The Rise of the Digital Polymath: Switzerland Is Crossing the Computer Science Education Chasm Through Mandatory Elementary Pre-Service Teacher Education

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Author(s): Alexander Repenning (School of Education Northwestern Switzerland (PH FHNW), Switzerland), Anna Lamprou (School of Education Northwestern Switzerland (PH FHNW), Switzerland)and Patrick Wigger (School of Education Northwestern Switzerland (PH FHNW), Switzerland)
Copyright: 2020
Pages: 29
Source title: Handbook of Research on Integrating Computer Science and Computational Thinking in K-12 Education
Source Author(s)/Editor(s): Jared Keengwe (University of North Dakota, USA)and Patrick Wachira (Cleveland State University, USA)
DOI: 10.4018/978-1-7998-1479-5.ch011

Keywords: Education / Educational Technologies / Information Science Reference / K-12 Education

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Abstract

A difficult challenge to computer science education is the systemic professional development of teachers. K-12 computer science education models limited to voluntary in-service teacher professional development may not reach a critical majority of teachers who are skeptical towards information technology, computer science, programming and computational thinking. The inclusion of computer science in a national K-12 education standard in Switzerland has made it possible to move beyond voluntary K-12 computer science education for in-service teachers to mandatory pre-service teacher education for all elementary teachers. This chapter describes the vision of the Digital Polymath as a digitally enabled person empowered by computational thinking to connect computer science with other disciplines. The course design, combining game design activities, computational thinking tools and the 7 big ideas from the computer science principles framework is outlined and experiences are reported.

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The Rise of the Digital Polymath: Switzerland Is Crossing the Computer Science Education Chasm Through Mandatory Elementary Pre-Service Teacher Education

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