Conclusion
ICT, Computing and Chess, are remarkable universal languages, they bridges the gap of language, gender, economics, age and education. Anyone can learn the basics and foundations of the 3 disciplines. Both can be used as educational tools to aid learning. Need to be integrated at the elementary level.
References
A is for algorithm www.economist.com/news/international/21601250-global-push-more-computer-science-classrooms-starting-bear-fruit
Ananiadou, K & Rizza, C, (2010) ICT in initial teacher training: First findings and conclusions of an OECD study, proceedings of EDULEARN 10 conference, 5th-7th July 2010, Barcelona, Spain.
http://www.educationci.org/portail/node/250
Code Club Kenya www.codeclubke.org
Coding As a second Language http://www.techrepublic.com/article/coding-as-a-second-language-kentucky-jockeys-to-be-next-to-join-the-movement/
Jimoyiannis, A. & Komis, V. (2007) Examining teachers� beliefs about ICT in education: Teacher Development, An international journal of teachers' professional development, 11(2) 149-173
http://dx.doi.org/10.1080/13664530701414779
How Chess Players �Brains Are Different from Everybody Else�s http://mic.com/articles/119332/how-chess-players-brains-are-different-from-everybody-else-s
Kenya Scholastic Chess http://www.nation.co.ke/lifestyle/DN2/Were-smarter-and-more-attentive-now/-/957860/2768492/-ouqcupz/-/index.html
A Case for ICT,Computing and chess :Redesigning the Kenyan Curriculum
Fred Sagwe (Tabaka Boys High School, Kenya)
Gilbert Kalo (Sunshine Secondary School, Kenya)
Githinji Hinga (Chess Kenya, Kenya)
Gilbert Kalo (Sunshine Secondary School, Kenya)
Githinji Hinga (Chess Kenya, Kenya)
SPEAKER: Fred Sagwe
By the end of this session, the participant will be able to..
1) Describe how the trio can be used across disciplines in the curriculum and as educational tools to aid learning.
2) Evaluate the need to Integrate ICT, Computing and Chess as a core curricula and or an elective subjects from elementary school level to university.
3) Create awareness and prepare holistically young Kenyan people to be smart in life and work in a global economy as: Technologists, researchers, engineers, doctors, scientists, educators, software developers, sport prodigals, entrepreneurs and futuristic thinkers�
Introduction/background
Every country in the world needs a high quality, inclusive and equitable school system that develops young people who are able to: � Live and work in globalised economy � Use their knowledge, skills and values to contribute responsibly locally and globally. In order to do so, there is growing consensus that school systems need to develop young people with certain core skills and competencies (often known as 21st century skills or �Deep Learning �skills).
Critical thinking & problem solving Thinking critically to design and manage projects, solve problems, make effective decisions using a variety of digital tools and resources. (Fullan and Langworthy, 2013), Creativity, entrepreneurship, resourcefulness, application skills, reflective thinking, reasoned decision-making.(UNESCO,2013)
Collaboration and communication Communicate effectively orally, in writing and with a variety of digital tools, work in teams, learn from and contribute to the learning of others, social networking skills, empathy in working with diverse others.
Creativity & imagination Economic and social entrepreneurialism, considering and pursuing novel ideas, and leadership for action.
? Citizenship Global knowledge, sensitivity to and respect for other cultures, active involvement in addressing issues of human and environment sustainability.
Information age The role of educators is different now, unlike in the past when it was about taking in new knowledge and making sure you understand it in tests.
Knowledge economy/New economy There is booming opportunities available to those with programming skills, especially for mobile software. According to estimates from Juniper Research, the global market for mobile applications will more than double from$47.7 bn (�30.8bn)in 2014 to $99bn (�64bn) in 2019. Asia, bolstered by strong growth in China, is expected to account for more than half of that market. But the education system in the world, according to global tests-has not been keeping pace with the speed of change in the digital age. Computer literacy is commonly taught, but computer programming receives far less attention in classrooms, according to teachers. It exposes students to educational programming which is considered to be outdated. To bridge the digital divide, there is a need to make computer programming a required subject for students as young as 11 years old.
The study is aimed to show ways in which ICT, Computing and Chess disciplines can be redesigned in the context of the anticipated curriculum overhaul by the year 2016. Understand and take advantages of the benefits offered by fusing, combining and integrating them in the elementary school level to higher institutions of learning. A review of literature and case study research design revealed ways in which the trio could be used to reinforce understanding of abstract concepts across disciplines. Strengthening of: Science Technology Engineering and Mathematics STEM, languages, humanities and art. This led to a plan to respond to the research question �A Need to integrate ICT, Computing and Chess in the Kenyan Curriculum by the year 2016 �in this 21st century conceptual age that demands a host of new and complex thinking and cognitive skills and as such teaching priorities have to adjust to accommodate and foster these new demands. In a nutshell, ICT, Computing and Chess, are remarkable universal languages, they bridge the gaps of language, gender, economics, age and education, anyone can learn the foundations and the basics from an elementary level, both are used as educational tools to aid learning, and the combined fundamental knowledge is needed to prepare students for the 21st century, regardless of their ultimate field of study and occupation.
