Dr. Andrew Molnar is a pioneer in computer-assisted education, and he believes that our modern base of knowledge is so vast that “it would take 22 centuries to read the annual biomedical research literature or seven centuries to read a year’s chemical literature.” Consequently, we depend on computers to store, organize, cross-reference, and provide access points to data throughout the day, every day. Students who enroll in computer science programs in high school have a distinct advantage over their peers since they progress from a familiarity with technology to a deep appreciation for cognitive computing. As Dr. Molnar explains, cognitive computing means that the individual is an “information processor.” In other words, every person is an organic computer, with the inexhaustible potential to develop “higher-order, thinking and problem-solving skills.” High school students spend much of their time learning to think critically and solve problems. Disciplined thinkers can classify and consolidate information while perceiving their limits and imagining changes; then, they can commit key points to memory in order to apply relevant data to their behavior. Computer science programs for high school students deepen critical thinking as they empower students to grasp complex or abstract ideas and transform them into beliefs or direct actions.
Diversity in the tech field is important because computing technologies are pervasive in our daily lives – from the GPS we use to get around, to apps we use to bank, make hotel or flight reservations and check the weather. But if the people who design the technology don’t include women, minorities, people with disabilities, or other individuals from diverse backgrounds, it could lead to technology that works for some or maybe even most but not all. For instance, it recently came to light that the body scanners used by the Transportation Security Administration frequently set off false alarms for Afros, braids and other hairstyles worn by black women. This in turn subjects black women to more frequent and invasive screenings at the airport. Problems like this are why it is important for software development teams to be as diverse and inclusive as possible to ensure technologies address the needs of all. As more students see people who look like them taking computer science courses in high school, more students will take notice and follow in their footsteps. Ultimately, this will enable them to become the software engineers and tech innovators of the future.
What would define and distinguish a pre-college subject, like computer science, in a formal manner? If a comparison between computer science and other traditional technical disciplines, such as the sciences and mathematics, is made, it can be seen that advancements in several areas must occur before computer science can be seen as a legitimate and important subject at the secondary-school level. We consider these as important progress indicators that are critical to pro-viding professional recognition to the discipline and to the teachers. A curriculum that meets the needs of high-school students and, for those who need it, an entry into post-secondary education programs that require computer science skills is essential. As in the other disciplines, this curriculum necessitates multiple tracks to meet the diverse needs of the students. A cursory examination of what is purported to be computer science in secondary schools is indicative of the confusion that exists between computer science as a discipline and instructional technology as a tool for teaching and learning. What should be taught in this course? Where do the required topics come from? A subset of subject areas outlined for college programs related work were used for the high-school curriculum. These areas, along with a brief definition, are: Algorithms; Programming Languages; Operating Systems and User Support; Computer Architecture; Social, Ethical, and Professional Context; Applications; Databases; Word Processing; Graphics Design; Additional Topics that add to the overall experience. Many of these programs are grouped in their various levels under Basic Science, Basic Technology, Computer Studies, and Data Processing. While some of the course offering are core requirements for the science inclined, others provide a skills-set basis for future career development via a technical, albeit scientific approach, irrespective of whether the student is science or art inclined (a typical example of such course offering is Data Processing)
The Hope Waddell ICT Laboratory has proved itself foremost amongst facilities of this genre , east of the Niger. Situated on the ground floor of the school library building , the laboratory complex comprises forty state-of-the-art desktop systems installed in a facility that is powered constantly via a solar power grid. The lab as served a basis for the best in ICT education for both students and staff alike.
At least nearly seven hundred Hope Waddell students have benefitted from the ICT facility.
