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Comparing CSTA K-12 Computer Science Standards
with Austrian Curricula
Daniel L. Egger
Alpen-Adria-Universität Klagenfurt
Universitätsstraße 65-67
A- 9020 Klagenfurt
+43 650 519 7333
egger.it@edu.uni-klu.ac.at
ABSTRACT
In 2011, the CSTA has published a review of its K-12 Computer
Science Standards. Aiming to assess the situation of Computer
Science Education in Austria, we used these standards as an external
level rod. For this purpose, we investigated to which degree
a well-chosen subset of these standards is implemented in Austrian
curricula for computer science education. We analyzed curricula
of several types of secondary schools (AHS, HTL for
Chemistry, HTL for Informatics, HLW). Our findings reveal that
the CSTA standards are quite poorly implemented at this point of
time in Austria.
Categories and Subject Descriptors
K.3.2 [Computer and Information Science Education]: Computer
Science Education, Curriculum.
General Terms
Human Factors, Standardization
Keywords
Computer Science Education, Secondary School, Educational
Standards, Curricula
1. INTRODUCTION
During the last years, more and more countries have come to the
conclusion that it would be necessary to incorporate serious programs
for Computer Science Education (CSE) in their school
systems. As stated in 2011 by the US Computer Science Teacher
Association (CSTA): “To function in society, every citizen in the
21 st century must understand at least the principles of computer
science. […] Elementary and secondary schools have a unique
opportunity and responsibility to address this need.” [10]. Nevertheless,
as the education systems of the countries differ substantially,
the implementation and organization of CSE has to be also
very diverse from country to country. In order to compare the
outcomes of such different education systems, suitable educational
standards have to be defined and applied.
This paper, which was produced mainly by the students of a
teacher education course at our university, aims to demonstrate
how such a comparison might look like. We investigated, to
which degree a suitable subset of the K-12 standards that have
been most recently published by the CSTA [10] is adopted by the
Austrian education system. Our work was inspired by the CSTA
study “Running On Empty” that compared the outcomes of CSE
in the 50 US states. The comparison will show to which degree
the current Austrian programs for CSE fulfill the US standards.
Sabrina M. Elsenbaumer
Alpen-Adria-Universität Klagenfurt
Universitätsstraße 65-67
A- 9020 Klagenfurt
+43 650 830 3302
selsenba@edu.uni-klu.ac.at
131
Peter Hubwieser
Technische Universität München
Fakultät für Informatik
Boltzmannstr. 3, D-85478 Garching
+49 89 289 17350
Peter.Hubwieser@tum.de
Although there are other educational standards for CSE, this
paper will not deal with any standards in detail other than the
CSTA standards. It is also not the purpose of this paper to discuss
or argue for the appropriateness of the CSTA standards in general.
We will simply take them for granted and for a reference of comparison
for the means of this paper.
As we do not intend to discuss the process of standardization for
CSE in general, we refer to [5] and [3], where the current situation
regarding standardization in CSE in connection with curriculum
topics is discussed systematically.
We will start with the explanation of the theoretical background
and of the Austrian school system and continue with a short overview
of the CSTA standards. A final comparison of the individual
curricula will detect the differences in implementation, which will
give reason for a general conclusion.
2. THEORETICAL BACKGROUND
Klieme et al. (see [4] p. 42) define educational standards as “a
clear and concise statement of what matters in [a] school system”.
However, educational standards shall not be confused with regulations
for grading and examination. They do not substitute for
whole curricula, but rather specify fundamental themes in key
learning fields (see [4], pp. 85-86). It seems clear that standards
can only be effective if they mirror parents’, teachers’ and students’
expectations of what should be taught/learned and if they
only serve a purpose other than intensification of the already
predominant (see [7], pp. 203). Also, it seems as if educational
standards could provide an instrument to foster system-wide
educational equality and comparability.
Yet, some negative aspects have to be considered. First, it seems
obvious that some teachers may perceive educational standards as
an annoyance, irritation or burden limiting their flexibility and
freedom in teaching. Furthermore, the teaching staff will have to
agree upon how set standards can be met, which definitely can
lead to major arguments among the staff (see [4],pp. 42-49).
In addition, there is a strong disagreement about whether standards
in education lead to standardization rather than to diversification
of learning processes. Reigeluth [7] warns that we have to
discriminate between two uses/types of standards: standards that
foster uniformity and standards that support customization,
whereby the latter is definitely to be given priority. Uniform
standards will make the education system increasingly inflexible
and in “the broadest sense, [such standards can be seen as] an
expression of professional values in the context of a test’s purpose”
(see [6], p. 464) thus they could have a huge impact on
business and economy (see [1], p. 266).