why computer education is important essay

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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How Important Is Technology in Education? Benefits, Challenges, and Impact on Students

Many of today’s high-demand jobs were created in the last decade, according to the International Society for Technology in Education (ISTE). As advances in technology drive globalization and digital transformation, teachers can help students acquire the necessary skills to succeed in the careers of the future.

How important is technology in education? The COVID-19 pandemic is quickly demonstrating why online education should be a vital part of teaching and learning. By integrating technology into existing curricula, as opposed to using it solely as a crisis-management tool, teachers can harness online learning as a powerful educational tool.

The effective use of digital learning tools in classrooms can increase student engagement, help teachers improve their lesson plans, and facilitate personalized learning. It also helps students build essential 21st-century skills.

Virtual classrooms, video, augmented reality (AR), robots, and other technology tools can not only make class more lively, they can also create more inclusive learning environments that foster collaboration and inquisitiveness and enable teachers to collect data on student performance.

Still, it’s important to note that technology is a tool used in education and not an end in itself. The promise of educational technology lies in what educators do with it and how it is used to best support their students’ needs.

Educational Technology Challenges

BuiltIn reports that 92 percent of teachers understand the impact of technology in education. According to Project Tomorrow, 59 percent of middle school students say digital educational tools have helped them with their grades and test scores. These tools have become so popular that the educational technology market is projected to expand to $342 billion by 2025, according to the World Economic Forum.

However, educational technology has its challenges, particularly when it comes to implementation and use. For example, despite growing interest in the use of AR, artificial intelligence, and other emerging technology, less than 10 percent of schools report having these tools in their classrooms, according to Project Tomorrow. Additional concerns include excessive screen time, the effectiveness of teachers using the technology, and worries about technology equity.

Prominently rising from the COVID-19 crisis is the issue of content. Educators need to be able to develop and weigh in on online educational content, especially to encourage students to consider a topic from different perspectives. The urgent actions taken during this crisis did not provide sufficient time for this. Access is an added concern — for example, not every school district has resources to provide students with a laptop, and internet connectivity can be unreliable in homes.

Additionally, while some students thrive in online education settings, others lag for various factors, including support resources. For example, a student who already struggled in face-to-face environments may struggle even more in the current situation. These students may have relied on resources that they no longer have in their homes.

Still, most students typically demonstrate confidence in using online education when they have the resources, as studies have suggested. However, online education may pose challenges for teachers, especially in places where it has not been the norm.

Despite the challenges and concerns, it’s important to note the benefits of technology in education, including increased collaboration and communication, improved quality of education, and engaging lessons that help spark imagination and a search for knowledge in students.

The Benefits of Technology in Education

Teachers want to improve student performance, and technology can help them accomplish this aim. To mitigate the challenges, administrators should help teachers gain the competencies needed to enhance learning for students through technology. Additionally, technology in the classroom should make teachers’ jobs easier without adding extra time to their day.

Technology provides students with easy-to-access information, accelerated learning, and fun opportunities to practice what they learn. It enables students to explore new subjects and deepen their understanding of difficult concepts, particularly in STEM. Through the use of technology inside and outside the classroom, students can gain 21st-century technical skills necessary for future occupations.

Still, children learn more effectively with direction. The World Economic Forum reports that while technology can help young students learn and acquire knowledge through play, for example, evidence suggests that learning is more effective through guidance from an adult, such as a teacher.

Leaders and administrators should take stock of where their faculty are in terms of their understanding of online spaces. From lessons learned during this disruptive time, they can implement solutions now for the future. For example, administrators could give teachers a week or two to think carefully about how to teach courses not previously online. In addition to an exploration of solutions, flexibility during these trying times is of paramount importance.

Below are examples of how important technology is in education and the benefits it offers to students and teachers.

Increased Collaboration and Communication

Educational technology can foster collaboration. Not only can teachers engage with students during lessons, but students can also communicate with each other. Through online lessons and learning games, students get to work together to solve problems. In collaborative activities, students can share their thoughts and ideas and support each other. At the same time, technology enables one-on-one interaction with teachers. Students can ask classroom-related questions and seek additional help on difficult-to-understand subject matter. At home, students can upload their homework, and teachers can access and view completed assignments using their laptops.

