why computer education is important essay

Importance of computer education in our life

What is computer education.

A computer is an electronic machine which can be used to solve a problem or perform a certain function according to the instructions given to it. Today computers are used almost everywhere. Computer education is the process of learning about or teaching about the computers. It includes the basic knowledge of computer system, skills, ideas, and the basic terminologies related to the computer system. It also includes the advantages and disadvantages of computers, the potential of a computer system, how a computer can be used to solve different problems of day to day life or how can a computer be programmed to solve the extreme problem. Computer education has become an integral part of the twenty-first century. It has gained a lot of importance in today’s life. Today, computers are used in almost every field. Therefore, it has become necessary to learn about computers.

Importance of Computer Education in Our Life

Computers help the students to learn about the world and know what is happening in it. It helps them to aim for excellent jobs in the future and succeed in it. The computer has become a standard of education throughout the world. This makes computer education important. Some importance of computer education are:

Computer Education Improves Research Skills: A computer provides the most important tool for research in today’s life that is the internet. The Internet is defined as a network which is formed by connecting different networks. Today the internet can help us with almost anything. Most importantly, the internet helps us in research. Starting from the students studying in school to the scientist working in laboratories, computer, or more precisely the internet, helps everybody in research. The Internet is flooded with abundant information on almost all the topics of which we are aware of. In the summer vacations, students are given some holiday’s homework to research or make projects on the topics they do not know about. For these topics, of which the students do not have any idea, the internet helps them. The Internet can give them a lot of information on the required topic. A scientist can take the help of internet to search the already present discoveries to create a new one. Therefore computers can help a lot in research. So the knowledge about computers is necessary. Everyone should know how to use the computer system and the resources associated with it to improve their own research skills.
Computer Education helps in getting Good Jobs: Today the computer industry is growing at a very fast rate. Computers are needed everywhere. They have become an essential part of each industry. Today almost every work is dependent on computers. So the industries or companies hire those workers which are trained to use computers or have some knowledge as to how to use computers. Computer education should be taught to the students from the very beginning. They should gain a good command in the field of computers. In the whole academic life of the student, they should become so trained in the field of computer education that every company will hire. So we can conclude that for those who aspire for a good job, computer education is a must. The salary package offered to those who have all the knowledge of a computer system is much higher than those who do not have any idea about computers.
Computer Education helps in Enhancing Technology: Today, most of the technology depends on the computer system. From the basic electronic devices to astronomical devices, everything needs a computer. So if someone wants to create a new technology he should have known about the computers. For example, a person wants to create a machine which could be used in medical science. The machine will require some device to formulate the results. This device is a modified version of a computer system. So the person should be able to modify the computer. For this, the person must be educated in the field of computer science. When a person studies computer science, he feels motivated to create new technologies. It fills his mind with new ideas to create some new technology which could be used for the betterment of the society.
Computer Education Increases the Efficiency of a Person: Consider a person who does not have any knowledge of the computer. The person works in the accounts department of some company. The person has to keep track of all the financial records of the company, he needs to maintain the record of all profits and loss of the company from the very beginning. This will require a lot of time, concentration, speed and memory. This is a very difficult task. This task is very tiring for the person as all the records have to be prepared using pen and paper. On the other hand, consider a person who has the knowledge of computer system. He will use the computer to maintain all the accounts of the company. He will take less time to maintain the records as everything used by him will be computerized. He will not require any physical space to store his records which are required by the person who does not know computer. It will require less time. The work done will be fast. Comparing both the cases, the efficiency of the person who knows the compute r will be more than that of the person who does not know the compute r. Therefore it becomes important to have computer education.
Computer Education helps in Creating a Better Education Environment: Smart classrooms are emerging these days. Every school uses computers to teach their students. It creates a more effective learning and teaching environment. Learning becomes easier with the use of technology. Along with becoming easier, it becomes all the way more fun. To use the facilities available in a smart classroom, computer education is necessary. Every school prefers to employ those teachers who can use computers as a teaching tool. Computers can be used to teach a lot of things. With multimedia available in the computer system, the difficult topics can be easily understood. The information delivered to the students via a computerized is much more easily retained by them than the regular delivery of information. So for imparting proper and effective education to the students , the teachers must possess a fair education about the computer system and their usage.
Computer Education makes Communication Easy: The world is very large. All our loved ones do not live with us. We all want to communicate with our loved ones who reside in the different parts of the world or country. The communication started with a letter and came till telephones. Letters did not offer effective communication over a very long distance and the communication was only text-based. The telephonic conversation was one step ahead. We could hear the voice of our loved ones. In today’s technology, we can use computers for communication. It provides us with facilities like chatting, calling, video conferencing which has helped a lot in communication. The function of video conferencing or we can say video chat or video calling is being used widely these days. It helps us to see the person we are talking to. It has become very useful for the person who resides very far from their families as they can now communicate with them as they are just sitting in front of them. To use these facilities of communication using the computer, computer education is required. Nowadays, children who reside far from their parents are teaching their parents how to use the computer for the communication so that they can have an easy and cheap communication with them.
Computer Education Connects us to the Online World: Everything today is becoming online. This is just done for our convenience. Today, we do not have to visit a bank for transferring money, nor we have to go to the market to do shopping .it is available to us online as online banking and online shopping. We can fill examination and other kinds of the form online. Now we do not have to run to the theatre or railways station to buy movie tickets and train tickets, we can book them online. We can plan our tours online. We can connect with our friends online. The online world also provides us with entertainment. All this could not be possible without computers. But to use all these facilities, computer education is required. Without a computer , we cannot use such facilities which are specially designed for our convenience.

Conclusion Computers have occupied a very important place in our lives. We cannot imagine our life without computers. They are being used in each and every field to make work easier. The work is done in an efficient manner and consumes less time. However, computer systems have a few disadvantages also. Computers have no brain. They cannot take a decision on their own. They need human guidance. Computers can affect health. They may affect the eyes of the person using it. Also, the computers which are not in working condition and cannot be repaired accumulate as non-biodegradable waste. Despite these disadvantages, a computer does not lose its importance and created the need for computer education. With the growing uses of the computer, the requirement of computer education is also. With such vas usage of computers system, it has become necessary that each person should have the knowledge to use the computer systems. Now computer education is being taught in schools and colleges. The elderly people are also trying to learn how to use a computer. As the time is passing, technology is increasing. So for our own convenience, it has become important for all of us to gain computer education.

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Computers in Education, Their Role and Importance Words: 1152
Personal Computer Daily Use and Importance Words: 563
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The Role of Computers in the Classroom Words: 2067
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Importance of Computers in Education

Since the advent of computer technology, the world has undergone a revolutionary change, because computers perform most of the tasks that were hard to perform; for example, storage of volumes of information or took a lot of time to finish. Also, computer technology has contributed greatly to the globalization of the world, because not only has the technology boosted communication standards, but also innovations in computer technology have helped to boost global educational standards.

For example, before the advent of the internet; which is an innovation in computer technology, conducting of academic researches was one of the hardest tasks for students, because learners had to read volumes of books to come up with standard academic papers. But with this innovation in computer technology, currently, students can easily store big volumes of learning materials in computers, access academic materials online, and learn online through distance learning programs.

On the other hand, innovations in computer technology have also contributed greatly to improving teaching standards, because it has made teaching easy and flexible, as teachers can teach from any geographical position.

Considering this, computers have greatly contributed to the shaping of education in all levels of learning, as they have not only helped to reinforce the learning of classroom subjects and remedial assistance, but also they have helped to mold well-informed students, who are ready to fit in any social, economic, and political setting.

Discussion of Results

Importance of elementary schools.

Computer education is one integral part of any learning institution, because of the significance of computer literacy in contemporary society. At the elementary level, learners are in the process of learning how to read and write. Hence, exposing learners to computers at a younger age gives them an opportunity of becoming smarter in their learning endeavors, as this offers them a chance of acquiring basic computer operation knowledge that is important in their later learning stages.

Also, because of the numerous attractive features of computers; features that are liked by all young learners, computers offer learners a chance of utilizing their five senses hence, sharpening their leaning abilities.

These attractive features are also important in attracting the concentration and focus of learners; hence, they greatly aid the learning process and the absorption of concepts. The many features contained in computers can also help learners to build positive attitudes towards technology, failure of which can be very detrimental to the wellbeing of their futures.

On the other hand, good education programs give learners a chance of developing their inner abilities, for example, painting and drawing in addition to developing high order abilities to deal with any subject’s problems, procedural thinking, and innovativeness. To learners with leaning disabilities, for example, hearing, seeing, and motor coordination anomalies, computers are very important learning aids, because they make their learning process easy.

Such is the case primarily because; computers have a range of output and input assistive devices that aid the learning of learners with special needs. For example, for learners with visual problems, computers have audio devices that can help to broadcast information, and vice versa (Setzer 1-10).

Use of Computers in Middle and High School

As students graduate from elementary school to middle school and finally to high school, the need for them to be acquainted with the numerous educational demands necessary for survival in the society increases. In addition to conforming to the needs of the information age, computers help to prepare these learners for higher learning education needs, because of the increased middle and high school curriculum needs.

Innovations in computer technology provide learners of this level a chance of improving their reading, and problem-solving abilities, more especially in solving complex mathematical problems.

In addition to helping students to develop required learning competencies associated with this level, computers help in laying a firm basis for students’ future professional careers. Just like in the elementary level, computers can help to enhance the understanding, synthesis, and analysis abilities of learners at this level, as they simplify hard concepts and make learning interesting.

On the other hand, because, at this level, students are being introduced to research work, the internet can act as a rich source of materials and data necessary for the completion of any research undertaking; hence, increasing the learners’ knowledge base. Most middle and high school learning activities are there to help learners develop high-order skills.

Hence, to develop such abilities, middle and high school computer programs, for example, word processing, spreadsheets, and database programs can help students develop higher learning abilities. Computers have also altered the instruction methodology of most teachers, as they have made it easy for educators to store, retrieve, and pass information to learners, through a networked system without having necessarily to attend classes physically.

One primary education area that computer have boosted in the study of science-based subjects, as computers offer learners chances of experimenting and proving theories, necessary for making hard information easily understandable (Becker, Ravitz, and Wong 18-38).

Use of Computers in Colleges

As learners enter college level, their educational needs increase, as they have to deal with new educational challenges that are crucial in preparing them for their future career demands. Unlike at elementary, middle, and high school level where online classes are rare, at the college level, most learning institutions offer a series of courses via distance land online learning using innovation in computer technology.

Such learning orientations have made learning easy, more so to students who are unable to attend the normal traditional classes. Computers also play a role in shaping learners futures, by offering educational opportunities in both science and arts-related fields. Almost all careers in the present world demand one to be computer literate, for them to fit in the present world of technology.

Considering this, computers play an integral role of not only improving the quality or standards of education, but also they help to facilitate the acquiring of concepts, that are crucial in meeting challenges in the society.

In addition to offering learners opportunities of preparing themselves for their future careers, computers have made college learning easy, more so in subjects that have numerous mathematical and scientific concepts to be interpreted and analyzed. On the other hand, because this level of learning is characterized by many academic types of research and assignments, the internet provides an alternative method of conducting accessing of information, necessary for completing assignments (Strayhorn 1-10).

In conclusion, computers have not only helped to improve the standards of education in learning institutions but also they play a central administrative role of aiding the storage of a data and other crucial administrative information, that is important in any learning institution. Also, through using innovations in computer technology, leaning institutions have been able to prepare all-round individuals, who are ready to work in any social, economic, and political conditions, for the wellbeing of the society.

Works Cited

Becker, Henry, Ravitz, Jason, and Wong, Becker, Henry, Ravitz, Jason, and Wong, YanTien. Teacher and teacher-directed student use of computers and software. Centre for Research on Information Technology and Organizations, University of California

And Minnesota Report 3. 1999. Web.

Seizer, Valdemar. A review of arguments for the use of computers in elementary education. University of Sao Paulo. 2010. Web.

Strayhorn, Terrell. College in the information age: gains associated with students’ Use of technology . Journal of Interactive Online Learning, 5.2 (2006). Web

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BUILDING SKILLS FOR LIFE

This report makes the case for expanding computer science education in primary and secondary schools around the world, and outlines the key challenges standing in the way. Through analysis of regional and national education systems at various stages of progress in implementing computer science education programs, the report offers transferable lessons learned across a wide range of settings with the aim that all students—regardless of income level, race, or sex—can one day build foundational skills necessary for thriving in the 21st century.

Download the full report

Introduction.

Access to education has expanded around the world since the late 1990s through the combined efforts of governments, bilateral and multilateral agencies, donors, civil society, and the private sector, yet education quality has not kept pace. Even before the COVID-19 pandemic led to school closures around the world, all young people were not developing the broad suite of skills they need to thrive in work, life, and citizenship (Filmer, Langthaler, Stehrer, & Vogel, 2018).

The impact of the pandemic on education investment, student learning, and longer-term economic outcomes threatens not only to dial back progress to date in addressing this learning crisis in skills development but also to further widen learning gaps within and between countries. Beyond the immediate and disparate impacts of COVID-19 on students’ access to quality learning, the global economic crisis it has precipitated will shrink government budgets, potentially resulting in lower education investment and impacting the ability to provide quality education (Vegas, 2020). There is also a concern that as governments struggle to reopen schools and/or provide sufficient distance-learning opportunities, many education systems will focus on foundational skills, such as literacy and numeracy, neglecting a broader set of skills needed to thrive in a rapidly changing, technologically-advanced world.

Among these broader skills, knowledge of computer science (CS) is increasingly relevant. CS is defined as “the study of computers and algorithmic processes, including their principles, their hardware and software designs, their [implementation], and their impact on society” (Tucker, 2003). 1 CS skills enable individuals to understand how technology works, and how best to harness its potential to improve lives. The goal of CS education is to develop computational thinking skills, which refer to the “thought processes involved in expressing solutions as computational steps or algorithms that can be carried out by a computer” (K-12 Computer Science Framework Steering Committee, 2016). CS education is also distinct from computer or digital literacy, in that it is more concerned with computer design than with computer use. For example, coding is a skill one would learn in a CS course, while creating a document or slideshow presentation using an existing program is a skill one would learn in a computer or digital literacy course.

Research has shown that students benefit from CS education by increasing college enrollment rates and developing problem-solving abilities (Brown & Brown, 2020; Salehi et al., 2020). Research has also shown that lessons in computational thinking improve student response inhibition, planning, and coding skills (Arfé et al., 2020). Importantly, CS skills pay off in the labor market through higher likelihood of employment and better wages (Hanson & Slaughter, 2016; Nager & Atkinson, 2016). As these skills take preeminence in the rapidly changing 21st century, CS education promises to significantly enhance student preparedness for the future of work and active citizenship.

The benefits of CS education extend beyond economic motivations. Given the increasing integration of technology into many aspects of daily life in the 21st century, a functional knowledge of how computers work—beyond the simple use of applications—will help all students.

Why expand CS education?

By this point, many countries have begun making progress toward offering CS education more universally for their students. The specific reasons for offering it will be as varied as the countries themselves, though economic arguments often top the list of motivations. Other considerations beyond economics, however, are also relevant, and we account for the most common of these varied motives here.

