Developing your capability to teach Computing - A Practical Guide to Teaching Computing and ICT in the Secondary School - page 12

• Pedagogical Content Knowledge . This is knowledge of the subject matter for the
purpose of teaching. It includes an understanding of how to structure and
present the subject content in a way that is easily comprehensible to others:
'… the most useful forms of representation of those ideas, the most powerful
analogies, illustrations, examples, explanations and demonstrations' (Shulman,
1986, p. 9). A crucial element is a comprehension of what makes particular topics
easy or difficult for learners, and approaches to resolve pupils' misconceptions.
Misconceptions may be procedural (such as incorrectly using the Sum function
in a spreadsheet where it is not needed), or conceptual (such as believing that a
computer slows down when multitasking a number of programs, instead of
understanding that the computer operates at a more or less constant speed, and
it is only the apparent speed as discernible by the user that is slower, as the
computer is having to do more work in the available time). Misconceptions may
arise from previous experiences that pupils bring with them into the classroom,
or from inattention or language issues. The Computing teacher needs to
anticipate and deal with these potential misconceptions.
• Curricular Knowledge . This understanding covers different elements. The first
is an awareness of the curriculum being taught, and its location with regard
to pupils' previous learning in school, and subsequent options for further
study. Similarly, a Computing teacher should strive to have at least a basic
awareness of topics or issues being covered in other similar subjects, such as
Mathematics, in relation to spreadsheets, or Design & Technology, in relation
to computer control. Knowledge of qualification specifications, examination
procedures and examination body rules and procedures is crucial for guiding
pupils effectively. Some specifications may have preferred definitions for
commonly misunderstood concepts or terms. For example, for a number of
years, one examination organisation defined a computer virus as 'a program
that replicates and spreads from system to system'. Despite the questionable
nature of this definition, others were deemed to be unacceptable. The
Computing teacher's role is to manage these complexities successfully.
Task 1.4
Scenario
Read this scenario:
Eric was an ICT technician in a primary school before he started his teacher training.
In this role, he was required to maintain the school network and solve technical
issues, but not asked to teach pupils. He had broad and deep subject knowledge,
and a passion for learning that he was keen to share. Eric was used to communicating
with others who understood technical terms, but found great difficulty in modifying
his language to an appropriate level when explaining concepts to pupils. He tended
to explain an unfamiliar idea or abstract notion by relating it to one of a similar
nature. This left his pupils confused. He resisted requests for him to simplify his
language because he did not want to 'dumb down' the subject content. He felt it
was important to communicate in this way to pupils.
Question. In the light of the above section, what types of 'knowledge' does Eric
lack, and what would you suggest he does about it?
See Appendix 1.3 for the advice offered to Eric by his mentor.