Personalized Learning Opportunities

Technology allows 24/7 access to educational resources. Classes can take place entirely online via the use of a laptop or mobile device. Hybrid versions of learning combine the use of technology from anywhere with regular in-person classroom sessions. In both scenarios, the use of technology to tailor learning plans for each student is possible. Teachers can create lessons based on student interests and strengths. An added benefit is that students can learn at their own pace. When they need to review class material to get a better understanding of essential concepts, students can review videos in the lesson plan. The data generated through these online activities enable teachers to see which students struggled with certain subjects and offer additional assistance and support.

Curiosity Driven by Engaging Content

Through engaging and educational content, teachers can spark inquisitiveness in children and boost their curiosity, which research says has ties to academic success. Curiosity helps students get a better understanding of math and reading concepts. Creating engaging content can involve the use of AR, videos, or podcasts. For example, when submitting assignments, students can include videos or interact with students from across the globe.

Improved Teacher Productivity and Efficiency

Teachers can leverage technology to achieve new levels of productivity, implement useful digital tools to expand learning opportunities for students, and increase student support and engagement. It also enables teachers to improve their instruction methods and personalize learning. Schools can benefit from technology by reducing the costs of physical instructional materials, enhancing educational program efficiency, and making the best use of teacher time.

Become a Leader in Enriching Classrooms through Technology

Educators unfamiliar with some of the technology used in education may not have been exposed to the tools as they prepared for their careers or as part of their professional development. Teachers looking to make the transition and acquire the skills to incorporate technology in education can take advantage of learning opportunities to advance their competencies. For individuals looking to help transform the education system through technology, American University’s School of Education online offers a Master of Arts in Teaching and a Master of Arts in Education Policy and Leadership to prepare educators with essential tools to become leaders. Courses such as Education Program and Policy Implementation and Teaching Science in Elementary School equip graduate students with critical competencies to incorporate technology into educational settings effectively.

Learn more about American University’s School of Education online and its master’s degree programs.

Virtual Reality in Education: Benefits, Tools, and Resources

Data-Driven Decision Making in Education: 11 Tips for Teachers & Administration

Helping Girls Succeed in STEM

BuiltIn, “Edtech 101”

EdTech, “Teaching Teachers to Put Tech Tools to Work”

International Society for Technology in Education, “Preparing Students for Jobs That Don’t Exist”

The Journal, “How Teachers Use Technology to Enrich Learning Experiences”

Pediatric Research, “Early Childhood Curiosity and Kindergarten Reading and Math Academic Achievement”

Project Tomorrow, “Digital Learning: Peril or Promise for Our K-12 Students”

World Economic Forum, “The Future of Jobs Report 2018”

World Economic Forum, “Learning through Play: How Schools Can Educate Students through Technology”

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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.