The economic argument

At the macroeconomic level, previous research has suggested that countries with more workers with ICT (information, communications, and technology) skills will have higher economic growth through increases in productivity (Maryska, Doucek, & Kunstova, 2012; Jorgenson & Vu, 2016). Recent global data indicate that there is a positive relationship between the share of a country’s workforce with ICT skills and its economic growth. For example, using data from the Organisation for Economic Cooperation and Development (OECD), we find that countries with a higher share of graduates from an ICT field tend to have higher rates of per capita GDP (Figure 1). The strength of the estimated relationship here is noteworthy: A one percentage point increase in the share of ICT graduates correlates with nearly a quarter percentage point increase in recent economic growth, though we cannot determine the causal nature of this relationship (if any). Nonetheless, this figure supports the common view that economic growth follows from greater levels of investment in technological education.

At the microeconomic level, CS skills pay off for individuals—both for those who later choose to specialize in CS and those who do not. Focusing first on the majority of students who pursue careers outside of CS, foundational training in CS is still beneficial. Technology is becoming more heavily integrated across many industrial endeavors and academic disciplines—not just those typically included under the umbrella of science, technology, engineering, and mathematics (STEM) occupations. Careers from law to manufacturing to retail to health sciences all use computing and data more intensively now than in decades past (Lemieux, 2014). For example, using data from Germany, researchers showed that higher education programs in CS compared favorably against many other fields of study, producing a relatively high return on investment for lower risk (Glocker and Storck, 2014). Notably, completing advanced training in CS is not necessary to attain these benefits; rather, even short introductions to foundational skills in CS can increase young students’ executive functions (Arfe et al., 2020). Further, those with CS training develop better problem-solving abilities compared to those with more general training in math and sciences, suggesting that CS education offers unique skills not readily developed in other more common subjects (Salehi et al., 2020).

For those who choose to pursue advanced CS studies, specializing in CS pays off both in employment opportunities and earnings. For example, data from the U.S. show workers with CS skills are less likely to be unemployed than workers in other occupations (Figure 2). Moreover, the average earnings for workers with CS skills are higher than for workers in other occupations (Figure 3). These results are consistent across multiple studies using U.S. data (Carnevale et al., 2013; Altonji et al., 2012) and international data (Belfield et al., 2019; Hastings et al., 2013; Kirkeboen et al., 2016). Further, the U.S. Bureau of Labor Statistics has projected that the market for CS professionals will continue to grow at twice the speed of the rest of the labor market between 2014 and 2024 (National Academies of Sciences, 2018).

A common, though inaccurate, perception about the CS field is that anybody with a passion for technology can succeed without formal training. There is a nugget of truth in this view, as many leaders of major technology companies including Bill Gates, Elon Musk, Mark Zuckerberg, and many others have famously risen to the top of the field despite not having bachelor’s degrees in CS. Yet, it is a fallacy to assume that these outliers are representative of most who are successful in the field. This misconception could lead observers to conclude that investments in universal CS education are, at best, ineffective: providing skills to people who would learn them on their own regardless, and spending resources on developing skills in people who will not use them. However, such conclusions are not supported by empirical evidence. Rather, across STEM disciplines, including CS, higher levels of training and educational attainment lead to stronger employment outcomes, on average, than those with lesser levels of training in the same fields (Altonji et al., 2016; Altonji and Zhong, 2021).

The inequality argument

Technology—and particularly unequal access to its benefits—has been a key driver of social and economic inequality within countries. That is, those with elite social status or higher wealth have historically gotten access to technology first for their private advantages, which tends to reinforce preexisting social and economic inequalities. Conversely, providing universal access to CS education and computing technologies can enable those with lower access to technological resources the opportunity to catch up and, consequently, mitigate these inequalities. Empirical studies have shown how technological skills or occupations, in particular, have reduced inequalities between groups or accelerated the assimilation of immigrants (Hanson and Slaughter, 2017; DeVol, 2016).

Technology and CS education are likewise frequently considered critical in narrowing income gaps between developed and developing countries. This argument can be particularly compelling for low-income countries, as global development gaps will only be expected to widen if low-income countries’ investments in these domains falter while high-income countries continue to move ahead. Rather, strategic and intensive technological investment is frequently seen as a key strategy for less-developed countries to leapfrog stages of economic development to quickly catch up to more advanced countries (Fong, 2009; Lee, 2019).

CS skills enable adaptation in a quickly changing world, and adaptability is critical to progress in society and the economy. Perhaps there is no better illustration of the ability to thrive and adapt than from the COVID-19 pandemic. The pandemic has forced closures of many public spaces across the globe, though those closures’ impacts have been disproportionately felt across workers and sectors. Workers with the skills and abilities to move their job functions online have generally endured the pandemic more comfortably than those without those skills. And even more importantly, the organizations and private companies that had the human capacity to identify how technology could be utilized and applied to their operations could adapt in the face of the pandemic, while those without the resources to pivot their operations have frequently been forced to close in the wake of pandemic-induced restrictions. Thus, the pandemic bestowed comparative benefits on those with access to technology, the skills to use it, and the vision to recognize and implement novel applications quickly, while often punishing those with the least access and resources (OECD, 2021).

Failing to invest in technology and CS education may result in constrained global competitiveness, leaving governments less able to support its citizens. We recognize that efforts to expand CS education will demand time and money of public officials and school leaders, often in the face of other worthy competing demands. Though the contemporary costs may even seem prohibitive in some cases, the costs of inaction (while less immediately visible) are also real and meaningful in most contexts.

Beyond economics

We expect the benefits of CS education to extend beyond economic motivations, as well. Many household activities that were previously performed in real life are now often performed digitally, ranging from banking, shopping, travel planning, and socializing. A functional knowledge of how computers work—beyond the simple use of applications—should benefit all students as they mature into adults given the increasing integration of technology into many aspects of daily life in the 21st century. For example, whether a person wants to find a job or a romantic partner, these activities frequently occur through the use of technology, and understanding how matching algorithms work make for more sophisticated technology users in the future. Familiarity with CS basic principles can provide users more flexibility in the face of constant innovation and make them less vulnerable to digital security threats or predators (Livingstone et al., 2011). Many school systems now provide lessons in online safety for children, and those lessons will presumably be more effective if children have a foundational understanding of how the internet works.

Global advances in expanding CS education

To better understand what is needed to expand CS education, we first took stock of the extent to which countries around the world have integrated CS education into primary and secondary schools, and how this varied by region and income level. We also reviewed the existing literature on integrating CS into K-12 education to gain a deeper understanding of the key barriers and challenges to expanding CS education globally. Then, we selected jurisdictions at various stages of progress in implementing CS education programs in from multiple regions of the world and income levels, and drafted in-depth case studies on the origins, key milestones, barriers, and challenges of CS expansion.

Progress in expanding CS education across the globe

As shown in Figure 4, the extent to which CS education is offered in primary and secondary schools varies across the globe. Countries with mandatory CS education are geographically clustered in Eastern Europe and East Asia. Most states and provinces in the U.S. and Canada offer CS on a school-to-school basis or as an elective course. Multiple countries in Western Europe offer CS education as a cross-curricular topic integrated into other subjects. Latin America and Central and Southeast Asia have the most countries that have announced CS education programs or pilot projects. Countries in Africa and the Middle East have integrated the least amount of CS education into school curricula. Nevertheless, the number of countries piloting programs or adopting CS curricula indicate a global trend of more education systems integrating the subject into their curriculum.

As expected, students living in higher-income countries generally have better access to CS education. As Figure 5 shows, 43 percent of high-income countries require students to learn CS education in primary and/or secondary schools. Additionally, high-income countries also offer CS as an elective course to the largest share of the population. A further 35 percent of high-income countries offer CS on a school-to-school basis while not making it mandatory for all schools. Interestingly, upper-middle income countries host the largest share of students (62 percent) who are required to learn CS at any point in primary or secondary schools. Presumably, many upper-middle income countries likely have national economic development strategies focused on expanding tech-related jobs, and thus see the need to expand the labor force with CS skills. By contrast, only 5 percent of lower-middle income countries require CS during primary or secondary school, while 58 percent may offer CS education on a school-to-school basis.

Key barriers and challenges to expand CS education globally

To expand quality CS education, education systems must overcome enormous challenges. Many countries do not have enough teachers who are qualified to teach CS, and even though there is growing interest among students to pursue CS, relatively few students pursue more advanced training like CS testing certifications (Department for Education, 2019) or CS undergraduate majors compared to other STEM fields like engineering or biology (Hendrickson, 2019). This is especially true for girls and underrepresented minorities, who generally have fewer opportunities to develop an interest in CS and STEM more broadly (Code.org & CSTA, 2018). Our review of the literature identified four key challenges to expanding CS education.:

1. Providing access to ICT infrastructure to students and educators

Student access to ICT infrastructure, including both personal access to computing devices and an internet connection, is critical to a robust CS education. Without this infrastructure, students cannot easily integrate CS skills into their daily lives, and they will have few opportunities to experiment with new approaches on their own.

However, some initiatives have succeeded by introducing elements of CS education in settings without adequate ICT infrastructure. For example, many educators use alternative learning strategies like CS Unplugged to teach CS and computational thinking when computers are unavailable (Bell & Vahrenhold, 2018). One study shows that analog lessons can help primary school students develop computational thinking skills (Harris, 2018). Even without laptops or desktop computers, it is still possible for teachers to use digital tools for computational thinking. In South Africa, Professor Jean Greyling of Nelson Mandela University Computing Sciences co-created Tanks, a game that uses puzzle pieces and a mobile application to teach coding to children (Ellis, 2021). This is an especially useful concept, as many households and schools in South Africa and other developing countries have smartphones and access to analog materials but do not have access to personal computers or broadband connectivity (McCrocklin, 2021).

Taking a full CS curriculum to scale, however, requires investing in adequate access to ICT infrastructure for educators and students (Lockwood & Cornell, 2013). Indeed, as discussed in Section 3, our analysis of numerous case studies indicates that ICT infrastructure in schools provides a critical foundation to expand CS education.

2. Ensuring qualified teachers through teacher preparation and professional development

Many education systems encounter shortages of qualified CS teachers, contributing to a major bottleneck in CS expansion. A well-prepared and knowledgeable teacher is the most important component for instruction in commonly taught subjects (Chetty et al. 2014 a,b; Rivkin et al., 2005). We suspect this is no different for CS, though major deficiencies in the necessary CS skills among the teacher workforce are evident. For example, in a survey of preservice elementary school teachers in the United States, only 10 percent responded that they understood the concept of computational thinking (Campbell & Heller, 2019). Until six years ago, 75 percent of teachers in the U.S. incorrectly considered “creating documents or presentations on the computer” as a topic one would learn in a CS course (Google & Gallup, 2015), demonstrating a poor understanding of the distinction between CS and computer literacy. Other case studies, surveys, and interviews have found that teachers in India, Saudi Arabia, the U.K., and Turkey self-report low confidence in their understanding of CS (Ramen et al., 2015; Alfayez & Lambert, 2019; Royal Society, 2017; Gülbahar & Kalelioğlu, 2017). Indeed, developing the necessary skills and confidence levels for teachers to offer effective CS instruction remains challenging.

To address these challenges, school systems have introduced continuous professional development (PD), postgraduate certification programs, and CS credentials issued by teacher education degree programs. PD programs are common approaches, as they utilize the existing teacher workforce to fill the needs for special skills, rather than recruiting specialized teachers from outside the school system. For example, the British Computing Society created 10 regional university-based hubs to lead training activities, including lectures and meetings, to facilitate collaboration as part of the network of excellence (Dickens, 2016; Heintz et al., 2016; Royal Society, 2017). Most hubs involve multi-day seminars and workshops meant to familiarize teachers with CS concepts and provide ongoing support to help teachers as they encounter new challenges in the classroom. Cutts et al. (2017) further recommend teacher-led PD groups so that CS teachers can form collaborative professional networks. Various teacher surveys have found these PD programs in CS helpful (Alkaria & Alhassan, 2017; Goode et al., 2014). Still, more evidence is needed on the effectiveness of PD programs in CS education specifically (Hill, 2009).

Less commonly, some education systems have worked with teacher training institutions to introduce certification schemes so teachers can signal their unique qualifications in CS to employers. This signal can make teacher recruitment more transparent and incentivize more teachers to pursue training. This approach does require, though, an investment in developing CS education faculty at the teacher training institution, which may be a critical bottleneck in many places (Delyser et al., 2018). Advocates of the approach have recommended that school systems initiate certification schemes quickly and with a low bar at first, followed by improvement over time (Code.org, 2017; Lang et al., 2013; Sentance & Csizmadia, 2017). Short-term recommendations include giving temporary licenses to teachers who meet minimum content and knowledge requirements. Long-term recommendations, on the other hand, encourage preservice teachers to take CS courses as part of their teaching degree programs or in-service teachers to take CS courses as part of their graduate studies to augment their skillset.2 Upon completing these courses, teachers would earn a full CS endorsement or certificate.

3. Fostering student engagement and interest in CS education

Surveys from various countries suggest that despite a clear economic incentive, relatively few K-12 students express interest in pursuing advanced CS education. For example, 3 out of 4 U.S. students in a recent survey declared no interest in pursuing a career in computer science. And the differences by gender are notable: Nearly three times as many male students (33 percent) compared to female students (12 percent) expressed interest in pursuing a computer science career in the future (Google & Gallup, 2020).

Generally, parents view CS education favorably but also hold distinct misconceptions. For instance, more than 80 percent of U.S. parents surveyed in a Google and Gallup (2016) study reported that they think CS is as important as any other discipline. Nevertheless, the same parents indicated biases around who should take CS courses: 57 percent of parents think that one needs to be “very smart” to learn CS (Google & Gallup, 2015). Researchers have equated this kind of thinking to the idea that some people could be inherently gifted or inept at CS, a belief that could discourage some students from developing an interest or talent in CS (McCartney, 2017). Contrary to this belief, Patitsas et al. (2019) found that only 5.8 percent of university-level exam distributions were multimodal, indicating that most classes did not have a measurable divide between those who were inherently gifted and those who were not. This signals that CS is no more specialized to specific groups of students than any other subject.

Fostering student engagement, however, does not equate to developing a generation of programmers. Employment projections suggest the future demand for workers with CS skills will likely outpace supply in the absence of promoting students’ interest in the field. Yet, no countries expand access to CS education with the expectation of turning all students into computer programmers. Forcing students into career paths that are unnatural fits for their interests and skill levels result in worse outcomes for students at the decision margins (Kirkeboen et al., 2016). Rather, current engagement efforts both expose students to foundational skills that help navigate technology in 21st century life and provide opportunities for students to explore technical fields.

A lack of diversity in CS education not only excludes some people from accessing high-paying jobs, but it also reduces the number of students who would enter and succeed in the field (Du & Wimmer, 2019). Girls and racial minorities have been historically underrepresented in CS education (Sax et al., 2016). Research indicates that the diversity gap is not due to innate talent differences among demographic groups (Sullivan & Bers, 2012; Cussó-Calabuig et al., 2017), but rather a disparity of access to CS content (Google & Gallup 2016; Code.org & CSTA, 2018; Du & Wimmer, 2019), widely held cultural perceptions, and poor representation of women and underrepresented minorities (URMs) among industry leaders and in media depictions (Google & Gallup, 2015; Ayebi-Arthur, 2011; Downes & Looker, 2011).

