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But One Day Earlier: Confronting the Dragon-Tyrant in Saskatchewan Computer Science Education

Date

2024-09-10

Authors

Brett William Balon

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University of Saskatchewan

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Conference Proceeding and Abstract

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Abstract

This paper examines challenges and opportunities in computer science (CSC) education in Saskatchewan, emphasizing an urgent need for reform in teacher training and professional development. The author, a self-taught CSC educator, highlights the lack of formal support and training amid rapid technological advancements, particularly in AI. An experiment demonstrates AI's potential to enhance student learning and engagement. The findings underscore the need for immediate solutions to bridge the gap between teacher practice, training, and the evolving field of CSC. Adopting Rancière's (1991) egalitarian educational philosophy, the paper advocates for educators to facilitate rather than dictate learning, leveraging AI to empower students. The proposed approach involves AI-guided, individualized instruction, promoting critical thinking and peer collaboration. The paper calls for proactive measures to adapt to technological advancements, warning that delays will further hinder the preparedness of current and future CSC educators and students and serves as a localized exploration for CSC education stakeholders in Saskatchewan, as well as providing a rationale and blueprint for a larger project.

Description

Keywords

Computer Science, Artificial Intelligence, Education, Teacher Training, Professional Development, Egalitarian Pedagogy, Technological Advancements, Saskatchewan Education

Citation

Balon, B. (2024). But One Day Earlier: Confronting the Dragon-Tyrant in Saskatchewan Computer Science Education. In MacDowell, P. (Ed.). Proceedings of the Educational Technology and Design (ETAD) Summer Institute, Saskatoon, Canada.

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Part Of

ETAD Summer Institute 2024

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