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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 ]
• Alberta Education. 2012. Bring your own device: A guide for schools . Retrieved from http://education.alberta.ca/admin/technology/research.aspx
• Alsied, S.M. and Pathan, M.M. 2015. ‘The use of computer technology in EFL classroom: Advantages and implications.’ International Journal of English Language and Translation Studies . 1 (1).
• BBC. N.D. ‘What is an interactive whiteboard?’ Retrieved from http://www.bbcactive.com/BBCActiveIdeasandResources/Whatisaninteractivewhiteboard.aspx
• Beilefeldt, T. 2012. ‘Guidance for technology decisions from classroom observation.’ Journal of Research on Technology in Education . 44 (3).
• Bishop, J.L. and Verleger, M.A. 2013. ‘The flipped classroom: A survey of the research.’ Presented at the 120th ASEE Annual Conference and Exposition. Atlanta, Georgia.
• Blurton, C. 2000. New Directions of ICT-Use in Education . United National Education Science and Culture Organization (UNESCO).
• Bryant, B.R., Ok, M., Kang, E.Y., Kim, M.K., Lang, R., Bryant, D.P. and Pfannestiel, K. 2015. ‘Performance of fourth-grade students with learning disabilities on multiplication facts comparing teacher-mediated and technology-mediated interventions: A preliminary investigation. Journal of Behavioral Education. 24.
• Buckingham, D. 2005. Educación en medios. Alfabetización, aprendizaje y cultura contemporánea, Barcelona, Paidós.
• Buckingham, D., Sefton-Green, J., and Scanlon, M. 2001. 'Selling the Digital Dream: Marketing Education Technologies to Teachers and Parents.'  ICT, Pedagogy, and the Curriculum: Subject to Change . London: Routledge.
• "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)
• Kenney, L. 2011. ‘Elementary education, there’s an app for that. Communication technology in the elementary school classroom.’ The Elon Journal of Undergraduate Research in Communications . 2 (1).
• Kopcha, T.J. 2012. ‘Teachers’ perceptions of the barriers to technology integration and practices with technology under situated professional development.’ Computers and Education . 59.
• Miranda, T., Williams-Rossi, D., Johnson, K., and McKenzie, N. 2011. "Reluctant readers in middle school: Successful engagement with text using the e-reader.' International journal of applied science and technology . 1 (6).
• Moyo, L. 2009. 'The digital divide: scarcity, inequality and conflict.' Digital Cultures . New York: Open University Press.
• Newton, D.A. and Dell, A.G. 2011. ‘Mobile devices and students with disabilities: What do best practices tell us?’ Journal of Special Education Technology . 26 (3).
• Nirvi, S. (2011). ‘Special education pupils find learning tool in iPad applications.’ Education Week . 30 .
• Norris, P. 2001. Digital Divide: Civic Engagement, Information Poverty, and the Internet Worldwide . Cambridge, USA: Cambridge University Press.
• Project Tomorrow. 2012. Learning in the 21st century: Mobile devices + social media = personalized learning . Washington, D.C.: Blackboard K-12.
• Riasati, M.J., Allahyar, N. and Tan, K.E. 2012. ‘Technology in language education: Benefits and barriers.’ Journal of Education and Practice . 3 (5).
• Rodriquez, C.D., Strnadova, I. and Cumming, T. 2013. ‘Using iPads with students with disabilities: Lessons learned from students, teachers, and parents.’ Intervention in School and Clinic . 49 (4).
• Sangani, K. 2013. 'BYOD to the classroom.' Engineering & Technology . 3 (8).
• Servon, L. 2002. Redefining the Digital Divide: Technology, Community and Public Policy . Malden, MA: Blackwell Publishers.
• Smeets, E. 2005. ‘Does ICT contribute to powerful learning environments in primary education?’ Computers and Education. 44 .
• Smith, G.E. and Thorne, S. 2007. Differentiating Instruction with Technology in K-5 Classrooms . Eugene, OR: International Society for Technology in Education.
• Song, Y. 2014. '"Bring your own device (BYOD)" for seamless science inquiry in a primary school.' Computers & Education. 74 .
• Strayer, J.F. 2012. ‘How learning in an inverted classroom influences cooperation, innovation and task orientation.’ Learning Environment Research. 15.
• Tamim, R.M., Bernard, R.M., Borokhovski, E., Abrami, P.C. and Schmid, R.F. 2011. ‘What forty years of research says about the impact of technology on learning: A second-order meta-analysis and validation study. Review of Educational Research. 81 (1).
• Tileston, D.W. 2003. What Every Teacher Should Know about Media and Technology. Thousand Oaks, CA: Corwin Press.
• Turel, Y.K. and Johnson, T.E. 2012. ‘Teachers’ belief and use of interactive whiteboards for teaching and learning.’ Educational Technology and Society . 15(1).
• Volman, M., van Eck, E., Heemskerk, I. and Kuiper, E. 2005. ‘New technologies, new differences. Gender and ethnic differences in pupils’ use of ICT in primary and secondary education.’ Computers and Education. 45 .
• Voogt, J., Knezek, G., Cox, M., Knezek, D. and ten Brummelhuis, A. 2013. ‘Under which conditions does ICT have a positive effect on teaching and learning? A call to action.’ Journal of Computer Assisted Learning. 29 (1).
• Warschauer, M. and Ames, M. 2010. ‘Can one laptop per child save the world’s poor?’ Journal of International Affairs. 64 (1).
• Zuker, A.A. and Light, D. 2009. ‘Laptop programs for students.’ Science. 323 (5910).