To help meet the demand for CS professionals, government and philanthropic organizations have implemented programs that familiarize students with CS. By increasing student interest among K-12 students who may eventually pursue CS professions, these strategies have the potential to address the well documented lack of diversity in the tech industry (Harrison, 2019; Ioannou, 2018). For example, some have used short, one-time lessons in coding to reduce student anxiety around CS. Of these lessons, perhaps the best known is Hour of Code, designed by Code.org. In multiple surveys, students indicated more confidence after exposure to this program (Phillips & Brooks, 2017; Doukaki et al., 2013; Lang et al., 2016). It is not clear, however, whether these programs make students more likely to consider semester-long CS courses (Phillips & Brooks, 2017; Lang et al., 2016).

Other initiatives create more time-intensive programs for students. The U.S. state of Georgia, for example, implemented a program involving after-school, weekend, and summer workshops over a six-year period. Georgia saw an increase in participation in the Advanced Placement (AP) CS exam during the duration of the program, especially among girls and URMs (Guzdial et al., 2014). Other states have offered similar programs, setting up summer camps and weekend workshops in universities to help high school students become familiar with CS (Best College Reviews, 2021). These initiatives, whether one-off introductions to CS or time-intensive programs, typically share the explicit goal of encouraging participation in CS education among all students, and especially girls and URMs.

Yet, while studies indicate that Hour of Code and summer camps might improve student enthusiasm for CS, they do not provide the kind of rigorous impact assessment one would need to make a definitive conclusion of their effectiveness. They do not use a valid control group, meaning that there is no like-for-like comparison to students who are similar except for no exposure to the program. It is not clear that the increase in girls and URMs taking CS would not have happened if it were not for Georgia’s after-school clubs.

4. Generating and using evidence on curriculum and core competencies, instructional methods, and assessment

There is no one-size-fits-all CS curriculum for all education systems, schools, or classrooms. Regional contexts, school infrastructure, prior access, and exposure to CS need to be considered when developing CS curricula and competencies (Ackovska et al., 2015). Some CS skills, such as programming language, require access to computer infrastructure that may be absent in some contexts (Lockwood & Cornell, 2013). Rather than prescribing a curriculum, the U.S. K-12 Computer Science Framework Steering Committee (2016) recommends foundational CS concepts and competencies for education systems to consider. This framework encourages curriculum developers and educators to create learning experiences that extend beyond the framework to encompass student interests and abilities.

There is increasing consensus around what core CS competencies students should master when they complete primary and secondary education. Core competencies that students may learn by the end of primary school include:

abstraction—creating a model to solve a problem;
generalization—remixing and reusing resources that were previously created;
decomposition—breaking a complex task into simpler subtasks;
algorithmic thinking—defining a series of steps for a solution, putting instructions in the correct sequence, and formulating mathematical and logical expressions;
programming—understanding how to code a solution using the available features and syntax of a programming language or environment; and
debugging—recognizing when instructions do not correspond to actions and then removing or fixing errors (Angeli, 2016).

Competencies that secondary school students may learn in CS courses include:

logical and abstract thinking;
representations of data, including various kinds of data structures;
problem-solving by designing and programming algorithms using digital devices;
performing calculations and executing programs;
collaboration; and,
ethics such as privacy and data security (Syslo & Kwiatkowska, 2015).

Several studies have described various methods for teaching CS core competencies. Integrated development environments are recommended especially for teaching coding skills (Florez et al., 2017; Saez-Lopez et al., 2016). 2 These environments include block-based programming languages that encourage novice programmers to engage with programming, in part by alleviating the burden of syntax on learners (Weintrop & Wilensky, 2017; Repenning, 1993). Others recommended a variety of teaching methods that blend computerized lessons with offline activities (Taub et al. 2009; Curzon et al., 2009, Ackovska et al., 2015). This approach is meant to teach core concepts of computational thinking while keeping students engaged in physical, as well as digital, environments (Nishida et al., 2009). CS Unplugged, for example, provides kinesthetic lesson plans that include games and puzzles that teach core CS concepts like decomposition and algorithmic thinking.

Various studies have also attempted to measure traditional lecture-based instruction for CS (Alhassan 2017; Cicek & Taspinar, 2016). 3 These studies, however, rely on small sample sizes wherein the experiment and control group each comprised of individual classes. More rigorous research is required to understand the effectiveness of teaching strategies for CS.

No consensus has emerged on the best ways to assess student competency in core CS concepts (So et al., 2019; Djambong & Freiman, 2016). Though various approaches to assessment are widely available—including classical cognitive tests, standardized tests in digital environments, and CS Unplugged activity tests—too many countries have yet to introduce regular assessments that may evaluate various curricula or instructional methods in CS. While several assessments have been developed for CS and CT at various grade levels as part of various research studies, there have been challenges to broader use. This is due to either a lack of large-scale studies using these assessments or diversity in programming environments used to teach programming and CS or simply a lack of interest in using objective tests of learning (as opposed to student projects and portfolios).

Fortunately, a growing number of organizations are developing standardized tests in CS and computational thinking. For example, the International Computer and Information Literacy Study included examinations in computational thinking in 2018 that had two 25-minute modules, where students were asked to develop a sequence of tasks in a program that related to a unified theme (Fraillon et al., 2020). The OECD’s PISA will also include questions in 2021 to assess computational thinking across countries (Schleicher & Partovi, 2019). The AP CS exam has also yielded useful comparisons that have indirectly evaluated CS teacher PD programs (Brown & Brown, 2019).

In summary, the current evidence base provides little consensus on the specific means of scaling a high-quality CS education and leaves wide latitude for experimentation. Consequently, in this report we do not offer prescriptions on how to expand CS education, even while arguing that expanding access to it generally is beneficial for students and the societies that invest in it. Given the current (uneven) distribution of ICT infrastructure and CS education resources, high-quality CS education may be at odds with expanded access. While we focus on ensuring universal access first, it is important to recognize that as CS education scales both locally and globally, the issues of curricula, pedagogies, instructor quality, and evaluation naturally become more pressing.

Lessons from education systems that have introduced CS education

Based on the available literature discussed in the previous section, we selected education systems that have implemented CS education programs and reviewed their progress through in-depth case studies. Intentionally, we selected jurisdictions at various levels of economic development, at different levels of progress in expanding CS education, and from different regions of the world. They include Arkansas (U.S.), British Columbia (Canada), Chile, England, Italy, New Brunswick (Canada), Poland, South Africa, South Korea, Thailand, and Uruguay. For each case, we reviewed the historical origins for introducing CS education and the institutional arrangements involved in CS education’s expansion. We also analyzed how the jurisdictions addressed the common challenges of ensuring CS teacher preparation and qualification, fostering student demand for CS education (especially among girls and URMs), and how they developed curriculum, identified core competencies, promoted effective instruction, and assessed students’ CS skills. In this section, we draw lessons from these case studies, which can be downloaded and read in full at the bottom of this page .

Figure 6 presents a graphical representation summarizing the trajectories of the case study jurisdictions as they expanded CS education. Together, the elements in the figure provide a rough approximation of how CS education has expanded in recent years in each case. For example, when South Korea focused its efforts on universal CS education in 2015, basic ICT infrastructure and broadband connectivity were already available in all schools and two CS education expansion policies had been previously implemented. Its movement since 2015 is represented purely in the vertical policy action space, as it moved up four intervals on the index. Uruguay, conversely, started expanding its CS education program t a lower level both in terms of ICT infrastructure (x-axis) and existing CS policies (y-axis). Since starting CS expansion efforts in 2007, though, it has built a robust ICT infrastructure in its school systems and implemented 4 of 7 possible policy actions.

Figure 6 suggests that first securing access to ICT infrastructure and broadband connectivity allows systems to dramatically improve access to and the quality of CS education. Examples include England, British Columbia, South Korea, and Arkansas. At the same time, Figure 6 suggests that systems that face the dual challenge of expanding ICT infrastructure and broadband connectivity and scaling the delivery of quality CS education, such as Chile, South Africa, Thailand, and Uruguay, may require more time and/or substantial investment to expand quality CS education to match the former cases. Even though Chile, Thailand, and especially Uruguay have made impressive progress since their CS education expansion efforts began, they continue to lag a few steps behind those countries that started with established ICT infrastructure in place.

Our analysis of these case studies surfaced six key lessons (Figure 7) for governments wishing to take CS education to scale in primary and secondary schools, which we discuss in further detail below.

1. Expanding tech-based jobs is a powerful lever for expanding CS education

In several of the case studies, economic development strategies were the underlying motivation to introduce or expand CS education. For example, Thailand’s 2017 20-year Strategic Plan marked the beginning of CS education in that country. The 72-page document, approved by the Thai Cabinet and Parliament, explained how Thailand could become a more “stable, prosperous, and sustainable” country and proposed to reform the education curriculum to prepare students for future labor demands (20-year National Strategy comes into effect, 2018). Similarly, Arkansas’s Governor Hutchinson made CS education a key part of his first campaign in 2014 (CS for All, n.d.), stating that “Through encouraging computer science and technology as a meaningful career path, we will produce more graduates prepared for the information-based economy that represents a wide-open job market for our young people” (Arkansas Department of Education, 2019).

Uruguay’s Plan Ceibal, named after the country’s national flowering tree, was likewise introduced in 2007 as a presidential initiative to incorporate technology in education and help close a gaping digital divide in the country. The initiative’s main objectives were to promote digital inclusion, graduate employability, a national digital culture, higher-order thinking skills, gender equity, and student motivation (Jara, Hepp, & Rodriguez, 2018)

Last, in 2018, the European Commission issued the Digital Education Action Plan that enumerated key digital skills for European citizens and students, including CS and computational thinking (European Commission, 2018). The plan encouraged young Europeans to understand the algorithms that underpin the technologies they use on a regular basis. In response to the plan, Italy’s 2018 National Indications and New Scenarios report included a discussion on the importance of computational thinking and the potential role of educational gaming and robotics in enhancing learning outcomes (Giacalone, 2019). Then, in 2019, the Italian Ministry of Education and the Parliament approved a legislative motion to include CS and computational thinking in primary school curricula by 2022 (Orizzontescuola, 2019).

In some cases, the impetus to expand CS education came more directly from demands from key stakeholders, including industry and parents. For example, British Columbia’s CS education program traces back to calls from a growing technology industry (Doucette, 2016). In 2016, the province’s technology sector employed 86,000 people—more than the mining, forestry, and oil and gas sectors combined, with high growth projections (Silcoff, 2016). The same year, leaders of the province’s technology companies revealed in interviews that access to talent had become their biggest concern (KPMG, 2016). According to a 2016 B.C. Technology Association report, the province needed 12,500 more graduates in CS from tertiary institutions between 2015 and 2021 to fill unmet demand in the labor market (Orton, 2018). The economic justification for improving CS education in the province was clear.

Growing parental demand helped create the impetus for changes to the CS curriculum in Poland. According to Kozlowski (2016), Polish parents perceive CS professions as some of the most desirable options for their children. And given the lack of options for CS education in schools, parents often seek out extracurricular workshops for their children to encourage them to develop their CS skills (Panskyi, Rowinska, & Biedron, 2019). The lack of in-school CS options for students created the push for curricular reforms to expand CS in primary and secondary schools. As former Minister of Education Anna Zalewska declared, Polish students “cannot afford to waste time on [the] slow, arduous task of building digital skills outside school [ and] only school education can offer systematic teaching of digital skills” (Szymański, 2016).

2. ICT in schools provides the foundation to expand CS education

Previous efforts to expand access to devices, connectivity, or basic computer literacy in schools provided a starting point in several jurisdictions to expand CS education. For example, the Uruguayan government built its CS education program after implementing expansive one-to-one computing projects, which made CS education affordable and accessible. In England, an ICT course was implemented in schools in the mid-1990s. These dedicated hours during the school day for ICT facilitated the expansion of CS education in the country.

The Chilean Enlaces program, developed in 1992 as a network of 24 universities, technology companies, and other organizations (Jara, Hepp, & Rodriguez, 2018; Sánchez & Salinas, 2008) sought to equip schools with digital tools and train teachers in their use (Severin, 2016). It provided internet connectivity and digital devices that enabled ICT education to take place in virtually all of Chile’s 10,000 public and subsidized private schools by 2008 (Santiago, Fiszbein, Jaramillo, & Radinger, 2017; Severin et al., 2016). Though Enlaces yielded few observable effects on classroom learning or ICT competencies (Sánchez & Salinas, 2008), the program provided the infrastructure needed to begin CS education initiatives years later.

While a history of ICT expansion can serve as a base for CS education, institutional flexibility to transform traditional ICT projects into CS education is crucial. The Chilean Enlaces program’s broader institutional reach resulted in a larger bureaucracy, slower implementation of new programs, and greater dependence on high-level political agendas (Severin, 2016). As a result, the program’s inflexibility prevented it from taking on new projects, placing the onus on the Ministry of Education to take the lead in initiating CS education. In Uruguay, Plan Ceibal’s initial top-down organizational structure enabled relatively fast implementation of the One Laptop per Child program, but closer coordination with educators and education authorities may have helped to better integrate education technology into teaching and learning. More recently, Plan Ceibal has involved teachers and school leaders more closely when introducing CS activities. In England, the transition from ICT courses to a computing curriculum that prioritized CS concepts, instead of computer literacy topics that the ICT teachers typically emphasized before the change, encountered some resistance. Many former ICT teachers were not prepared to implement the new program of study as intended, which leads us to the next key lesson.

3. Developing qualified teachers for CS education should be a top priority

The case studies highlight the critical need to invest in training adequate numbers of teachers to bring CS education to scale. For example, England took a modest approach to teacher training during the first five years of expanding its CS education K-12 program and discovered that its strategy fell short of its original ambitions. In 2013, the English Department for Education (DfE) funded the BCS to establish and run the Network of Excellence to create learning hubs and train a pool of “master” CS teachers. While over 500 master teachers were trained, the numbers were insufficient to expand CS education at scale. Then, in 2018 the DfE substantially increased its funding to establish the National Center for Computing Education (NCCE) and added 23 new computing hubs throughout England. Hubs offer support to primary and secondary computing teachers in their designated areas, including teaching, resources, and PD (Snowdon, 2019). In just over two years, England has come a long way toward fulfilling its goals of training teachers at scale with over 29,500 teachers engaged in some type of training (Teach Computing, 2020).

Several education systems partnered with higher education institutions to integrate CS education in both preservice and in-service teacher education programs. For example, two main institutions in British Columbia, Canada—the University of British Columbia and the University of Northern British Columbia—now offer CS courses in their pre-service teacher education programs. Similarly, in Poland, the Ministry of National Education sponsored teacher training courses in university CS departments. In Arkansas, state universities offer CS certification as part of preservice teacher training while partnering with the Arkansas Department of Education to host in-service professional development.

