There have been many arguments over the new computing curriculum. The more I look at it, the more concerned I am that it appears narrowly focused on programming, whereas computing can involve so much more.

One case in point is the course I’m currently studying at FutureLearn, the Open University’s contribution to the MOOCs (massively open online courses) currently sweeping the web. This particular course, sponsored by Southampton University, is called Web Science: how the web is changing the world. It looks at the effects the world wide web is having on society, and how we have influenced the web.

The topics it covers are ones that are important to understand, and that I spent time in the classroom trying to get across – that technology is new, but pervasive, and affects our lives in more ways than we can imagine. In fact, the same topic is covered in a book I’m currently reading in order to review: Digitized: The Science of Computers and how it shapes our World.

If children are truly to understand the importance of coding, and to be able to express themselves effectively using digital media, then they also need to understand the deeper concepts of computing, for example how it can help us to build a better world, and to better understand our own minds.

I haven’t done much resource creating for the past few months as I left my teaching post in July and have been focusing on other aspects of my business, but after a break away from classroom technology and learning for a bit I’m now getting restless and starting to look for ways that I can help schools make the move forward from office-based computer skills to real computer skills. If anyone has any suggestions – or anyone in the Canterbury, UK area (or online) would like practical help – then please do get in touch. I will be resuming my quest to produce teaching materials in January, but not being in a classroom regularly makes it a little harder to keep up with the practical side of things.

Incidentally, there’s another MOOC coming up that ICT teachers really should be seeking out: Teaching Computing part 1 (part 2 to follow) from the University of East Anglia, which aims to prepare teachers to teach the new computing curriculum in both primary and secondary sectors. The course lasts for 4 weeks and is expected to take up around 4 hours per week, but of course anyone seeking to teach computing should be prepared to devote time to it – my biggest fear is that computing will go the way of ICT, with too many non-specialists stumbling through and not giving the subject the rigour that it deserves.