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Importance Of Computer Essay - 100, 200, 500 Words

• Essay on The Importance of Computers

With the development of Science and Technology, computers have become an essential part of human life. The lives of people revolve around technology. Computers are used in every sector. The computer was invented by Charles Babbage. From students to working professionals, entrepreneurs, and prominent business owners, computers are used for various purposes. Here are a few sample essays on the importance of computers:

100 Words Essay on The Importance of Computer

200 words essay on the importance of computer, 500 words essay on the importance of computer.

A computer is a modern and complex machine, adequate for performing various tasks in a fraction of a second. These devices are used in various fields such as educational and medical fields. In the education field, a computer is used for teaching and learning purposes. In the modern era, a computer is used for smart classes (computer-based learning) to make sessions informative, and interactive and to ensure that students capture and understand the significant information of all the topics and it does not skip their mind. Various prominent software has been developed to enhance the learning and skills of students and teachers. Computers are used in medical sectors for X-rays, CT scans, MRI scans, etc, to monitor and store the records of patients.

Technology has changed the aspects of life and has made life better. Computers are popular electronic devices that can be used to write documents, play games, send an email, make presentations and designs and browse the internet for finding information. The older generation systems were less effective and had fewer functions but improvisations have been made to make these systems effective and more useful. Computers have made life easy for individuals as one can find information about anything they are looking for at their own pace.

These are used in various places like colleges, schools, hospitals, universities, homes, offices, banks, government organisations, airports, railways, etc. These systems help in communication, storage of data, learning and improving skills, etc. Manual labour has been reduced because of the various software available on computers. This software helps in the calculation, making presentations, writing, online shopping, printing materials, booking tickets, etc.

Nowadays, most activities like traffic control, movement of people in societies, etc. are monitored by computers. High-performance computers are used in the field of Science and Engineering to stimulate dynamic processes, topographic images, plotting and analysing data, and for research and development. They are also used to digitise photographs, make animations and graphic designing, dance, arts, and culture.

Computers have become an essential part of modern lives. These systems serve as a convenient information source for managing organisations and accomplishing various tasks. This is one of the significant reasons that computers are in higher demand for banking, entertainment, education, businesses, administration work, and in industries. The computer generation and delivery market are thriving across the world. From large computer systems to handy systems (laptops); computers are present in all organisations. No organisation, industry, or business can function independently of these systems. They are used for various purposes in different sectors.

Use of Computers in Different Sectors

Computers are used in businesses of small and large scale to store data. It helps business owners to record their company data, information, and salaries of employees, and to allow the work to employees. Different software available in the systems also helps them to store the progress of the employees. They are being extensively used for educational purposes.

Computers have replaced books as large amounts of information and knowledge is widely available via the internet. The present generation (generation Z) is completely dependent on these systems for their educational purposes. Schools, institutes, and universities are dependent on computers to store the information, record, and progress of students. Computer-based learning has been introduced in schools. Educational organisations have also introduced computers as a subject to educate students about emerging technology.

The invention of these systems has also generated employment and a whole sector is dedicated to these systems, that is the IT (Information Technology) sector.

Computer use is not limited to these sectors but also expands to governmental organisations, home, and medical sectors. Computers are used in the medical sector to monitor patients' blood pressure and respiration rates. It helps in storing medical and patient data to deliver quality health care. This information is useful to improve the treatment of the patient. The data stored in systems of medical care units can help in the analysis of disease and control it before it turns out to be epidemic. Nowadays, computer-assisted surgery has been introduced in hospitals, which has become a blessing.

In the government sector, it is used for data processing, maintaining the data of citizens like their birth, location, number of family members, and death. The defence organisation of countries has benefited from these systems for satellites, missile development, rocket launches, etc. Computers are also being used for banking purposes. The use of computers has introduced paperless eco-friendly systems.

The Pandemic Period

None of us can ever forget the lockdown period when COVID-19 cases were rising rapidly, we were locked in our houses and no sector was working except the medical sector. During these times we understood the importance of computers in our lives because these systems helped us to connect not only to our loved ones but also to our colleagues and to continue working with the help of our computer systems. The lockdown period showed the importance of these systems to humankind and it turned out to be a blessing in the middle of chaos. Most companies and educational sectors became dependent on these systems to function properly.