Still other systems partnered with nonprofit organizations to deliver teacher education programs. For instance, New Brunswick, Canada, partnered with the nonprofit organization Brilliant Labs to implement teacher PD programs in CS (Brilliant Labs, n.d.). In Chile, the Ministry of Education partnered with several nongovernmental organizations, including Code.org and Fundación Telefónica, to expand teacher training in CS education. Microsoft Philanthropies launched the Technology Education and Literacy in Schools (TEALS) in the United States and Canada to connect high school teachers to technology industry volunteers. The volunteer experts support instructors to learn CS independently over time and develop sustainable high school CS programs (Microsoft, n.d.).

To encourage teachers to participate in these training programs, several systems introduced teacher certification pathways in CS education. For example, in British Columbia, teachers need at least 24 credits of postsecondary coursework in CS education to be qualified to work in public schools. The Arkansas Department of Education incentivizes in-service teachers to attain certification through teaching CS courses and participating in approved PD programs (Code.org, CSTA, ECEP, 2019). In South Korea, where the teaching profession is highly selective and enjoys high social status, teachers receive comprehensive training on high-skill computational thinking elements, such as computer architecture, operating systems, programming, algorithms, networking, and multimedia. Only after receiving the “informatics–computer” teacher’s license may a teacher apply for the informatics teacher recruitment exam (Choi et al., 2015).

When faced with shortages of qualified teachers, remote instruction can provide greater access to qualified teachers. For example, a dearth of qualified CS teachers has been and continues to be a challenge for Uruguay. To address this challenge, in 2017, Plan Ceibal began providing remote instruction in computational thinking lessons for public school fifth and sixth graders and integrated fourth-grade students a year later. Students work on thematic projects anchored in a curricular context where instructors integrate tools like Scratch. 4 During the school year, a group of students in a class can work on three to four projects during a weekly 45-minute videoconference with a remote instructor, while another group can work on projects for the same duration led by the classroom teacher. In a typical week, the remote instructor introduces an aspect of computational thinking. The in-class teacher then facilitates activities like block-based programming, circuit board examination, or other exercises prescribed by the remote teacher (Cobo & Montaldo, 2018). 5 Importantly, Plan Ceibal implements Pensamiento Computacional, providing a remote instructor and videoconferencing devices at the request of schools, rather than imposing the curriculum on all classrooms (García, 2020). With the ongoing COVID-19 pandemic forcing many school systems across the globe to adopt remote instruction, at least temporarily, we speculate that remote learning is now well poised to become more common in expanding CS education in places facing ongoing teacher shortages.

4. Exposing students to CS education early helps foster demand, especially among underserved populations

Most education systems have underserved populations who lack the opportunity to develop an interest in CS, limiting opportunities later in life. For example, low CS enrollment rates for women at Italian universities reflect the gender gap in CS education. As of 2017, 21.6 percent and 12.3 percent of students completing bachelor’s degrees in information engineering and CS, respectively, were women (Marzolla, 2019). Further, female professors and researchers in these two subjects are also underrepresented. In 2018, only 15 percent and 24 percent of professors and researchers in CS and computer engineering, respectively, were women (Marzolla, 2019). Similar representation gaps at the highest levels of CS training are common globally. Thus, continuing to offer exposure to CS only in post-secondary education will likely perpetuate similar representation gaps.

To address this challenge, several education systems have implemented programs to make CS education accessible to girls and other underserved populations in early grades, before secondary school. For instance, to make CS education more gender balanced, the Italian Ministry of Education partnered with civil society organizations to implement programs to spur girls’ interest in CS and encourage them to specialize in the subject later (European Commission, 2009). An Italian employment agency (ironically named Men at Work) launched a project called Girls Code It Better to extend CS learning opportunities to 1,413 middle school girls across 53 schools in 2019 (Girls Code It Better, n.d.). During the academic year, the girls attended extracurricular CS courses before developing their own technologically advanced products and showcasing their work at an event at Bocconi University in Milan (Brogi, 2019). In addition to introducing the participants to CS, the initiative provided the girls with role models and generated awareness on the gender gap in CS education in Italy.

In British Columbia, students are exposed to computational thinking concepts as early as primary school, where they learn how to prototype, share, and test ideas. In the early grades of primary education, the British Columbia curriculum emphasizes numeracy using technology and information technology. Students develop numeracy skills by using models and learn information technology skills to apply across subjects. In kindergarten and first grade, curricular objectives include preparing students for presenting ideas using electronic documents. In grades 2 to 3, the curricular goals specify that students should “demonstrate an awareness of ways in which people communicate, including the use of technology,” in English language arts classes, as well as find information using information technology tools. By the time students are in grades 4 and 5, the curriculum expects students to focus more on prototyping and testing new ideas to solve a problem (Gannon & Buteau, 2018).

Several systems have also increased participation in CS education by integrating it as a cross-curricular subject. This approach avoids the need to find time during an already-packed school day to teach CS as a standalone subject. For example, in 2015, the Arkansas legislature began requiring elementary and middle school teachers to embed computational thinking concepts in other academic courses. As a result, teachers in the state integrate five main concepts of computational thinking into their lesson plans, including (1) problem-solving, (2) data and information, (3) algorithms and programs, (4) computers and communications, and, importantly, (5) community, global, and ethical impacts (Watson-Fisher, 2019). In the years following this reform, the share of African American students taking CS in high school reached 19.6 percent, a figure that slightly exceeds the percentage of African Americans among all students—a resounding sign of progress in creating student demand for CS education (Computer science on the rise in Arkansas schools, Gov. drafts legislation to make it a requirement for graduation, 2020).

After-school programs and summer camps, jointly organized with external partners, have also helped promote demand for CS education through targeted outreach programs to commonly underserved populations. For example, Microsoft Thailand has been holding free coding classes, Hour of Code, in partnership with nonprofit organizations, to encourage children from underprivileged backgrounds to pursue STEM education (Microsoft celebrates Hour of Code to build future ready generations in Asia, 2017). In the past decade, Microsoft has extended opportunities for ICT and digital skills development to more than 800,000 youth from diverse backgrounds—including those with disabilities and residents of remote communities (Thongnab, 2019). Their annual #MakeWhatsNext event for young Thai women showcases STEM careers and the growing demand for those careers (Making coding fun for Thailand’s young, 2018). Also in Thailand, Redemptorist Foundation for People with Disabilities, with over 30 years of experience working with differently abled communities in that country, expanded their services to offer computer trainings and information technology vocational certificate programs for differently abled youth (Mahatai, n.d.).

In British Columbia, Canada, the Ministry of Education and other stakeholders have taken steps to give girls, women, and aboriginal students the opportunity to develop an interest in CS education. For example, after-school programs have taken specific steps to increase girls’ participation in CS education. The UBC Department of Computer Science runs GIRLsmarts4tech, a program that focuses on giving 7th- grade girls role models and mentors that encourage them to pursue technology-related interests (GIRLsmarts4tech, n.d.). According to the latest census, in 2016, British Columbia’s First Nations and Indigenous Peoples (FNIP) population—including First Nations, Metis, and Inuits—was 270,585, an increase of 38 percent from 2006. With 42.5 percent of the FNIP population under 25, it is critical for the province to deliver quality education to this young and growing group (Ministry of Advanced Education, Skills and Training, 2018). To this end, part of the British Columbia curriculum for CS education incorporates FNIP world views, perspectives, knowledge, and practices in CS concepts. In addition, the B.C. based ANCESTOR project (AborigiNal Computer Education through STORytelling) has organized courses and workshops to encourage FNIP students to develop computer games or animated stories related to their culture and land (Westor & Binn, 2015).

As these examples suggest, private sector and nongovernmental organizations can play an important role in the expansion of CS education, an issue we turn to now.

5. Engaging key stakeholders can help address bottlenecks

In most reviewed cases, the private sector and nongovernmental organizations played a role in promoting the expansion of CS education. Technology companies not only helped to lobby for expanding CS education, but often provided much-needed infrastructure and subject matter expertise in the design and rollout of CS education. For example, Microsoft Thailand has worked with the Thai government since 1998 in various capacities, including contributing to the development and implementation of coding projects, digital skills initiatives, teacher training programs, and online learning platforms (Thongnab, 2019; Coding Thailand, n.d.). Since 2002, Intel’s Teach Thailand program has trained more than 150,000 teachers. Additionally, Google Coding Teacher workshops train educators on teaching computational thinking through CS Unplugged coding activities (EduTech Thailand, 2019). The workshop is conducted by Edutech (Thailand) Co., Ltd., an educational partner of Google, which adapted the Google curriculum to the Thailand education context. Samsung has been engaged in a smart classroom project that has built futuristic classroom prototypes and provided training for 21st century competencies (OECD/UNESCO, 2016).

In England, nongovernmental organizations have played an important role in supporting the government’s expansion of CS education. The DfE has relied on outside organizations for help in executing its CS education responsibilities. The DfE’s NCEE, for instance, is delivered by a consortium including the British Computing Society, STEM Learning, and the Raspberry Pi Foundation—three nonprofit organizations dedicated to advancing the computing industry and CS education in the country (British Computing Society, n.d; STEM Learning, n.d.; Raspberry Pi Foundation, n.d.).

Chile’s Ministry of Education developed partnerships with individual NGOs and private companies to engage more students, especially girls. These initiatives offer the opportunity for hands-on learning projects and programming activities that students can perform from their home computers. Some of the same partners also provide online training platforms for teacher PD.

Industry advocacy organizations can also play an important role in the expansion of CS education. For example, in Arkansas, the state’s business community has long supported CS education (Nix, 2017). Accelerate Arkansas was established in 2005 as an organization of 70 private and public sector members dedicated to moving Arkansas into a more innovation- and knowledge-based economy (State of Arkansas, 2018). Similarly, in England, a network of organizations called Computing at School established a coalition of industry representatives and teachers. It played a pivotal role in rebranding the ICT education program in 2014 to the computing program that placed a greater emphasis on CS (Royal Society, 2017).

To ensure sustainability, one key lesson is that the government should coordinate across multiple stakeholders. The reliance on inputs from external organizations to drive CS education implies that the heavy reliance on NGO-provided training and resources in Chile have been insufficient to motivate more schools and teachers to include CS and computational thinking in classroom learning activities. By contrast, the DfE has effectively coordinated across various nongovernmental organizations to expand CS education. Similarly, Arkansas’s Department of Education is leading an effort to get half of all school districts to form partnerships with universities and business organizations to give students opportunities to participate internships and college-level CS courses while in high school (Talk Business & Politics, 2020). In sum, the experience of decades of educational policies across the education systems reviewed shows that schools require long lasting, coordinated, and multidimensional support to achieve successful implementation of CS in classrooms.

6. When taught in an interactive, hands-on way, CS education builds skills for life

Several of the cases studied introduced innovative pedagogies using makerspaces (learning spaces with customizable layouts and materials) and project-based learning to develop not only skills specific to CS but also skills that are relevant more broadly for life. For example, Uruguayan CS education features innovative concepts like robotics competitions and makerspaces that allow students to creatively apply their computational thinking lessons and that can spark interest and deepen understanding. In addition, computational thinking has been integrated across subject areas (e.g., in biology, math, and statistics) (Vázquez et al., 2019) and in interdisciplinary projects that immerse students in imaginative challenges that foster creative, challenging, and active learning (Cobo & Montaldo, 2018). For instance, students can use sensors and program circuit boards to measure their own progress in physical education (e.g., measuring how many laps they can run in a given period).

Similarly, in New Brunswick, Brilliant Labs provide learning materials to schools so they can offer students CS lessons using makerspaces that encourage students to develop projects, engage with technology, learn, and collaborate. These makerspaces enable students to creatively apply their CS and computational thinking lessons, sparking interest and deepening understanding of CS and computational thinking.

Thailand’s curricular reforms also integrated project-based learning into CS education. Thai students in grades 4-6 learn about daily life through computers, including skills such as using logic in problem-solving, searching data and assessing its correctness, and block coding (e.g., Scratch). Then, students in grades 7-9 focus on learning about primary data through objectives that include using programming to solve problems, collecting, analyzing, presenting, and assessing data and information, and textual programming such as Python. Finally, students in grades 10-12 focus on applying advanced computing technology and programming to solve real-world problems, using knowledge from other subjects and data from external sources (Piamsa-nga et al., 2020).

After two years of nationwide discussions from 2014 to 2016, the Polish Ministry of National Education announced the creation of a new core curriculum for CS in primary and secondary schools (Syslo, 2020). The new curriculum’s goals included students using technology to identify solutions for problems in every day and professional situations and supporting other disciplines—such as science, the arts, and the social sciences—in innovation (Panskyi, Rowinska, & Biedron, 2019).

CS skills are increasingly necessary to function in today’s technology-advanced world and for the future. They enable individuals to understand how technology works, and how best to harness its potential to improve lives. As these skills take preeminence in the rapidly changing 21st century, CS education promises to significantly enhance student preparedness for the future of work and active citizenship.

Our findings suggest six recommendations for governments interested in taking CS education to scale in primary and secondary schools. First, governments should use economic development strategies focused on expanding technology-based jobs to engage all stakeholders and expand CS education in primary and secondary schools. Indeed, such a strategy helps attract and retain investors and foster CS education demand among students. Second, provide access to ICT infrastructure in primary and secondary schools to facilitate the introduction and expansion of CS education. Third, developing qualified teachers for CS should be a top priority. The evidence is clear that a qualified teacher is the most important factor in student learning, and thus preparing the teacher force needed for CS at scale is crucial. Fourth, expose students early to CS education to increase their likelihood of pursuing it. This is especially important for girls and other URM groups historically underrepresented in STEM and CS fields. Fifth, engage key stakeholders (including educators, the private sector, and civil society) to help address bottlenecks in physical and technical capacity. Finally, teach CS in an interactive, hands-on way to build skills for life.

Through studying the cases of regional and national governments at various levels of economic development and progress in implementing CS education programs, governments from around the globe can learn how to expand and improve CS education and help students develop a new basic skill necessary for the future of work and active citizenship.

Case studies

For a detailed discussion of regional and national education systems from diverse regions and circumstances that have implemented computer science education programs, download the case studies.

file-pdf Arkansas file-pdf British Columbia file-pdf Chile file-pdf England file-pdf Italy file-pdf New Brunswick file-pdf South Korea file-pdf South Africa file-pdf Uruguay

About the Authors

Emiliana vegas, co-director – center for universal education, michael hansen, senior fellow – brown center on education policy, brian fowler, former research analyst – center for universal education.

1. Denning et al. (1989) defined the discipline of computing as “the systematic study of algorithmic processes that describe and transform information: their theory, analysis, design, efficiency, implementation, and application.”
2. Integrated development environments include programs like Scratch (Resnick et al., 2009), Code.org (Kelelioglu, 2015), and CHERP3 Creative Hybrid Environment for Robotics Programming (Bers et al., 2014).
3. The authors of these studies conclude that self-teaching methods and laboratory control methods may be effective for teaching programming skills.
4. In 2019, President Tabaré Vázquez stated that “All children in kindergartens and schools are programming in Scratch, or designing strategies based on problem-solving” (Uruguay Presidency, 2019).
5. Remote instruction via videoconferencing technology improved learning in mathematics in an experiment in Ghana (Johnston & Ksoll, 2017). It is very plausible that Uruguay’s approach to giving computational thinking instruction via videoconference could also be effective.

