Computer Science (CS) Education in Indian Schools: Situation Analysis Using Darmstadt Model

Autor/inn/en	Raman, Raghu; Venkatasubramanian, Smrithi; Achuthan, Krishnashree; Nedungadi, Prema
Titel	Computer Science (CS) Education in Indian Schools: Situation Analysis Using Darmstadt Model
Quelle	In: ACM Transactions on Computing Education, 15 (2015) 2, Artikel 7 (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1946-6226
DOI	10.1145/2716325
Schlagwörter	Foreign Countries; Computer Science Education; Classification; Models; Secondary Schools; Secondary School Teachers; Secondary School Students; Teacher Motivation; Student Motivation; Educational Innovation; Intention; Curriculum Development; Gender Differences; School Administration; School Location; Adoption (Ideas); Computer Literacy; Information Science; Educational Policy; Surveys; India + Suchen Sie Ihr Suchwort? Ausland; Computer science lessons; Informatikunterricht; Classification system; Klassifikation; Klassifikationssystem; Analogiemodell; Sekundarschule; Sekundarschüler; Schulische Motivation; Instructional innovation; Bildungsinnovation; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Geschlechterkonflikt; Schulgelände; Ideas; Ideenfindung; Computerkenntnisse; Informationswissenschaft; Politics of education; Bildungspolitik; Survey; Umfrage; Befragung; Indien
Abstract	Computer science (CS) and its enabling technologies are at the heart of this information age, yet its adoption as a core subject by senior secondary students in Indian schools is low and has not reached critical mass. Though there have been efforts to create core curriculum standards for subjects like Physics, Chemistry, Biology, and Math, CS seems to have been kept outside the purview of such efforts leading to its marginalization. As a first step, using the Darmstadt model from the ITiCSE working group that provides a systematic categorization approach to CS education in schools, we coded and analyzed the CS situation for the Indian schools. Next, we focused on the motivation category of the Darmstadt model and investigated behavioral intentions of secondary school students and teachers from 332 schools in India. Considering the CS subject as an educational innovation, using Rogers' Theory of Diffusion of Innovations, we propose a pedagogical framework for innovation attributes that can significantly predict-adoption of the CS subject among potential-adopter students and teachers. Data was analyzed to answer research questions about student and teacher intentions, influence of gender, school management, and school location in adopting CS. Interestingly, girls, urban students, teachers, and private schools were seen favoring the adoption of CS. An important issue that needed to be addressed, however, was the interchangeable use of terms like CS, Informatics, ICT, and digital literacy. Through our article, we offer a promising picture of the educational policy directives and the academic environment in India that is rapidly growing and embracing CS as a core subject of study in schools. We also analyze the factors that influence the adoption of CS by school students and teachers and conclude that there is a very positive response for CS among educators and students in India. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01