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Category: K-12 Digital Technologies

Our work in the area of K-12 digital technologies (computer science) education is a combination of both research and outreach. Previously computing has more formally been taught at senior or post-secondary levels, however, with a global drive to provide every child an opportunity to develop computational thinking skills and the chance to be creators of digital technologies, we have seen computing introduced in curricula as early as the first year of school. This is an exciting period, yet also raises challenges in terms of developing understandings about effective K-12 computing education pedagogy, the availability of learning and teaching resources, as well as the preparation of teachers to implement the new learning area.

In partnership with national and international educators and industry, we are currently exploring appropriate pedagogy, in terms of teacher professional development as well as appropriate pedagogy and learning activities for K-12 computer science, computational thinking and programming. Our efforts are aimed at contributing to this field of research and practice and to support teachers in primary and secondary schools to meet the challenges introduced by new computing curriculum, both within Australia and internationally.

To register and/or view the available online free teacher professional development courses (MOOCs) that align with the Australian Digital Technologies curriculum, please visit our MOOC site at: http://csdigitaltech.appspot.com

Dr Vivian presents STEM Fellowship Report at Sydney Launch

On the 30th of March, 2017, a room full of leaders in business, education, and STEM organisations gathered to hear the latest findings from Dr Vivian and Ms Chapman’s international STEM Fellowship Report. In 2016, two Barbara Cail STEM Fellowships were made available nationally, funded by the Australian Government (Office for Women, Department of the Prime […]

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Latice 2017: Supporting Computational Thinking Development in K-6

A paper exploring the activity-basis of our CSER Foundations-6 MOOC has been accepted for Latice 2017. This paper provides an overview of the MOOC content, exploring examples of what computational thinking can look like within a K-6 context. Katrina Falkner, Rebecca Vivian and Nickolas Falkner, Supporting Computational Thinking Development in K-6. Accepted for Latice 2017. This […]

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A Look at IT and Engineering Enrolments in Australia – Updated!

In 2015, we released a blog post that looked at enrolment trends in Information Technology and Engineering courses. We were motivated to do this due to the introduction of the new Digital Technologies learning area within the Australian Curriculum, and the belief that despite Digital Technologies and associated industries representing 16% of the Australian GDP, that Higher […]

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Research Contract: Understanding the relationship between social community formation and progression within MOOC environments, Google Australia, $37,697 (2017)

We are continuing our collaborative research relationship with Google Australia through a new research contract supporting us in a deep data analysis of our community-based MOOCs, designed to further our analysis into successful MOOC models for professional learning within Computer Science. K. Falkner, R. Vivian and T. Atapattu, Understanding the relationship between social community formation and […]

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Research Contract: Supporting teachers to assess student learning in K-10 Computer Science, ESA (2016-2018)

K-10 Computer Science (CS) Education is a new domain with very limited resourcing in respect of assessment. The Australian Digital Technologies and Learning Forum (2015) acknowledged assessment as a critical area for further work, and our recent review of available K-12 Computer Science education resources identified that assessment was one key area where resource development was required […]

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SIGCSE 2017: Reflecting on Three Offerings of a Community-Centric MOOC for K-6 Computer Science Teachers

An analysis of our work on the CSER MOOC project has been accepted for SIGCSE 2017. In this project, we have constructed an open MOOC for K-6 teachers to help them develop knowledge and skill in Digital Technologies, the new Australian Curriculum learning area addressing fundamental computer science requirements. In this paper, we describe the […]

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Dr Rebecca Vivian Receives Barbara Cail STEM Fellowship

Dr Rebecca Vivian has been awarded a Barbara Cail STEM Fellowship. The Fellowships are a highly prestigious award from the Australian Government, funded through a partnership between Chief Executive Women (CEW) and the Office for Women within the Commonwealth Department of the Prime Minister and Cabinet. Only two awards are awarded nationally for this Fellowship scheme. Ms […]

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New CSER website for Digital Technologies Education

Since 2013, in partnership with Google, we launched a free open, online course for F-6 teachers to implement the new Australian Curriculum: Digital Technologies. Since, we have also launched a Years 7-8 course, supported by Google and Digital Careers, and have acquired $6.9 million in Australian Federal Funding from the Australian Department of Education and Training to […]

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Research Contract: For the Expanded Rollout and Support of the University of Adelaide Digital Technology MOOCS – Closing the Digital Divide for Disadvantaged Students, Department of Education and Training ($6,900,000) (2016-2020)

Our CSER MOOC project provides professional development support for K-8 teachers across Australia in defining and understanding appropriate pedagogy for the teaching of computational thinking within the primary and lower secondary context. While successful in providing accessible and confidence building professional learning, and instrumental in helping define appropriate pedagogy for this new educational space, there […]

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Research Contract: Expanding Teacher Professional Development – Beyond the CSER MOOC, Google Research Contract. K. Falkner, R. Vivian. ($95,101) (2016)

Our CSER MOOC project provides professional development support for K-8 teachers across Australia in defining and understanding appropriate pedagogy for the teaching of computational thinking within the primary and lower secondary context. While successful in providing accessible and confidence building professional learning, and instrumental in helping define appropriate pedagogy for this new educational space, there […]

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School of Computer Science
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