Acknowledgments

The Brookings Institution is a nonprofit organization devoted to independent research and policy solutions. Its mission is to conduct high-quality, independent research and, based on that research, to provide innovative, practical recommendations for policymakers and the public. The conclusions and recommendations of any Brookings publication are solely those of its author(s), and do not reflect the views of the Institution, its management, or its other scholars.

Brookings gratefully acknowledges the support provided by Amazon, Atlassian Foundation International, Google, and Microsoft.

Brookings recognizes that the value it provides is in its commitment to quality, independence, and impact. Activities supported by its donors reflect this commitment.

Expanding computer science education for a technologically advancing world

On October 26, the Center for Universal Education (CUE) will host a virtual event to launch the report “Building skills for life: How to expand and improve computer science education around the world.”

why computer education is important essay

What do we know about the expansion of K-12 computer science education?

This brief reviews various efforts around the world to improve and scale computer science education.

Realizing the promise: How can education technology improve learning for all?

This research is intended as an evidence-based tool for ministries of education to adopt and more successfully invest in education technology.

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Embracing the Future: Why Should Technology Be Used in the Modern Classroom

I love using technology in my classroom! ☺️💖 pic.twitter.com/DsMCAwak8o — Brenda Valenzuela (@miss_vteach) November 27, 2023

Perspectives on Technology in the Classroom: Insights from Teachers and Experts

The sentiment among educators regarding the use of technology in the classroom is largely positive, with a growing recognition of its benefits in enhancing the educational experience. According to the National Center for Education Statistics ( NCES ), a considerable number of US teachers – 12% and 32% respectively – acknowledge that smartphones can be very or somewhat useful for school assignments. This recognition marks a shift in perception, viewing these devices as tools for learning rather than mere distractions.

“Learning in a connected, technology-rich environment enables young people to undertake meaningful experiences as they engage with peers, celebrities, relatives, and experts worldwide. They are able to connect with both formal and informal learning communities to communicate the results of their work — be it new proposals, new knowledge or solutions, persuasive advocacy (in a variety of interactive media formats), or creative ideas and expression — in ways that previous generations could only imagine. The educational opportunities that technology gives to students are not only amazing, they are transformative!” — Donald G. Knezek, CEO of the International Society for Technology in Education (ISTE)

“The key is to think about how technology improves the learning culture. How does it offer individuals the opportunity to take more responsibility for contributing? How does it make them be better consumers? How can technology increase their commitment by making audiences or experiences more real? Technology can help us increase the potential of all those things.” — Angela Maiers , award-winning educator, speaker, consultant, and social-media evangelist

“Real work for real purposes for real audiences — that’s the opportunity our children have today if they have technology in hand and access to the Internet. That’s not to say my 11- and 13-year-old children can’t do meaningful, important work without a device. But as lots of 11- and 13-year-olds are already showing, any child can now do world-changing work in ways that just weren’t possible even 10 years ago. The key is the audience, the connections that they can make with others who want to share in that work. These are the action networks, learning networks that my kids will be swimming in online all of their lives. And we need to teach them how to flourish in these spaces.” — Will Richardson, former teacher, cofounder of Powerful Learning Practice

“Find those in your building that have a natural interest in technology, and invest in those folks. But you really have to be strategic with that — you need to select teachers who are master teachers. That doesn’t mean veteran teacher. It means that a teacher who is well respected by their peers, who can ignite the fire of excitement with other teachers. And then once it begins to grow, your job as a principal is to provide what it is that they’re asking for, because before you know it, you have a school full of instructional leaders, and your instructional leaders have to be those folks that are in the classroom, knowing what kind of tools they need to do the job that they do everyday.” — Kappy Cannon Steck, principal of Forest Lake Elementary School in Columbia, South Carolina

11 Reasons Why Technology Should Be Used in the Classroom

1. enhances student engagement and learning.

Incorporating technology in the classroom not only aligns with the digital habits of today’s students but also significantly enhances their engagement and learning. The International Society for Technology in Education’s research underscores this, revealing a noticeable increase in student motivation and engagement when technology is a part of their learning process. This is largely attributed to the interactive and dynamic nature of technology, which resonates with students accustomed to digital environments.

2. Facilitates Personalized Learning

In today’s diverse classrooms, where each student has a distinct learning style, the use of technology plays a pivotal role in facilitating personalized learning experiences. Digital tools like educational apps and online resources provide multiple approaches to grasp a single concept, allowing educators to tailor instruction to suit different learning styles and paces.

3. Prepares Students for the Future

Integrating technology into education is not just about keeping pace with the digital age; it’s about equipping students with the skills they need for a technology-dominated future. A Stanford Center for Opportunity Policy in Education report highlights how students acquire essential 21st-century skills like problem-solving, critical thinking, and digital literacy through technology in the classroom. These are not just academic skills; they are the tools for success in the modern workplace.

By preparing students in these areas, technology in the classroom is not just an educational tool; it’s a vital bridge to their future careers, ensuring they are ready to navigate and contribute to a rapidly evolving digital world.

4. Increases Collaboration and Communication

5. expands educational resources.

In the digital age, technology significantly expands educational resources , transforming how students access and engage with information. The internet, a vast repository of knowledge, offers unparalleled opportunities for learning, transcending the limitations of physical textbooks and traditional classrooms.

By integrating these technological resources, educators can provide a richer, more diverse educational experience. They enable students to delve deeper into subjects, broaden their horizons, and engage with learning materials that are current, interactive, and tailored to their individual learning styles. The use of technology in education, therefore, is not just about convenience; it’s about expanding the boundaries of learning and opening new avenues for exploration and discovery.

6. Enables Efficient Assessment and Feedback

The integration of technology in classrooms has revolutionized the way educators assess student performance and provide feedback. It introduces efficiency and precision into the evaluation process, enabling educators to track and respond to student needs more effectively.

7. Overcomes Geographical Limitations

8. supports diverse learning environments.

Technology in education is no longer just an auxiliary tool but a fundamental component in creating and supporting diverse and inclusive learning environments. It has proven its worth as an enabler of continuous learning, regardless of external circumstances, and is essential in preparing students for the ever-evolving global landscape.

9. Reduces Environmental Impact

The integration of technology in classrooms significantly contributes to reducing the environmental impact of traditional educational practices. As we strive for more sustainable solutions, technology offers effective alternatives that minimize the ecological footprint of teaching and learning activities.

Digital Textbooks and Resources: The shift from physical textbooks to digital ones is a major step in reducing paper usage. E-books and online resources not only save trees but also decrease the energy and resources expended in printing, transporting, and disposing of physical books.

Reduced Carbon Footprint: Online learning and virtual classrooms can diminish the need for commuting to educational institutions, thereby reducing carbon emissions associated with transportation . This is particularly relevant in higher education and adult learning environments, where students often travel significant distances.

Key environmental benefits of using technology in education include:

10. Educates Students on Digital Citizenship

Here’s how technology in classrooms contributes to this important aspect of education:

11. Advances Careers with Technology Expertise

In the ever-evolving educational landscape, the mastery of classroom technology not only enhances teaching methodologies but also opens new career avenues for educators. Modern educational institutions are increasingly valuing teachers who are adept at integrating technology into their teaching practices. Although the U.S. Bureau of Labor Statistics ( BLS ) doesn’t provide specific growth projections for the edtech sector, it anticipates a significant expansion in the broader computing and IT industry. This field is expected to experience growth at a rate “much faster than average,” about 11 percent, potentially introducing over half a million new jobs between 2019 and 2029.

The rise of EdTech has created a plethora of new roles within the education field, catering to various aspects of technology-enhanced learning. These roles range from operational to strategic positions, including:

Gaining expertise in EdTech not only positions educators at the forefront of instructional innovation but also significantly broadens their career prospects. Pursuing higher education, such as a Master of Education in Educational Technology & Innovation can be a strategic move. Such advanced degrees equip educators with the necessary skills and knowledge to access leadership roles in the EdTech field, marking a significant step in career progression and professional development.

Addressing Opposing Views on Technology in the Classroom

1. technology is a distraction.

Critics argue that technology in classrooms can be a significant distraction, leading students to focus on non-educational activities, such as social media and games.

2. Overreliance on Technology Reduces Critical Thinking

Critics argue that easy access to information reduces students’ ability to think critically or solve problems independently.

3. Loss of Traditional Learning Skills

There’s a fear that reliance on technology in the classroom leads to the erosion of traditional learning skills, such as handwriting and basic arithmetic.

‘Educators need to take a step back and ask not ‘how can I replicate what I do in the classroom’, but ‘how can I redesign this learning experience to take advantage of a whole wealth of technology that can deliver a full learning experience’ https://t.co/9co0lzqQ6Y — Neil Mosley (@neilmosley5) May 18, 2020

Technology should be seen as a supplement to, not a replacement for, traditional learning methods. It’s about finding the right balance. For instance, while students might use tablets for research or creating presentations, they can still engage in handwriting exercises or mental math problems in other parts of their curriculum.

4. Health Concerns

While the concerns surrounding technology use in education are not unfounded, they are not insurmountable. With careful planning, structured implementation, and a balanced approach, the potential drawbacks can be effectively managed, allowing students and educators to reap the substantial benefits of technology in the classroom.

Check out this video for practical exercises designed to alleviate eye fatigue, perfect for incorporating into your classroom routine.

5 Ideas for Integrating Technology in the Classroom

Integrating technology into the classroom can enhance learning experiences and engage students in innovative ways. Here are some ideas for effectively utilizing technology in educational settings:

1. Interactive Whiteboards

2. educational apps and games, 3. virtual field trips.

Utilize virtual reality (VR) or augmented reality (AR) to take students on virtual field trips to historical sites, museums, or even outer space. For instance, a geology professor can virtually guide students through the Grand Canyon, offering an immersive learning experience that would be impossible within the four walls of a traditional classroom.

4. Coding and Robotics

5. online assessments and quizzes, useful resources.

Integrating technology in the classroom is pivotal for modern education. It not only enhances engagement and personalized learning but also prepares students for a technology-driven future. By bridging geographical divides and promoting digital citizenship, technology in education empowers students to thrive in a globally connected world, making it an indispensable tool for educators and learners alike.

Why elementary and high school students should learn computer programming

Chargé de cours en technologie éducative; Doctorant en éducation (didactique de la programmation), Université du Québec à Montréal (UQAM)

Professeur titulaire / Full professor, Département de didactique, Université du Québec à Montréal (UQAM)

Disclosure statement

Hugo G. Lapierre received funding from CRSH (Programme de bourses d’études supérieures du Canada Joseph-Armand-Bombardier - Bourse au doctorat) and from FRQSC (Bourses de formation au doctorat).

Patrick Charland is co-holder of the Chaire UNESCO de développement curriculaire and director of Institut d'études internationales de Montréal at Université du Québec à Montréal. Several of his projects are funded by Fonds de recherche du Québec (Société et Culture) and by the Conseil de recherche en sciences humaines du Canada.

Université du Québec à Montréal (UQAM) provides funding as a founding partner of The Conversation CA-FR.

Université du Québec à Montréal (UQAM) provides funding as a member of The Conversation CA.

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Ontario recently announced a partial reform of its elementary and secondary school curricula to include mandatory learning on coding , as of September 2022.

As researchers with combined expertise in teaching computer programming and curriculum development, it’s clear to us that this curricula is about computer programming, despite the fact that the province only uses the term “coding.” Coding is a most basic aspect of learning programming.

Ontario’s decision is in line with those taken by Nova Scotia and British Columbia , which were the first and only Canadian provinces to make learning computer programming compulsory at the primary and secondary levels in 2015 and 2016 respectively.

In the rest of the world, many governments have also made this change, such as Estonia as early as 2012 , the United Kingdom in 2014 , and South Korea in 2017 .

But what are the arguments put forward to motivate the integration of computer science, and more specifically computer programming, into the school curriculum of students? Research highlights three main arguments on this subject that will be discussed in this article.

The lead author of this story, Hugo, is a researcher at the UNESCO Chair in Curriculum Development and a lecturer in the Department of Didactics in Educational Technology. His thesis project in educational sciences at Université du Québec à Montréal focuses on the impact of learning computer programming on young learners.

Meeting the growing needs of the job market

The evolution of the global job market represents one of the motivations at the heart of the integration of programming in school curricula. This motivation, widely promoted by policy-makers, is essentially linked to the need to train more people with programming skills. Indeed, technological knowledge, particularly in the high-tech sector, has been driving economic growth in North America and elsewhere in the world for over 20 years. A growing number of jobs require a deep understanding of technology .

This number of jobs is actually expected to increase in the coming years considering that data science, artificial intelligence and decentralization technologies (such as blockchain technology , on which cryptocurrencies are based) are becoming increasingly dominant areas of the economic sector. Teaching coding from an early age could thus be a way to facilitate countries’ immersion and performance in the digital economy .

Some studies also argue that exposing students to computer programming early in the school curriculum could have a positive impact on the identity they develop with respect to this field, considering that there are many stereotypes associated with it (mainly that “computer science is only for boys”). In this respect, arguments that go beyond the economic benefits can be evoked.

Promoting social equity

According to several authors, greater exposure to computer science by teaching young people how to program could also help promote greater social equity in terms of representation and access to technological professions .

On the one hand, computer science skills can indeed provide access to well-paying jobs, which could help provide greater financial stability for marginalized groups who have not had the opportunity to accumulate wealth in recent generations. On the other hand, the increased participation of people from under-represented groups in computing (women, Indigenous people, Black people) could also promote diversity in the field, and ultimately result in an increase in the total number of workers.

In addition, there is a related argument that greater diversity within the workforce would lead to better products , accessible to a greater portion of consumers in the marketplace . Too much homogeneity among workers leads to the design of products and services that cater to a relatively narrow spectrum of individuals and problems, which may reinforce some inequalities .

Researchers advancing this equity argument argue that if early and intentional steps are not taken to foster greater diversity, this could result in a “digital gap” or an opportunity difference between dominant and marginalized groups, much more pronounced in the coming years . All youth learning to program could in this sense represent a measure to decrease this gap and promote greater social equity, which is in line with United Nations’ Goal 4 about inclusivity and equality in education .

robot and human pointing in the same direction on a screen

Developing learners’ cognitive skills

Finally, the most commonly mentioned argument concerns the role programming would play in developing computational thinking in learners . Defined and popularized in 2006 , the concept of computational thinking refers to the skills of “problem solving, system design, and understanding human behaviour based on the fundamental concepts of computer science.”

Several authors argue that the development of such computational thinking would be beneficial for the learners, as it would allow them to develop high-level reasoning skills that can be transferred to other learning , such as problem solving, creativity and abstraction.

For these reasons, computational thinking is often embedded within new programming curricula, such as in England’s curriculum , where it is stated that “high quality computer science education equips students to use computational thinking and creativity to understand and change the world.”