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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)

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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 .

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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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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Computer is becoming an essential part of education. Discuss the advantages and disadvantages of computer use in education and give your own opinion.

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Support ideas with relevant, specific examples

Examples make your writing easier to understand by illustrating points more effectively.

Examples, if used properly, not only help you get higher marks for ‘Task Response’ but also for ‘Coherence’.

When giving examples it is best to put them after your main idea or topic sentence. They can be used in the middle of supporting sentences or they can be used to start a new sentence. There is no rule for where exactly to give examples in essays, logically they would come after your main idea/topic sentence or just after a supporting sentence.

Linking words for giving examples:

• for example
• for instance
• to illustrate this
• to give a clear example
• to illustrate
• take, for example

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Governments should spend money on education than that of sports and recreation. Do you agree or disagree?

Some say an ageing population creates problems for governments. others believe there are benefits to society having more elderly people. to what extent do the advantages of possessing an ageing population outweigh the disadvantages, some people believe that technology has made the lives of workers easier while other people disagree. to what extent do you agree or disagree, some people think it is better for people to change their career at least once in their life and do different kinds of jobs. do you agree or disagree with this opinion, young drivers are careless and overconfident,and too many are killed in accidents. to eliminate this problem,we could teach children the skills of safe driving while they are at school. to what extent do you agree or disagree..

Essay on Computer and its Uses for School Students and Children

500+ words essay on computer.

In this essay on computer, we are going to discuss some useful things about computers. The modern-day computer has become an important part of our daily life. Also, their usage has increased much fold during the last decade. Nowadays, they use the computer in every office whether private or government. Mankind is using computers for over many decades now. Also, they are used in many fields like agriculture, designing, machinery making, defense and many more. Above all, they have revolutionized the whole world.

History of Computers

It is very difficult to find the exact origin of computers. But according to some experts computer exists at the time of world war-II. Also, at that time they were used for keeping data. But, it was for only government use and not for public use. Above all, in the beginning, the computer was a very large and heavy machine.

Working of a Computer 

The computer runs on a three-step cycle namely input, process, and output. Also, the computer follows this cycle in every process it was asked to do. In simple words, the process can be explained in this way. The data which we feed into the computer is input, the work CPU do is process and the result which the computer give is output.

Components and Types of Computer

The simple computer basically consists of CPU, monitor, mouse, and keyboard . Also, there are hundreds of other computer parts that can be attached to it. These other parts include a printer, laser pen, scanner , etc.

The computer is categorized into many different types like supercomputers, mainframes, personal computers (desktop), PDAs, laptop, etc. The mobile phone is also a type of computer because it fulfills all the criteria of being a computer.

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

Uses of Computer in Various Fields

As the usage of computer increased it became a necessity for almost every field to use computers for their operations. Also, they have made working and sorting things easier. Below we are mentioning some of the important fields that use a computer in their daily operation.

Medical Field

They use computers to diagnose diseases, run tests and for finding the cure for deadly diseases . Also, they are able to find a cure for many diseases because of computers.

Whether it’s scientific research, space research or any social research computers help in all of them. Also, due to them, we are able to keep a check on the environment , space, and society. Space research helped us to explore the galaxies. While scientific research has helped us to locate resources and various other useful resources from the earth.

For any country, his defence is most important for the safety and security of its people. Also, computer in this field helps the country’s security agencies to detect a threat which can be harmful in the future. Above all the defense industry use them to keep surveillance on our enemy.

Threats from a Computer

Computers have become a necessity also, they have become a threat too. This is due to hackers who steal your private data and leak them on internet. Also, anyone can access this data. Apart from that, there are other threats like viruses, spams, bug and many other problems.

The computer is a very important machine that has become a useful part of our life. Also, the computers have twin-faces on one side it’s a boon and on the other side, it’s a bane. Its uses completely depend upon you. Apart from that, a day in the future will come when human civilization won’t be able to survive without computers as we depend on them too much. Till now it is a great discovery of mankind that has helped in saving thousands and millions of lives.

Frequently Asked Questions on Computer

Q.1  What is a computer?

