Supporting the delivery of digital literacy

As BCS, The Chartered Institute for IT, we welcome the recent announcement by Michael Gove which endorses the importance of computer science as part of the school curriculum. We also welcome the recent Royal Society report: “Shut down or restart; the way forward for Computing in UK schools” to which we made a substantial contribution. The report echoed Gove’s announcement and identified three strands to ICT education: digital literacy for 5-14 year olds, information technology and computer science as key subjects.

It is essential children are taught how to create digital technology and software for themselves, starting at primary school. However, we must not forget children also need to be digitally literate in just the same way that they can read and write. Digital literacy encompasses vital skills that teach children how to be effective users of IT, but those are distinct from the academic subject of computer science that includes learning how computers work and how to create software.

Revolution
There is no doubt that the digital revolution is accelerating, not slowing down. The web is the latest phase of this revolution. The total value of Internet sales by UK non-financial businesses employing 10 or more people in 2008 was £222.9b, up 36.6% on 2007, which shows in economic terms the pace of this change. 

We believe that IT is the profession of the future. It’s already the profession which underpins much of today’s business world and society and its influence is only going to continue to grow. IT impacts almost every element of our lives today; it enables business change and evolution, contributes to scientific discovery and has transformed communication.

As the Chartered Institute for IT our interest in education is part of our Royal Charter to promote the study and practice of computing and to advance knowledge and education therein for the benefit of the public.

Putting this into practice means that we believe that digital literacy skills, computer science and computational thinking should all be part of every child’s education. School children need to be taught not only how to use technology but should also be given the opportunity to be the entrepreneurs of the future by having the opportunity to study computer science.

Qualifications
We already support schools in the delivery of digital literacy through our highly regarded qualifications including e-safety, the European Computer Driving Licence (ECDL), Digital Skills, Digital Creator and e-type. As schools look to consider their ICT curriculums from September 2012, we’re looking to continue working closely with schools to help them understand the options open to them; from providing essential digital literacy skills to incorporating computer science.

To help teachers achieve this, together with input from Microsoft, Google, Cambridge University Computer Science department, Computing at Schools (CAS) a BCS partner, has created a model computing curriculum to which Gove referred to in his announcement at BETT and which has also features in the recent DfE consultation document on the subject of ICT in schools.

It describes important principles and concepts that are suitable for schools and is available to download free of charge. CAS is also able to offer advice through its regional network to teachers who want to teach computer science.

Good servants, poor masters

Computer Science is a rigorous intellectually challenging subject and is educationally important. Just as we give every student the opportunity to learn the workings of physics, chemistry, and biology, because they live in a physical, chemical, biological world, so we should offer every student the opportunity to learn the workings of the digital systems that pervade their world. This knowledge is empowering, enriching, and inspiring; computers are good servants but poor masters.

If the UK is to retain its tradition of leading innovation, it needs professionals who can invent new digital technologies, professionals who can integrate those inventions into technology platforms, and professionals who can build software applications that address business needs. We also need professionals capable of protecting our information, our digital infrastructure and our intellectual property. 

The best way to make sure we have those professionals is to teach the underpinning principles of computing in school, which are made exciting and relevant through projects based on the latest technology. Although technology changes at an ever faster pace, it is based on underpinning computing principles that only change slowly over the long term. Knowledge about those principles will be useful for schoolchildren long after they leave school and become professionals.

Pioneer myth

There is a myth that all the great IT pioneers taught themselves computing and dropped out of college to build corporate empires. In fact 85% of entrepreneurs in Silicon Valley have a university degree, according to a survey in 2010, and 40% of them have a degree at masters or doctoral level as well.

Given all of this, it seems obvious that teaching children not only how to use computers, but also how computers work, how to create software, is the right thing to do.

About the author

David Clarke MBE is Chief Executive Officer of BCS, The Chartered Institute for IT. The Institute collaborates with government, industry and relevant bodies to establish good working practices, codes of conduct, skills frameworks and common standards. It also offers a range of consultancy services to adopt share best practice.

Clarke became CEO of the institute in 2002. During his time the organisations' membership has almost doubled.

Further information
www.bcs.org