The introduction of programming into the school curriculum could therefore have a benefit for all students, even those who are not destined for a technological career, as they could benefit from computational thinking in their daily lives in a more cross-curricular way.

It is important to note, however, that these beneficial effects for the learner, although widely discussed and increasingly documented, still need to be shown through more research involving comparative and longitudinal aspects . Hugo’s thesis project examines this perspective.

In sum, it appears that Ontario’s decision-makers have seen the potential triple benefit of youth learning computer coding for the future. However, the major challenge now facing the Ontario government is the lack of sufficiently qualified teachers to adequately introduce this complex discipline to students .

Adequate staff training will be a key requirement for successful integration, as demonstrated by a 2014 report about computer programming integration in the U.K. One potential solution could be to integrate programming into the initial university training of future teachers.

This article was originally published in French

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Information and communication technology (ICT) in education

Information and communications technology (ict) can impact student learning when teachers are digitally literate and understand how to integrate it into curriculum..

Schools use a diverse set of ICT tools to communicate, create, disseminate, store, and manage information.(6) In some contexts, ICT has also become integral to the teaching-learning interaction, through such approaches as replacing chalkboards with interactive digital whiteboards, using students’ own smartphones or other devices for learning during class time, and the “flipped classroom” model where students watch lectures at home on the computer and use classroom time for more interactive exercises.

When teachers are digitally literate and trained to use ICT, these approaches can lead to higher order thinking skills, provide creative and individualized options for students to express their understandings, and leave students better prepared to deal with ongoing technological change in society and the workplace.(18)

ICT issues planners must consider include: considering the total cost-benefit equation, supplying and maintaining the requisite infrastructure, and ensuring investments are matched with teacher support and other policies aimed at effective ICT use.(16)

Issues and Discussion

Digital culture and digital literacy: Computer technologies and other aspects of digital culture have changed the ways people live, work, play, and learn, impacting the construction and distribution of knowledge and power around the world.(14) Graduates who are less familiar with digital culture are increasingly at a disadvantage in the national and global economy. Digital literacy—the skills of searching for, discerning, and producing information, as well as the critical use of new media for full participation in society—has thus become an important consideration for curriculum frameworks.(8)

In many countries, digital literacy is being built through the incorporation of information and communication technology (ICT) into schools. Some common educational applications of ICT include:

One laptop per child: Less expensive laptops have been designed for use in school on a 1:1 basis with features like lower power consumption, a low cost operating system, and special re-programming and mesh network functions.(42) Despite efforts to reduce costs, however, providing one laptop per child may be too costly for some developing countries.(41)
Tablets: Tablets are small personal computers with a touch screen, allowing input without a keyboard or mouse. Inexpensive learning software (“apps”) can be downloaded onto tablets, making them a versatile tool for learning.(7)(25) The most effective apps develop higher order thinking skills and provide creative and individualized options for students to express their understandings.(18)
Interactive White Boards or Smart Boards : Interactive white boards allow projected computer images to be displayed, manipulated, dragged, clicked, or copied.(3) Simultaneously, handwritten notes can be taken on the board and saved for later use. Interactive white boards are associated with whole-class instruction rather than student-centred activities.(38) Student engagement is generally higher when ICT is available for student use throughout the classroom.(4)
E-readers : E-readers are electronic devices that can hold hundreds of books in digital form, and they are increasingly utilized in the delivery of reading material.(19) Students—both skilled readers and reluctant readers—have had positive responses to the use of e-readers for independent reading.(22) Features of e-readers that can contribute to positive use include their portability and long battery life, response to text, and the ability to define unknown words.(22) Additionally, many classic book titles are available for free in e-book form.
Flipped Classrooms: The flipped classroom model, involving lecture and practice at home via computer-guided instruction and interactive learning activities in class, can allow for an expanded curriculum. There is little investigation on the student learning outcomes of flipped classrooms.(5) Student perceptions about flipped classrooms are mixed, but generally positive, as they prefer the cooperative learning activities in class over lecture.(5)(35)

ICT and Teacher Professional Development: Teachers need specific professional development opportunities in order to increase their ability to use ICT for formative learning assessments, individualized instruction, accessing online resources, and for fostering student interaction and collaboration.(15) Such training in ICT should positively impact teachers’ general attitudes towards ICT in the classroom, but it should also provide specific guidance on ICT teaching and learning within each discipline. Without this support, teachers tend to use ICT for skill-based applications, limiting student academic thinking.(32) To support teachers as they change their teaching, it is also essential for education managers, supervisors, teacher educators, and decision makers to be trained in ICT use.(11)

Ensuring benefits of ICT investments: To ensure the investments made in ICT benefit students, additional conditions must be met. School policies need to provide schools with the minimum acceptable infrastructure for ICT, including stable and affordable internet connectivity and security measures such as filters and site blockers. Teacher policies need to target basic ICT literacy skills, ICT use in pedagogical settings, and discipline-specific uses. (21) Successful implementation of ICT requires integration of ICT in the curriculum. Finally, digital content needs to be developed in local languages and reflect local culture. (40) Ongoing technical, human, and organizational supports on all of these issues are needed to ensure access and effective use of ICT. (21)

Resource Constrained Contexts: The total cost of ICT ownership is considerable: training of teachers and administrators, connectivity, technical support, and software, amongst others. (42) When bringing ICT into classrooms, policies should use an incremental pathway, establishing infrastructure and bringing in sustainable and easily upgradable ICT. (16) Schools in some countries have begun allowing students to bring their own mobile technology (such as laptop, tablet, or smartphone) into class rather than providing such tools to all students—an approach called Bring Your Own Device. (1)(27)(34) However, not all families can afford devices or service plans for their children. (30) Schools must ensure all students have equitable access to ICT devices for learning.

Inclusiveness Considerations

Digital Divide: The digital divide refers to disparities of digital media and internet access both within and across countries, as well as the gap between people with and without the digital literacy and skills to utilize media and internet.(23)(26)(31) The digital divide both creates and reinforces socio-economic inequalities of the world’s poorest people. Policies need to intentionally bridge this divide to bring media, internet, and digital literacy to all students, not just those who are easiest to reach.

Minority language groups: Students whose mother tongue is different from the official language of instruction are less likely to have computers and internet connections at home than students from the majority. There is also less material available to them online in their own language, putting them at a disadvantage in comparison to their majority peers who gather information, prepare talks and papers, and communicate more using ICT. (39) Yet ICT tools can also help improve the skills of minority language students—especially in learning the official language of instruction—through features such as automatic speech recognition, the availability of authentic audio-visual materials, and chat functions. (2)(17)

Students with different styles of learning: ICT can provide diverse options for taking in and processing information, making sense of ideas, and expressing learning. Over 87% of students learn best through visual and tactile modalities, and ICT can help these students ‘experience’ the information instead of just reading and hearing it. (20)(37) Mobile devices can also offer programmes (“apps”) that provide extra support to students with special needs, with features such as simplified screens and instructions, consistent placement of menus and control features, graphics combined with text, audio feedback, ability to set pace and level of difficulty, appropriate and unambiguous feedback, and easy error correction. (24)(29)

Plans and policies

India [ PDF ]
Detroit, USA [ PDF ]
Finland [ PDF ]
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"Burk, R. 2001. 'E-book devices and the marketplace: In search of customers.' Library Hi Tech 19 (4)."
Chapman, D., and Mählck, L. (Eds). 2004. Adapting technology for school improvement: a global perspective. Paris: International Institute for Educational Planning.
Cheung, A.C.K and Slavin, R.E. 2012. ‘How features of educational technology applications affect student reading outcomes: A meta-analysis.’ Educational Research Review . 7.
Cheung, A.C.K and Slavin, R.E. 2013. ‘The effectiveness of educational technology applications for enhancing mathematics achievement in K-12 classrooms: A meta-analysis.’ Educational Research Review . 9.
Deuze, M. 2006. 'Participation Remediation Bricolage - Considering Principal Components of a Digital Culture.' The Information Society . 22 .
Dunleavy, M., Dextert, S. and Heinecke, W.F. 2007. ‘What added value does a 1:1 student to laptop ratio bring to technology-supported teaching and learning?’ Journal of Computer Assisted Learning . 23.
Enyedy, N. 2014. Personalized Instruction: New Interest, Old Rhetoric, Limited Results, and the Need for a New Direction for Computer-Mediated Learning . Boulder, CO: National Education Policy Center.
Golonka, E.M., Bowles, A.R., Frank, V.M., Richardson, D.L. and Freynik, S. 2014. ‘Technologies for foreign language learning: A review of technology types and their effectiveness.’ Computer Assisted Language Learning . 27 (1).
Goodwin, K. 2012. Use of Tablet Technology in the Classroom . Strathfield, New South Wales: NSW Curriculum and Learning Innovation Centre.
Jung, J., Chan-Olmsted, S., Park, B., and Kim, Y. 2011. 'Factors affecting e-book reader awareness, interest, and intention to use.' New Media & Society . 14 (2)
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How to Write the “Why Computer Science?” Essay

What’s covered:, what is the purpose of the “why computer science” essay, elements of a good computer science essay, computer science essay example, where to get your essay edited.

You will encounter many essay prompts as you start applying to schools, but if you are intent on majoring in computer science or a related field, you will come across the “ Why Computer Science? ” essay archetype. It’s important that you know the importance behind this prompt and what constitutes a good response in order to make your essay stand out.

For more information on writing essays, check out CollegeVine’s extensive essay guides that include everything from general tips, to essay examples, to essay breakdowns that will help you write the essays for over 100 schools.

Colleges ask you to write a “ Why Computer Science? ” essay so you may communicate your passion for computer science, and demonstrate how it aligns with your personal and professional goals. Admissions committees want to see that you have a deep interest and commitment to the field, and that you have a vision for how a degree in computer science will propel your future aspirations.

The essay provides an opportunity to distinguish yourself from other applicants. It’s your chance to showcase your understanding of the discipline, your experiences that sparked or deepened your interest in the field, and your ambitions for future study and career. You can detail how a computer science degree will equip you with the skills and knowledge you need to make a meaningful contribution in this rapidly evolving field.

A well-crafted “ Why Computer Science? ” essay not only convinces the admissions committee of your enthusiasm and commitment to computer science, but also provides a glimpse of your ability to think critically, solve problems, and communicate effectively—essential skills for a computer scientist.

The essay also gives you an opportunity to demonstrate your understanding of the specific computer science program at the college or university you are applying to. You can discuss how the program’s resources, faculty, curriculum, and culture align with your academic interests and career goals. A strong “ Why Computer Science? ” essay shows that you have done your research, and that you are applying to the program not just because you want to study computer science, but because you believe that this particular program is the best fit for you.

Writing an effective “ Why Computer Science ?” essay often requires a blend of two popular college essay archetypes: “ Why This Major? ” and “ Why This College? “.

Explain “Why This Major?”

The “ Why This Major? ” essay is an opportunity for you to dig deep into your motivations and passions for studying Computer Science. It’s about sharing your ‘origin story’ of how your interest in Computer Science took root and blossomed. This part of your essay could recount an early experience with coding, a compelling Computer Science class you took, or a personal project that sparked your fascination.

What was the journey that led you to this major? Was it a particular incident, or did your interest evolve over time? Did you participate in related activities, like coding clubs, online courses, hackathons, or internships?

Importantly, this essay should also shed light on your future aspirations. How does your interest in Computer Science connect to your career goals? What kind of problems do you hope to solve with your degree?

The key for a strong “ Why This Major? ” essay is to make the reader understand your connection to the subject. This is done through explaining your fascination and love for computer science. What emotions do you feel when you are coding? How does it make you feel when you figure out the solution after hours of trying? What aspects of your personality shine when you are coding?

By addressing these questions, you can effectively demonstrate a deep, personal, and genuine connection with the major.

Emphasize “Why This College?”

The “ Why This College? ” component of the essay demonstrates your understanding of the specific university and its Computer Science program. This is where you show that you’ve done your homework about the college, and you know what resources it has to support your academic journey.

What unique opportunities does the university offer for Computer Science students? Are there particular courses, professors, research opportunities, or clubs that align with your interests? Perhaps there’s a study abroad program or an industry partnership that could give you a unique learning experience. Maybe the university has a particular teaching methodology that resonates with you.

Also, think about the larger university community. What aspects of the campus culture, community, location, or extracurricular opportunities enhance your interest in this college? Remember, this is not about general praises but about specific features that align with your goals. How will these resources and opportunities help you explore your interests further and achieve your career goals? How does the university’s vision and mission resonate with your own values and career aspirations?

It’s important when discussing the school’s resources that you always draw a connection between the opportunity and yourself. For example, don’t tell us you want to work with X professor because of their work pioneering regenerative AI. Go a step further and say because of your goal to develop AI surgeons for remote communities, learning how to strengthen AI feedback loops from X professor would bring you one step closer to achieving your dream.

By articulating your thoughts on these aspects, you demonstrate a strong alignment between the college and your academic goals, enhancing your appeal as a prospective student.

Demonstrate a Deep Understanding of Computer Science

As with a traditional “ Why This Major? ” essay, you must exhibit a deep and clear understanding of computer science. Discuss specific areas within the field that pique your interest and why. This could range from artificial intelligence to software development, or from data science to cybersecurity.

What’s important is to not just boast and say “ I have a strong grasp on cybersecurity ”, but instead use your knowledge to show your readers your passion: “ After being bombarded with cyber attack after cyber attack, I explained to my grandparents the concept of end-to-end encryption and how phishing was not the same as a peaceful afternoon on a lake. ”

Make it Fun!

Students make the mistake of thinking their college essays have to be serious and hyper-professional. While you don’t want to be throwing around slang and want to present yourself in a positive light, you shouldn’t feel like you’re not allowed to have fun with your essay. Let your personality shine and crack a few jokes.

You can, and should, also get creative with your essay. A great way to do this in a computer science essay is to incorporate lines of code or write the essay like you are writing out code.

Now we will go over a real “ Why Computer Science? ” essay a student submitted and explore what the essay did well, and where there is room for improvement.

Please note: Looking at examples of real essays students have submitted to colleges can be very beneficial to get inspiration for your essays. You should never copy or plagiarize from these examples when writing your own essays. Colleges can tell when an essay isn’t genuine and will not view students favorably if they plagiarized.

I held my breath and hit RUN. Yes! A plump white cat jumped out and began to catch the falling pizzas. Although my Fat Cat project seems simple now, it was the beginning of an enthusiastic passion for computer science. Four years and thousands of hours of programming later, that passion has grown into an intense desire to explore how computer science can serve society. Every day, surrounded by technology that can recognize my face and recommend scarily-specific ads, I’m reminded of Uncle Ben’s advice to a young Spiderman: “with great power comes great responsibility”. Likewise, the need to ensure digital equality has skyrocketed with AI’s far-reaching presence in society; and I believe that digital fairness starts with equality in education.

The unique use of threads at the College of Computing perfectly matches my interests in AI and its potential use in education; the path of combined threads on Intelligence and People gives me the rare opportunity to delve deep into both areas. I’m particularly intrigued by the rich sets of both knowledge-based and data-driven intelligence courses, as I believe AI should not only show correlation of events, but also provide insight for why they occur.