ICT The Kenyan government, recognized the importance of ICT,and is anchored as one of the key pillars of Vision 2030(a blue print to make Kenya a Middle Level status based on knowledge based economy), the Ministry of Education, Research and Technology has come up with an ICT4 unit in, the elementary One Laptop per Child Piloting Project in collaboration with the Teacher Service Commission ,phased ICT in education integration in the Kenyan secondary schools(ESP ICT project,2011),developing digital content by the Kenya Institute of Curriculum Development ,offering professional development by training teachers through projects such as Strengthening Mathematics and Science in Secondary Education (SMASSE project, 1998) and the establishment of the National ICT integration Center (NI3c) amongst other initiatives.
Computing Computing is a new subject. It draws together the strands of computer science, information technology and digital literacy, and seeks to equip children with computational thinking skills and the creativity they need to understand and change the world.
Coding When students use tools such as Code Studio, Scratch, and Tynker, what they�re doing is called programming. Programming is about the logic that goes into building a program. The blocks already exist-they have to be placed in the correct order to get the program to work. Coding, on the other hand, has to do with the syntax, the fine details that allow a computer script to work. Think of coding as a spelling test where a sentence must have words correctly ordered with proper grammar mechanics. If one thing is wrong, then the grade on the spelling test decreases. Coding is similar, for one thing is typed incorrectly, then the code won�t work.
All students are able to learn math, coding originates from mathematical concepts, so all students can learn coding. But why is it that coding and computer science are not yet compulsory subjects in schools? Learning programming empowers kids and gives them tools to express themselves in really cool ways, controlling robots and machines, getting a computer to solve complicated problems, turning creativity into an interactive reality, ideas made accessible to millions and the ability to communicate with machines. Pupils need to understand the mechanisms and coding behind computer programmes-not just learning how to use a word processor, enter data into a worksheet or design a power-point presentation. Instead of children bored out of their minds being taught how to use word or excel by bored teachers, we could have 11-years-olds able to write simple 2D/3D computer animations. Let us envisage a new curriculum that could have 16-year-olds creating their own apps for smartphones and 18-year-olds able to write their own simple programming language. Coding is also a part of the core curricula in some countries: England, Estonia, Denmark, Israel, Finland, Australia, Hong Kong, parts of the USA and Germany.
Robotics Education and Research
As technology evolves ever more quickly in all aspects of modern living, it is important that the next generation know as much as possible about design, electronics, programming and integration in order to stay competitive. This is why robotics is becoming increasingly important at all levels of education.
Chess
Teaching chess to children involves more than just playing the game. Chess training has the advantage of being an art, a science, anda sport (Wojcio, 1990), �Education is not the learning of many facts but the training of the mind to think�( Albert Einstein). �Chess is an excellent low cost, all ages, all weather activity that everyone can participate in.The educational benefits of being a chess player are many and include horning analytical thinking skills and aiding memory retention. It�s a great confidence builder and teaches patience and persistence!�
Chess is also a part of the core curricula in many countries (and these are but a select few): Armenia, Britain, Spain, Paraguay, Belgium, Venezuela, Russia, Hungary, Turkey, Zaire, South Africa, parts of the USA and Canada. Chess Kenya (CK) is the body governing and developing chess in Kenya. The Olympic sport game is included as an extra curricula activity in the Ministry of Education Research and Technology. Chess Kenya is an affiliate of Federation Internationale des Eches (FIDE) and is in charge of all the game activities in Kenya, Africa and the rest of the world.
Conclusion
ICT, Computing and Chess, are remarkable universal languages, they bridges the gap of language, gender, economics, age and education. Anyone can learn the basics and foundations of the 3 disciplines. Both can be used as educational tools to aid learning. Need to be integrated at the elementary level.
References
A is for algorithm www.economist.com/news/international/21601250-global-push-more-computer-science-classrooms-starting-bear-fruit
Ananiadou, K & Rizza, C, (2010) ICT in initial teacher training: First findings and conclusions of an OECD study, proceedings of EDULEARN 10 conference, 5th-7th July 2010, Barcelona, Spain.
http://www.educationci.org/portail/node/250
Code Club Kenya www.codeclubke.org
Coding As a second Language http://www.techrepublic.com/article/coding-as-a-second-language-kentucky-jockeys-to-be-next-to-join-the-movement/
Jimoyiannis, A. & Komis, V. (2007) Examining teachers� beliefs about ICT in education: Teacher Development, An international journal of teachers' professional development, 11(2) 149-173
http://dx.doi.org/10.1080/13664530701414779
How Chess Players �Brains Are Different from Everybody Else�s http://mic.com/articles/119332/how-chess-players-brains-are-different-from-everybody-else-s
Kenya Scholastic Chess http://www.nation.co.ke/lifestyle/DN2/Were-smarter-and-more-attentive-now/-/957860/2768492/-ouqcupz/-/index.html
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