A.1 A computer is an electronic device or machine that makes our work easier. Also, they help us in many ways.

Q.2 Mention various fields where computers are used?

A.2  Computers are majorly used in defense, medicine, and for research purposes.

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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.

Also check:

• 10 Lines on Importance of Computer

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

Computers have also revolutionized communication. Emails, social networks, and video conferencing have made communication instantaneous, bridging the gap between people across the globe. This has not only enhanced personal interactions but also fostered international collaborations.

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

In healthcare, computers have been instrumental in improving patient care and medical research. They have enabled advanced diagnostic tools, telemedicine, electronic health records, and medical imaging. These advancements have resulted in improved patient outcomes, efficient healthcare delivery, and groundbreaking medical discoveries.

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.

In conclusion, the importance of computers in our modern society is undeniable. They have transformed the way we learn, work, communicate, and entertain ourselves. While challenges exist, the prospective advancements in computer technology signify exciting possibilities. As we continue to integrate computers into our lives, it is essential to harness their potential responsibly and ethically.

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Essay on Computers for Students: What is a Supercomputer?

• Updated on  
• May 24, 2024

The computer is a device used for storing and sharing data, typing documents, playing games, and many more. This modern device has revolutionized the world and has become a crucial part of our daily lives. Over the years, computers have brought about changes not only in people’s lives but also in the technological field. In this blog, we will go over the essay on computers. 

Table of Contents

• 1.1 Importance of Computers in Our Lives
• 1.2 10 Uses of Computer
• 1.3 Skills That Can Be Learned Through Computers:
• 2 What are Supercomputers?
• 3 150 Words Paragraph on Computer

Essay on Computers in 500 Words

A computer is an electronic device that has led to a technological revolution in the modern world. Being a part of our daily life, this device has seen significant changes throughout the years. However, the exact origin of computers is still unknown. 

The original concept for this programming machine was developed in the 19th century by Charles Babbage, also known as the ‘Father of the Computer’. His experiment established the foundation for what modern computers are today. During the 1980s, there was a rise in personal computers, making it easier for individuals to use them for personal purposes. Later, the emergence of the internet allowed the rapid growth of computers in the public domain. The invention of the World Wide Web was seen as the most significant innovation in technology. It paved the path for more advancements than a human society could have imagined.

Quick Read: Essay on Financial Literacy

Importance of Computers in Our Lives

Computers have become an integral part of our daily lives, and much of our work is dependent on them. 

• Communication and Connectivity – Since ancient times, government organisations have used computers to communicate and connect globally. One example of such a situation in World War II when computers played a significant role in exchanging and coordinating data and information.
• Enhance productivity – The primary purpose of computers was to provide support and increase productivity to those carrying out a particular task.
• Education – Computers help in acquiring information from all around the world, making learning more accessible.
• E-commerce – Computers have changed the way businesses operate promoting digital transactions that help to optimise operations and improve customer service.
• Entertainment – A computer offers digital content and streaming services in the comfort of your house, making it a source of entertainment
• Innovation – A computer can be used to advance technology in fields such as artificial intelligence and others.

Quick Read: Essay on Viksit Bharat

10 Uses of Computer

• Helps in Research and E-Learning : Computers help in education by providing access to knowledge from around the world. Anything may be learned and understood using the content available online.
• Analyzing business trends : Analysing business trends involves doing research on the present scenario and developing marketing strategies.
• Advanced diagnosis : Computers assist in the diagnosis and treatment of diseases through modern medical technologies such as MRI and CT scans.
• Data keeping : A computer helps in the maintenance of data and its records. It allows you to store, access, and share data securely.
• Digital literacy : Through computer systems, people can learn about digital advancements in areas that are important for people in this digital age.
• E-government services : Nowadays, people can get information about government services directly from their portal.
• Online banking : Online banking allows anyone to make digital transactions from anywhere in the world.
• E-filling : Any document required for a legal or financial operation can now be completed via the Internet.
• Social networking : Using technology, people can connect from anywhere. This helps people network more effectively.
• Online shopping : You no longer have to attend the market to shop; instead, you can do so from the convenience of your own home or workplace.

