Twenty years into the new millennium: How integrated is Mathematics, Physics and Computer Science at secondary school level?

Twenty years into the millennium, the world has been confronted with a pandemic that has had an immeasurable impact on the workplace, learning environment and related technologies. Technology and technological advancements are founded on three disciplines, namely Physics, Mathematics and Computer Science. Internationally, an integration of the curricula of these disciplines are promoted in the education space, as an effective way to achieve 21st century capabilities that lately includes computational thinking. This study explores the changes in the content and alignment of the three subjects in the South African secondary school system from an interdisciplinary framework perspective. Textbooks, curriculum documents and planning calendars provided the information for the content analysis. The content in Physics and Mathematics have remained basically the same, with a few topics removed from Physics and some added to Mathematics. Information Technology has replaced Computer Science, with significant changes in content in alignment with developments in computing technology. No clear indication of an alignment between the disciplines could be found, which, to a certain extent, puts South Africa outside the international frame. The basic education system appears to run an assessment-driven curriculum in Mathematics, Physical Sciences and Information Technology. This system produces poor results and seemingly does not allow for interdisciplinary skills development

Hiding in Plain Sight: Identifying Computational Thinking in the Ontario Elementary School Curriculum

Given a growing digital economy with complex problems, demands are being made for education to address computational thinking (CT) – an approach to problem solving that draws on the tenets of computer science. We conducted a comprehensive content analysis of the Ontario elementary school curriculum documents for 44 CT-related terms to examine the extent to which CT may already be considered within the curriculum. The quantitative analysis strategy provided frequencies of terms, and a qualitative analysis provided information about how and where terms were being used. As predicted, results showed that while CT terms appeared mostly in Mathematics, and concepts and perspectives were more frequently cited than practices, related terms appeared across almost all disciplines and grades. Findings suggest that CT is already a relevant consideration for educators in terms of concepts and perspectives; however, CT practices should be more widely incorporated to promote 21st century skills across disciplines. Future research would benefit from continued examination of the implementation and assessment of CT and its related concepts, practices, and perspectives

Evolutionary biology for the 21st century

New theoretical and conceptual frameworks are required for evolutionary biology to capitalize on the wealth of data now becoming available from the study of genomes, phenotypes, and organisms - including humans - in their natural environments.Molecular and Cellular BiologyOrganismic and Evolutionary Biolog

Research-informed strategies to address educational challenges in a digitally networked world

This special issue represents the scholarly work that emerged from the EDUsummIT 2013. EDUsummIT is a growing and active community of researchers, policy makers and practitioners that is committed to promote research-informed strategies to effectively integrate ICT in educational policy and practice. First the background and aim of EDUsummIT is presented, followed by an overview of the contributions to this special issue

Revisiting digital technologies: envisioning biodigital bodies

In this paper the contemporary practices of human genomics in the 21st century are placed alongside the digital bodies of the 1990s. The primary aim is to provide a trajectory of the biodigital as follows: First, digital bodies and biodigital bodies were both part of the spectacular imaginaries of early cybercultures. Second, these spectacular digital bodies were supplemented in the mid-1990s by digital bodywork practices that have become an important dimension of everyday communication. Third, the spectacle of biodigital bodies is in the process of being supplemented by biodigital bodywork practices, through personal or direct-to-consumer genomics. This shift moves a form of biodigital communication into the everyday. Finally, what can be learned from putting the trajectories of digital and biodigital bodies together is that the degree of this communicative shift may be obscured through the doubled attachment of personal genomics to everyday digital culture and high-tech spectacle.Keywords: genomics, biodigital, bodies, spectacle, everyda

Assessing collaborative learning: big data, analytics and university futures

Traditionally, assessment in higher education has focused on the performance of individual students. This focus has been a practical as well as an epistemic one: methods of assessment are constrained by the technology of the day, and in the past they required the completion by individuals under controlled conditions, of set-piece academic exercises. Recent advances in learning analytics, drawing upon vast sets of digitally-stored student activity data, open new practical and epistemic possibilities for assessment and carry the potential to transform higher education. It is becoming practicable to assess the individual and collective performance of team members working on complex projects that closely simulate the professional contexts that graduates will encounter. In addition to academic knowledge this authentic assessment can include a diverse range of personal qualities and dispositions that are key to the computer-supported cooperative working of professionals in the knowledge economy. This paper explores the implications of such opportunities for the purpose and practices of assessment in higher education, as universities adapt their institutional missions to address 21st Century needs. The paper concludes with a strong recommendation for university leaders to deploy analytics to support and evaluate the collaborative learning of students working in realistic contexts