In my four years as an enthusiastic online English tutor, I’ve worked hard to help students overcome both financial and technological obstacles in hopes of bringing quality education to people from diverse backgrounds. For this reason, I’m extremely excited by the many courses in the People thread that focus on education and human-centered technology. I’d love to explore how to integrate AI technology into the teaching process to make education more available, affordable, and effective for people everywhere. And with the innumerable opportunities that Georgia Tech has to offer, I know that I will be able to go further here than anywhere else.

What the Essay Did Well

This essay perfectly accomplishes the two key parts of a “ Why Computer Science? ” essay: answering “ Why This Major? ” and “ Why This College? ”. Not to mention, we get a lot of insight into this student and what they care about beyond computer science, and a fun hook at the beginning.

Starting with the “ Why This Major? ” aspect of the response, this essay demonstrates what got the student into computer science, why they are passionate about the subject, and what their goals are. They show us their introduction to the world of CS with an engaging hook: “I held my breath and hit RUN. Yes! A plump white cat jumped out and began to catch the falling pizzas. ” We then see this is a core passion because they spent “ Four years and thousands of hours ,” coding.

The student shows us why they care about AI with the sentence, “ Every day, surrounded by technology that can recognize my face and recommend scarily-specific ads ,” which makes the topic personal by demonstrating their fear at AI’s capabilities. But, rather than let panic overwhelm them, the student calls upon Spiderman and tells us their goal of establishing digital equality through education. This provides a great basis for the rest of the essay, as it thoroughly explains the students motivations and goals, and demonstrates their appreciation for interdisciplinary topics.

Then, the essay shifts into answering “ Why This College? ”, which it does very well by honing in on a unique facet of Georgia Tech’s College of Computing: threads. This is a great example of how to provide depth to the school resources you mention. The student describes the two threads and not only why the combination is important to them, but how their previous experiences (i.e. online English tutor) correlate to the values of the thread: “ For this reason, I’m extremely excited by the many courses in the People thread that focus on education and human-centered technology. ”

What Could Be Improved

This essay does a good job covering the basics of the prompt, but it could be elevated with more nuance and detail. The biggest thing missing from this essay is a strong core to tie everything together. What do we mean by that? We want to see a common theme, anecdote, or motivation that is weaved throughout the entire essay to connect everything. Take the Spiderman quote for example. If this was expanded, it could have been the perfect core for this essay.

Underlying this student’s interest in AI is a passion for social justice, so they could have used the quote about power and responsibility to talk about existing injustices with AI and how once they have the power to create AI they will act responsibly and help affected communities. They are clearly passionate about equality of education, but there is a disconnect between education and AI that comes from a lack of detail. To strengthen the core of the essay, this student needs to include real-world examples of how AI is fostering inequities in education. This takes their essay from theoretical to practical.

Whether you’re a seasoned writer or a novice trying your hand at college application essays, the review and editing process is crucial. A fresh set of eyes can provide valuable insights into the clarity, coherence, and impact of your writing. Our free Peer Essay Review tool offers a unique platform to get your essay reviewed by another student. Peer reviews can often uncover gaps, provide new insights or enhance the clarity of your essay, making your arguments more compelling. The best part? You can return the favor by reviewing other students’ essays, which is a great way to hone your own writing and critical thinking skills.

For a more professional touch, consider getting your essay reviewed by a college admissions expert . CollegeVine advisors have years of experience helping students refine their writing and successfully apply to top-tier schools. They can provide specific advice on how to showcase your strengths, address any weaknesses, and generally present yourself in the best possible light.

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Computers and Society: Modern Perspectives

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713 Computers in education and learning

Published: April 2019
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As we have already hinted, computers and the internet have made profound changes in how we learn. We begin this topic by reviewing influential visions and early prototypes suggesting how technology could revolutionize education. Early on, computers were used by educators to deliver online tutorials about subject material, administer drill-and-practice exercises on rote skills, act as supportive environments for creatively exploring ideas through programming in English-like languages, and function as inexpensive, ubiquitous, and dynamic audio-visual resources. We shall then discuss other newer methods for using digital technologies to transform how students approach subject matter and how classrooms are organized. By using interactive simulation games, students learn by taking actions with respect to certain scenarios. Presentation aids such as PowerPoint and Prezi have replaced blackboards to present and elucidate concepts. Smart classrooms allow instructors and students access to technology that facilitates learning; inverted classrooms allow more effective use of classroom time by enabling students to prepare for lectures in advance and focus on working together with their teachers in class. Intelligent tutors are artificial intelligence (AI) programs that actively support student learning, diagnose student difficulties with the material, and then adapt tutoring strategies based on these findings. Next, we shall review how online learning has opened up new opportunities for adult and continuing education, whereby students can learn in their own time and at their own pace. The challenge online learning technology developers now face is to provide discussion forums, real-time chat capabilities, and methods for instructor feedback so that advantages of face-to-face interaction are not lost in web-based learning. Particularly exciting is the growth of worldwide learning communities via Massive Open Online Courses (MOOCs), an area of current expansion and creativity. While technology is now seen as instrumental in learning, there are still debates on the extent to which it should be used and how it should be used in education. A particularly prevalent dilemma is in middle and secondary schools. The issue is whether or not and how to encourage or disallow the use of mobile phones and other devices in classrooms.

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Essay on Importance of Computer for All Students

Today we are going to share some long and short, some simple and easy essays on the importance of computers in English for all students. These essays are for every class or grade students. You should find an appropriate one for you.

In This Blog We Will Discuss

Essay on Importance of Computer: (200 Words) for Class 1, 2, 3

A computer is a machine that counts. Yeah, according to the literal meaning computer is a counting machine, but it does various types of work now. The modern computer has been upgraded with so many features and it has made our life really easy and simple.

Today we are going to talk about the importance of computers in several sectors of human life. First of all, I want to mention the education system. The entire education system has been really improved and digitalized because of modern computers.

It helps the teachers to present their lessons and teach the students in a better way with minimum effort and time. And the students can learn easily with the digital medium. In the business sector, it is helping a lot to manage every type of accounts. In this case, there are lots of excel or account management software that helps us to store financial data and other information.

We can easily store our information safely. There is no tension to lose the data. We can take access from anywhere, anytime. Overall, the computer has brought changes in medical, engineering, technology, education, banking, government sectors, and many more things. It has been the most important tool for us.

Essay on Importance of Computer in Education: (300 Words) for Class 4, 5

Introduction: Using the digital computer is changing the education system. It is changing the way that we learn something and the way we store knowledge. Everything is being so easier. The computer has made the processes really simple for us. Education is the most important basic need of a human in their life. The system of education is always changing and it is being better day by day. Using computers has brought a huge revolution and change to the entire system. Today we will take look at the importance of computers in education.

Importance of Computer in Education: First of all, let’s explain how it is changing the process of learning. We used to buy and read printed textbooks in our time. But now, most of the universities and colleges are having digital kindle and PDF books. The students can store their books on their personal laptops.

For example, you can store millions of books in a single hard disk. There are lots of word processing software that can help you to write and do your assignment and homework. They can carry their laptop anywhere, anytime. They can study anywhere, anytime.

It is a really epic and interesting thing for all students. Everything is so easy. I can remember, we used to go to the library, buy books and sometimes it became hard to find proper books. Let’s take a look at the teaching process. This machine has changed and developed the teaching processes too.

Depending on a subject, a teacher has to teach the same lessons every year. But now, a teacher makes a complete presentation on every single lesson that he can use every year with a few little updates. It saves time and lots of effort. It helps students to understand better. This process is really interesting.

Conclusion: The overall importance of computers in education is really too much. We need to use it properly to improve and update our education system.

Essay on Importance of Computer in Our Daily Life: (400 Words) for Class 6, 7, 8

Essay on Importance of Computer in Daily Life

Introduction: This current world is updating daily and it’s being modern day by day. The computer has a huge contribution to that revolution. Today we are going to discuss the importance of computers in our daily life. It is a tool that has made our life really easy and simple.

This tool comes with a really good function and system that can solve lots of problems and save our time. There are some really interesting reasons that made the computer a must having tool on the business, medical, education, entertainment, and every other sector that we see.

There are various using the intention of the computer. Suppose you are a video editor and you make videos. You can do that on your computer, and even a doctor can check several data for a patient with some computer program. So we can divide all users into different groups.

Importance of Computers in Daily Life: So our intention is to explain the importance of computers in our daily lives. As you can see computers are everywhere. We can’t even think a day without a computer. We need this tool to complete several tasks a day.

I want to explain this with a few examples. Suppose you are a student and you need to do an assignment, need to design a project cover, or write something and print it. You need a computer in every step to do all these things. Every educational institute comes with computer labs and the student learns about this machine there for free.

It helps them to get some technical knowledge that is important for the future. Or in your business, you need to take care of lots of accounts that you can’t write them into a notebook. You might lose the notebook or it could get spoiled. But if you store your data in cloud storage, it will be there forever.

You can take access anytime from anywhere. You can keep the data organized and beautiful. So it’s really important to get a computer for your business. The teachers are using a computer to present their lessons in a better way. It is really interesting. The kids really love to learn things in a digital way. It lets teachers decrease their effort and students to understand better.

Conclusion: Learning a computer could be really important for your future. If you are good in any specific program, you will get a job easily. There are huge job opportunities for computer experts all across the world. And this machine is highly important in our daily life.

Essay on Importance of Computer: (500 Words) for Class 9, 10

Essay on Importance of Computer in 500 Words

Introduction: The computer is a really important tool in our daily life nowadays. The computer is really easy to get now. Today I am going to share the importance of computers with you all. It is a really essential tool that we can’t think of our life without it. It is helping us to solve lots of regular problems. It has made our life really easy and simple. Let’s take a look at a few industries that have been changed completely because of the computer.

In Medical: There are so many complex problems in the medical industry that the computer has made simple and easy. It helps to store all patient data and it is possible to access that data in the near future. Doctors or nurses duty schedule, their attendance, medicine purchase listing, medical diagnosis, and medical research are other things that computer can do in the medical industry.

There are few computer programs that help doctors to find the disease and some of the applications track our body condition. It even helps to find a solution. Because of digital computers, experts have been able to do research about viruses or bacteria. They are understanding them very well and even finding an alternative way to get rid of dangerous viruses.

In Education: The computer has made the biggest change in the education sector. The learning process has been really easy and simple because of digital computers. In this era, people don’t even need to use books. And lots of universities are already getting rid of printed books.

They are doing everything with their computer system. It is changing the way that we are learning and storing knowledge. There was a time when people used to store knowledge but now, anyone can find anything within a couple of seconds with a simple Google search.

For the basic and primary level students, the teachers are making attractive cartoon and media-based presentation to show them their lessons. It is an interesting way to learn and teach. Students love to learn by watching cartoons or animations.

Every school is having a computer lab and their students can learn more about this machine. It is changing their thinking and life goal. Lots of students are aiming to become a computer programmer or build a career with the computer.

In Entertainment: In the entertainment world, because of digital computers, anyone can do video editings like Hollywood or Bollywood. There are lots of tiny films producing company are making really amazing movies using the latest technology. If you got a good configured computer with good video editing software, you can edit like a pro.

In this case, you just need to have proper knowledge of editing. And anyone can learn that from YouTube or Udemy. The entertainment world has been richer and people are engaging with the industry a lot. People are creating more and watching more.

Conclusion: Overall, a computer is the ultimate blessing for mankind. This machine has changed almost everything. The things that people never thought of before, the computer has made them true. The importance of computers is really high.

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Essay on Importance of Computer

Students are often asked to write an essay on Importance of Computer in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Importance of Computer

Introduction to computers.

Computers are important in our lives. They help in various tasks like learning, communication, and entertainment.

Role in Education

Computers make learning fun. They offer educational games and online classes.

Communication

Computers help us communicate with friends and family through emails and social media.

Entertainment

Computers provide entertainment like movies, music, and games.

In conclusion, computers have a significant role in our lives. They make tasks easier and more enjoyable.

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250 Words Essay on Importance of Computer

The emergence of computers.

The advent of computers has revolutionized the world, dramatically transforming human life and societal structures. Computers, initially designed for complex computations, now permeate every aspect of our daily lives, from education and business to entertainment and communication.

Computers in Education

The importance of computers in education is undeniable. They have transformed the way we learn, making education more interactive and engaging. With the help of computers, vast amounts of information can be accessed within seconds, facilitating research and broadening the scope of knowledge. Moreover, online learning platforms have made education accessible to everyone, irrespective of geographical boundaries.

Role in Business

In the business world, computers have become indispensable. They assist in managing large databases, conducting financial transactions, and executing marketing strategies. The advent of e-commerce, largely facilitated by computers, has reshaped the global economy, enabling businesses to reach customers worldwide.

Impact on Communication

Entertainment and leisure.

In the realm of entertainment and leisure, computers have introduced new dimensions. From digital art and music to online gaming and streaming services, computers have enriched our recreational experiences.

In conclusion, the importance of computers is vast and multifaceted. They have become an integral part of our lives, continually shaping our world. As we move forward, the influence of computers will only continue to grow, making them an undeniable necessity in our modern existence.

500 Words Essay on Importance of Computer

Introduction.

The computer, a revolutionary invention of the twentieth century, has become a fundamental part of our daily lives. Its importance cannot be overstated as it has revolutionized various sectors including business, education, healthcare, and entertainment. This essay explores the significance of computers in our contemporary world.

The role of computers in education is transformative. They serve as an interactive medium where students can learn and explore new concepts. Online learning platforms, digital libraries, and educational software have made learning more accessible, engaging, and personalized. Furthermore, computers have also simplified research, data analysis, and presentation of academic work, enhancing the overall educational experience.

Impact on Business and Economy

Computers have reshaped the business landscape. They have facilitated automation, leading to increased productivity and efficiency. Businesses are now able to manage large volumes of data, aiding in informed decision-making and strategic planning. E-commerce, digital marketing, and online banking are other significant contributions of computers, driving economic growth and globalization.

Healthcare Advancements

Entertainment and communication.

The entertainment industry has been revolutionized by computers. They have given birth to digital media, video games, and computer-generated imagery (CGI) in films. Moreover, computers have redefined communication, making it instant and borderless. Social media, email, and video conferencing are now integral parts of our social and professional lives.

Challenges and Future Prospects

Despite the numerous benefits, the use of computers also brings challenges such as cybersecurity threats and digital divide. Addressing these issues is crucial for a safe and inclusive digital future. On the brighter side, the future of computers is promising with advancements like quantum computing, artificial intelligence, and virtual reality. These technologies are expected to further enhance our lives, solve complex problems, and open new avenues of exploration.

That’s it! I hope the essay helped you.

If you’re looking for more, here are essays on other interesting topics:

Happy studying!

Why I Want to Study Computer Science

Categories: Computer Science Education Goals

About this sample

Words: 606 |

Published: Aug 31, 2023

Words: 606 | Page: 1 | 4 min read

A passion for problem-solving, fascination with innovation, impactful applications, interdisciplinary connections, personal growth and fulfillment, conclusion: a path of passion and purpose.

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Essay on Importance of Education for Students

500 words essay on importance of education.

