|Source||ACM Digital Library|
|Publisher||Association for Computing Machinery (ACM)|
|Abstract||A number of recent articles and comments have discussed the imbalance between enrollment and opportunities in computer science and the under-enrollments by minorities and women. An ongoing thread in Peter Denning's Communications columns and elsewhere concerns the identity of the discipline to which we belong. As the national representative from universities to the board of the Computer Science Teachers Association (CSTA), I continually see the question of the identity of our discipline both within and external to our field. The identity of computer science is nowhere more important to the discipline of computer science than in the K--12 school system. We can instruct our own students in the nature of the discipline, but those we so instruct will only be those who first choose to come to us. If we want more students, and if we want to be understood for what we are, we must clarify the message about computer science that all students will receive as part of their K--12 education. Even if one does not believe that "computer science" should be taught in the K--12 system (and I know there are those who hold that opinion), it is nonetheless necessary for us to be involved in defining for the schools that which is called "computer science." There will be courses in Photoshop, Web design, office tools, A+ certification, networking, and such, and there will be (a smaller number of) courses in Visual Basic, C++, or even Java. The simple fact is that these courses will exist in the schools, and there is nothing fundamentally wrong with that. What is a problem is for students to be misled into thinking that these are all indistinguishable and all equally describable as "computer science." The burden rests with us in the discipline to educate those who administer the schools and to urge the adoption by the schools of a relevant curriculum that meets the needs of the K--12 system but that is computer science as seen by computer scientists. There are efforts in this direction, and we should be giving them active support. The CSTA has a model curriculum for high school and is developing curricula for the lower grades. CSTA and ACM have sponsored, with NSF funding, a "leadership cohort" of teachers in all the states as a way to bootstrap a network of teachers who can, among other things, speak as a group with a coherent voice about policy. And the ACM Education Policy Committee provides a voice from ACM in which all of us in the discipline have a stake. We have come more recently to this than, say, biology or mathematics, but the machinery now exists for computing practitioners and teachers to speak to those whose administrative decisions outside our discipline have a major impact on us. A Communications Viewpoints contribution by Wilson and Harsha (September 2009) provides a summary of status and progress.|
|Description||Affiliation: University of South Carolina, Columbia (Buell, Duncan)|
|Age Range||18 to 22 years ♦ above 22 year|
|Education Level||UG and PG|
|Learning Resource Type||Article|
|Publisher Place||New York|
|Journal||Communications of the ACM (CACM)|
Ministry of Human Resource Development (MHRD) under its National Mission on Education through Information and Communication Technology (NMEICT) has initiated the National Digital Library of India (NDLI) project to develop a framework of virtual repository of learning resources with a single-window search facility. Filtered and federated searching is employed to facilitate focused searching so that learners can find out the right resource with least effort and in minimum time. NDLI is designed to hold content of any language and provides interface support for leading vernacular languages, (currently Hindi, Bengali and several other languages are available). It is designed to provide support for all academic levels including researchers and life-long learners, all disciplines, all popular forms of access devices and differently-abled learners. It is being developed to help students to prepare for entrance and competitive examinations, to enable people to learn and prepare from best practices from all over the world and to facilitate researchers to perform inter-linked exploration from multiple sources. It is being developed at Indian Institute of Technology Kharagpur.
NDLI is a conglomeration of freely available or institutionally contributed or donated or publisher managed contents. Almost all these contents are hosted and accessed from respective sources. The responsibility for authenticity, relevance, completeness, accuracy, reliability and suitability of these contents rests with the respective organization and NDLI has no responsibility or liability for these. Every effort is made to keep the NDLI portal up and running smoothly unless there are some unavoidable technical issues.
Ministry of Human Resource Development (MHRD), through its National Mission on Education through Information and Communication Technology (NMEICT), has sponsored and funded the National Digital Library of India (NDLI) project.
For any issue or feedback, please write to email@example.com