• Admin Login
    View Item 
    •   Home
    • Faculty of Arts
    • Faculty of Arts
    • View Item
    •   Home
    • Faculty of Arts
    • Faculty of Arts
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Browse

    All of WIRECommunitiesTitleAuthorsIssue DateSubmit DateSubjectsTypesJournalDepartmentPublisherThis CollectionTitleAuthorsIssue DateSubmit DateSubjectsTypesJournalDepartmentPublisher

    Administrators

    Admin Login

    Local Links

    AboutThe University LibraryOpen Access Publications PolicyDeposit LicenceCOREWIRE Copyright and Reuse Information

    Statistics

    Display statistics

    MAMIC: a visual programming library for amalgamating Mathematics and Coding through Music

    • CSV
    • RefMan
    • EndNote
    • BibTex
    • RefWorks
    Thumbnail
    Name:
    Chris-Payne-and-Mat-Dalgleish.pdf
    Size:
    76.62Kb
    Format:
    PDF
    Download
    Authors
    Dalgleish, Mat
    Payne, Chris
    Issue Date
    2015-12
    
    Metadata
    Show full item record
    Abstract
    The role of computing within the National Curriculum framework has changed dramatically in recent times. Traditionally, the computing curriculum in schools focussed on software competency and proficiency in common but basic tasks such as word processing, delivered through the subject of Information Communication Technology (ICT). In other words, students became perfunctory but perhaps uninspired end users, closely tied to ubiquitous commercial packages such as Microsoft Office. However, in September 2014, then Education Secretary Michael Gove made significant changes to the National Curriculum that affected both primary and secondary education in the UK. This has consisted in essence of an enforced shift from the prior ICT model to one that, at least in theory, embraces coding as a fundamental tenet of computing (i.e. active creation rather than end use, closely related to Rushkoff’s notion of “programmed or be programmed” [7]) and promotes computational thinking more broadly [1]. For instance, Key Stage 1 now asks that students actively consider program structure and sequential design as well as demonstrate core competency [2]. The inclusion of computational thinking seems particularly prescient and important: if the ability to cheaply outsource the drudgery of basic software development (particularly to the far east) may mean that the ability to code is, in and of itself, becoming less important from a UK labour perspective, it could be argued that students able to adopt a computational mindset, may be better prepared to apply computing principles to a range of scenarios.
    Publisher
    Group for Learning in Art & Design (GLAD)
    URI
    http://hdl.handle.net/2436/620234
    Additional Links
    http://gladhe.org.uk/
    Type
    Conference contribution
    Language
    en
    Collections
    Faculty of Arts

    entitlement

     
    DSpace software (copyright © 2002 - 2023)  DuraSpace
    Quick Guide | Contact Us
    Open Repository is a service operated by 
    Atmire NV
     

    Export search results

    The export option will allow you to export the current search results of the entered query to a file. Different formats are available for download. To export the items, click on the button corresponding with the preferred download format.

    By default, clicking on the export buttons will result in a download of the allowed maximum amount of items.

    To select a subset of the search results, click "Selective Export" button and make a selection of the items you want to export. The amount of items that can be exported at once is similarly restricted as the full export.

    After making a selection, click one of the export format buttons. The amount of items that will be exported is indicated in the bubble next to export format.