To say Education is important is an understatement. Education is a weapon to improve one’s life. It is probably the most important tool to change one’s life. Education for a child begins at home. It is a lifelong process that ends with death. Education certainly determines the quality of an individual’s life. Education improves one’s knowledge, skills and develops the personality and attitude. Most noteworthy, Education affects the chances of employment for people. A highly educated individual is probably very likely to get a good job. In this essay on importance of education, we will tell you about the value of education in life and society.

Importance of Education in Life

First of all, Education teaches the ability to read and write. Reading and writing is the first step in Education. Most information is done by writing. Hence, the lack of writing skill means missing out on a lot of information. Consequently, Education makes people literate.

Above all, Education is extremely important for employment. It certainly is a great opportunity to make a decent living. This is due to the skills of a high paying job that Education provides. Uneducated people are probably at a huge disadvantage when it comes to jobs. It seems like many poor people improve their lives with the help of Education.

Better Communication is yet another role in Education. Education improves and refines the speech of a person. Furthermore, individuals also improve other means of communication with Education.

Education makes an individual a better user of technology. Education certainly provides the technical skills necessary for using technology . Hence, without Education, it would probably be difficult to handle modern machines.

People become more mature with the help of Education. Sophistication enters the life of educated people. Above all, Education teaches the value of discipline to individuals. Educated people also realize the value of time much more. To educated people, time is equal to money.

Finally, Educations enables individuals to express their views efficiently. Educated individuals can explain their opinions in a clear manner. Hence, educated people are quite likely to convince people to their point of view.

Get the huge list of more than 500 Essay Topics and Ideas

Importance of Education in Society

First of all, Education helps in spreading knowledge in society. This is perhaps the most noteworthy aspect of Education. There is a quick propagation of knowledge in an educated society. Furthermore, there is a transfer of knowledge from generation to another by Education.

Education helps in the development and innovation of technology. Most noteworthy, the more the education, the more technology will spread. Important developments in war equipment, medicine , computers, take place due to Education.

Education is a ray of light in the darkness. It certainly is a hope for a good life. Education is a basic right of every Human on this Planet. To deny this right is evil. Uneducated youth is the worst thing for Humanity. Above all, the governments of all countries must ensure to spread Education.

FAQs on Essay on Importance of Education

Q.1 How Education helps in Employment?

A.1 Education helps in Employment by providing necessary skills. These skills are important for doing a high paying job.

Q.2 Mention one way in Education helps a society?

A.2 Education helps society by spreading knowledge. This certainly is one excellent contribution to Education.

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CBSE Class 10 Sample Papers

CBSE Class 10 Information Technology Sample Paper 2024-25 with Marking, Download in PDF

Cbse sample paper and marking scheme 2025: cbse has released the sample paper of information technology skill subjects for class 10 for the 2025 board exams. download the information technology sample question paper with marking scheme in pdf here. .

CBSE Class 10 Information Technology Skill Subject Sample Paper 2025: The Central Board Of Secondary Education (CBSE) has made sample paper available for the all subjects for class 10 on its official website. These sample papers help them to practice and perform better in examinations. In this article we have provided the sample paper for the CBSE Class 10 Information Technology sample paper 2025 , along with the section wise questions and direct link to download the sample paper to prepare and practice. For now, students can take a look at the Skill Subject Sample Paper. Read the complete article to download the free PDF of the Information Technologys sample paper and the marking scheme as well.

Also Check: CBSE Class 10 Sample Paper 2024-25 For Skill Subjects: Download FREE PDFs

CBSE Class 10 Information Technology Skill Subject: General Instructions:

CBSE Class 10 Information Technology Sample Question Papers 2024-25

Section a: objective type questions .

Q. 1 Answer any 4 out of the given 6 questions on Employability Skills (1 x 4 = 4 marks)

1. What is the importance of effective communication in a workplace?

(a) Reducing office expenses (b) Enhancing team collaboration and productivity

2. High expectations from self can leave with chronic anxiety and stress, thus leading to _____________ stress.

(a) Physical (b) Emotional (c) Social (d) Financial

3. John notices that the cost of raw materials is lower in a different supplier's location compared to his current supplier. He decides to switch to the new supplier to save money. Which function that the entrepreneur is doing?

(a) Makes decisions

(b) Divides income

(d) Innovation

4. Imagine you are working on a challenging project for your studies, and you have a tight deadline. No one is around to cheer you on or offer encouragement, but you need to push through and complete the work. What will make you complete work without others cheering you?

(a) Self-confidence

(b) Communication

(d) Self-esteem

5. Which organization has adopted the Sustainable Development Goals.

(a) UNICEF (b) League of Nations

6. What should you do to ensure secure online transactions?

(a) Lock your computer

(b) Give credit card or bank details only on safe websites

(d) Do not use pirated software

Q. 2 Answer any 5 out of the given 6 questions (1 x 5 = 5 marks)

1. What is a style in LibreOffice Writer?

a) A method of typing b) A collection of all formatting information

c) A tool for drawing shapes d) A spell-check feature

2. Which of the following is an example for absolute cell referencing?

(a) C5 (b) $C$5 (c) $C (d) #C

3. Which of the following tabs is by default active when the Table of Contents, Entries or Bibliography dialog box is opened?

(a) Entries

(b) Background

4. Which of the following is true about Track Changes feature of Writer?

(a) You cannot record a change made in the document.

(b) A comment of a particular author only can be deleted

(d) None of the above

5. Imagine you are a financial analyst tasked with analyzing quarterly sales data for a multinational corporation. The data is stored in separate sheets within an Excel workbook, each representing sales figures from different regions (e.g., North Zone, East Zone, South Zone). How can you efficiently view and compare quarterly sales data from multiple regions in a single spreadsheet to identify trends and relationships?

(a) By creating separate charts for each region’s data.

(b) By using the Consolidate function to combine information from all regional sheets into one summary sheet.

(d) By deleting unnecessary data from each region’s sheet.

6. Sore lower back is caused due to _________________.

(a) reaching forward frequently

(b) no lumbar support

(d) reaching forward for long periods

Q. 3 Answer any 5 out of the given 6 questions (1 x 5 = 5 marks)

1. What is the extension of spreadsheet file in Calc?

(a) .odb (b) .odt (c) .odg (d) .ods

2. Which of the following is the shortcut key to open the Templates dialog box?

(a) Ctrl+Alt+N (b) Ctrl+Shift+N (c) Ctrl+Alt+T (d) Shift+Alt+T

3. Which style category would you use to format a section containing text, graphics, and lists?

a) Page Style b) Paragraph Style c) Character Style d) Frame Style

4. It is a reference point for the graphics which is created while positioning any image. This point could be the page, or frame where the object is either a paragraph, or even a character in a word processor.

(a) Wrap Text (b) Anchoring (c) Alignment (d) BookMark

5. Which of the following is an invalid Macro Name?

(a) 1formatword

(b) format word

(d) Format_word

6. A fresh food cafeteria helps to maintain the ______________ of the employee.

(a) Health (b) Morale (c) Productivity (d) Engagement

Q. 4 Answer any 5 out of the given 6 questions (1 x 5 = 5 marks)

1. Which of the following feature is used to jump to a different spreadsheet from the current spreadsheet in LibreOffice Calc?

(b) Hyperlink

2. Which of the following operations cannot be performed using LibreOffice Calc?

(a) Store and manipulate data

(b) Create graphical representation of data

(d) Mail merge

3. The details associated with an entity are called ____________.

(b) Attributes

(d) Primary key

4. The _____________ data is a combination of letters, numbers or special characters.

(a) Structured (b) Unstructured (c) Semi-structured (d) Alphanumeric

5. Which kind of hazards can occur in IT industry?

(a) Biological

(b) Chemical

(d) Ergonomic

6. In a Query Design wizard, which of the following buttons is clicked to move a field from ‘Available fields’ list box to ‘Fields in the query‘ list box?

(a) > (b) <9 (c) ∨ (d) ∧

Q. 5 Answer any 5 out of the given 6 questions (1 x 5 = 5 marks)

1. Identify the mode, where we can modify in the structure of table?

a. Datasheet view b. Structure view c. Design view d. All of the above

2. What is the primary purpose of a query in a database?

(a) To enter new records (b) To create reports

3. Which of the following is NOT true about forms?

(a) It is the front end for data entry

(b) It can contain text fields

(d) It can accept only fixed number of records

4. For an organisation, the proper security procedures will reduce ________________.

(a) liabilities (b) insurance (c) business revenue (d) operational charges of the company

5. Which of the following is not an example of ignition sources of open flames?

(a) Gas ovens (b) Lighters in smoking areas (c) Welding torches (d) space heaters

6. Which action contributes to a healthy and safe working environment?

(a) Keeping emergency exits clear (b) Leaving cables loose on the floor

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CBSE Class 10 Information Technology Marking Scheme 2024-25

The marking scheme helps students by giving them the exact idea of what is needed to get good scores and grades in examination. It explains how each answers will be scored, the question weightage for exam, and makes understand what the teacher are looking for in your answer. By knowing the marking scheme students can focus on important topics and practice accordingly and see how well they are doing. To access the marking scheme for class 10 Information Technology sample paper 2025, click on the link below to download the marking scheme in PDF format:

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COMMENTS

Essay on Importance Of Computer In School Education
In conclusion, computers are very important in school education. They make learning interesting, give students the latest information, and teach them skills for the future. They also make homework and projects easier, help students connect with others, and help teachers in their work. With all these benefits, it is clear why computers are a big ...
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Conclusion. In conclusion, computer education is an essential part of modern education. It equips students with necessary skills to navigate the digital world and opens up a myriad of opportunities in various professional fields. Therefore, it is not just about learning to use a computer, but understanding its potential to create, innovate, and ...
Importance of Computers in Education
Such is the case primarily because; computers have a range of output and input assistive devices that aid the learning of learners with special needs. For example, for learners with visual problems, computers have audio devices that can help to broadcast information, and vice versa (Setzer 1-10).
The Role of the Computer in Education: An Essay
Computers has large capacities to store information and data. The computer enables quick processing of data with very low chances of errors. The computer has made the communication much easier over miles. It is not only for storage and processing but it is also for communication. The computer is important in education for job skills.
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3. Computer software helps better presentation of information. The Internet can play an important role in education. As it is an enormous information base, it can be harnessed for retrieval of information on a variety of subjects. The Internet can be used to refer to information on different subjects.
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6. Enables Efficient Assessment and Feedback. Technology in education transforms assessment and feedback, enabling real-time, personalized, and efficient evaluation. It facilitates immediate grading, tailored feedback, and progress tracking, enhancing the learning experience and outcomes.
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Technology can be a powerful tool for transforming learning. It can help affirm and advance relationships between educators and students, reinvent our approaches to learning and collaboration, shrink long-standing equity and accessibility gaps, and adapt learning experiences to meet the needs of all learners (p. 3).
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This document provides an overview of writing an essay on the importance of computer education. It discusses how the topic is broad and requires an understanding of computers' role in various contexts. Researching current developments is important given technology's constant evolution. Crafting a well-structured essay involves creating a clear thesis, logical arguments, and supporting evidence ...
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The advent of computers has undeniably marked a significant shift in human civilization. From aiding complex calculations to facilitating global connectivity, computers have become an integral part of our lives. This essay will delve into the importance of computers in our daily life, examining their roles in various sectors. Education and Learning
The Importance of Computer in Education
The advantages of computers in education primarily include: -Storage of information. -Access …show more content…. Computers facilitate audio-visual representation of information, thus making the process of learning interactive and interesting. Computer -aided teaching adds a fun element to education. Teachers hardly use chalk and board today.
Why elementary and high school students should learn computer programming
Promoting social equity. According to several authors, greater exposure to computer science by teaching young people how to program could also help promote greater social equity in terms of ...
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References and sources. Information and Communications Technology (ICT) can impact student learning when teachers are digitally literate and understand how to integrate it into curriculum. Schools use a diverse set of ICT tools to communicate, create, disseminate, store, and manage information. (6) In some contexts, ICT has also become integral ...
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Get original essay. One of the primary reasons for choosing computer science as my major is its undeniable relevance in today's digital age. Computers have become an integral part of our daily lives, permeating every aspect of society. By studying computer science, I hope to deepen my understanding of how these powerful machines operate and how ...
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These essays are for every class or grade students. You should find an appropriate one for you. Essay on Importance of Computer: (200 Words) for Class 1, 2, 3. Essay on Importance of Computer in Education: (300 Words) for Class 4, 5. Essay on Importance of Computer in Our Daily Life: (400 Words) for Class 6, 7, 8.
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Education is a weapon to improve one's life. It is probably the most important tool to change one's life. Education for a child begins at home. It is a lifelong process that ends with death. Education certainly determines the quality of an individual's life. Education improves one's knowledge, skills and develops the personality and ...
CBSE Class 10 Information Technology Sample Papers 2025: Sample
SECTION A: OBJECTIVE TYPE QUESTIONS . Q. 1 Answer any 4 out of the given 6 questions on Employability Skills (1 x 4 = 4 marks) 1. What is the importance of effective communication in a workplace?

Importance of computer education in our life

Importance of Computer Education in Our Life

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Importance of Computers in Education

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Use of Computers in Middle and High School

Use of Computers in Colleges

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The Role of the Computer in Education: An Essay

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BUILDING SKILLS FOR LIFE

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Why expand CS education?

The economic argument

The inequality argument

Beyond economics

Global advances in expanding CS education

Progress in expanding CS education across the globe

Key barriers and challenges to expand CS education globally

1. Providing access to ICT infrastructure to students and educators

2. Ensuring qualified teachers through teacher preparation and professional development

3. Fostering student engagement and interest in CS education

4. Generating and using evidence on curriculum and core competencies, instructional methods, and assessment

Lessons from education systems that have introduced CS education

1. Expanding tech-based jobs is a powerful lever for expanding CS education

2. ICT in schools provides the foundation to expand CS education

3. Developing qualified teachers for CS education should be a top priority

4. Exposing students to CS education early helps foster demand, especially among underserved populations

5. Engaging key stakeholders can help address bottlenecks

6. When taught in an interactive, hands-on way, CS education builds skills for life

Case studies

About the Authors

Acknowledgments

Related content

Expanding computer science education for a technologically advancing world

What do we know about the expansion of K-12 computer science education?

Realizing the promise: How can education technology improve learning for all?

Embracing the Future: Why Should Technology Be Used in the Modern Classroom

Perspectives on Technology in the Classroom: Insights from Teachers and Experts

11 Reasons Why Technology Should Be Used in the Classroom

2. Facilitates Personalized Learning

3. Prepares Students for the Future

4. Increases Collaboration and Communication

6. Enables Efficient Assessment and Feedback

7. Overcomes Geographical Limitations

9. Reduces Environmental Impact

10. Educates Students on Digital Citizenship

11. Advances Careers with Technology Expertise

Addressing Opposing Views on Technology in the Classroom

2. Overreliance on Technology Reduces Critical Thinking

3. Loss of Traditional Learning Skills

4. Health Concerns

5 Ideas for Integrating Technology in the Classroom

1. Interactive Whiteboards

4. Coding and Robotics

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Why elementary and high school students should learn computer programming

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