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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Type
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