Skills That Can Be Learned Through Computers:

A computer can help you learn many skills if used wisely. Some of the skills are given below: 

• Technical Skills : Coding, Web development, software development, and cybersecurity.
• Business Skills : Microsoft Office suit and Project management
• Creative Skills : Graphic Design video editing and music production
• Marketing : Digital Media marketing, Social media marketing and analyzing trends
• Language Skills : Learning a new language and blogging
• Financial Skills : Financial literacy, accounting, and managing data
• STEM Skills : Science, Technology, engineering, mathematics
• Personal Development Skills

Also Read: Essay on Digital India for Students

What are Supercomputers?

A supercomputer is a higher-level computer with more programming capabilities than a standard computer. These computers are widely used for major projects like scientific research, engineering, and weather forecasting, which demand high speed and accuracy. These computers are capable of performing complex calculations, processing, and storing large amounts of data. The working of these computers can challenge the most simulating scenarios to unveil the most complex mysteries. Supercomputers are pushing the boundaries of technology, driving innovation by expanding our understanding of the world. 

CDC 6600 was the first supercomputer invented in 1960 by Seymour Cray. He is also known as the father of supercomputing. Following this, India also introduced its first supercomputer in 1991, known as PARAM 8000. This noted super-machine is 28 times faster and more powerful than the Cray X-MP that the government originally requested and was built for $10 million.

150 Words Paragraph on Computer

Also Read: National Science Day

Ans: The first computer was invented by Charles Babbage, also known as ‘The Father of the Computer’. 

Ans: The exact timing of the invention is unknown, however, it occurred between 1833 and 1871.

A.3 A computer can help you in the learning of many skills like Technical Skills, Business Skills, Language Skills, Financial Skills, and many more.

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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

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

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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Potentiality of generative AI tools in higher education: Evaluating ChatGPT's viability as a teaching assistant for introductory programming courses

• Zishan Ahmed , 
• Shakib Sadat Shanto , 
• Akinul Islam Jony , 
• Department of Computer Science, American International University-Bangladesh, Dhaka, Bangladesh
• Academic Editor: Alberto Borboni
• Received: 06 March 2024 Revised: 09 May 2024 Accepted: 17 May 2024 Published: 03 June 2024
• Full Text(HTML)
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With the advent of large language models like ChatGPT, there is interest in leveraging these tools as teaching assistants in higher education. However, important questions remain regarding the effectiveness and appropriateness of AI systems in educational settings. This study evaluated ChatGPT's potential as a teaching assistant for an introductory programming course. We conducted an experimental study where ChatGPT was prompted in response to common student questions and misconceptions from a first-year programming course. This study was conducted over a period of 2 weeks with 20 undergraduate students and 5 faculty members from the department of computer science. ChatGPT's responses were evaluated along several dimensions—accuracy, completeness, pedagogical soundness, and the ability to resolve student confusion by five course faculties through a survey. Additionally, another survey was administered to students in the course to assess their perception of ChatGPT's usefulness after interacting with the tool. The findings suggested that while ChatGPT demonstrated strengths in explaining introductory programming concepts accurately and completely, it showed weaknesses in resolving complex student confusion, adapting responses to individual needs, and providing tailored debugging assistance. This study highlighted key areas needing improvement and provided a basis to develop responsible integration strategies that harness AI to enrich rather than replace human instruction in technical courses. The results, based on the limited sample size and study duration, indicated that ChatGPT has potential as a supplemental teaching aid for core concepts, but also highlighted areas where human instruction may be particularly valuable, such as providing advanced support. Further research with larger samples and longer study periods is needed to assess the generalizability of these findings.

• teaching assistant ,
• higher education ,
• educational technology ,
• generative AI

Citation: Zishan Ahmed, Shakib Sadat Shanto, Akinul Islam Jony. Potentiality of generative AI tools in higher education: Evaluating ChatGPT's viability as a teaching assistant for introductory programming courses[J]. STEM Education, 2024, 4(3): 165-182. doi: 10.3934/steme.2024011

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• This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 Unported License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-sa/4.0/ -->

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• Figure 1. Methodology diagram
• Figure 2. Introductory Python programming question set
• Figure 3. Survey questionnaire on faculty perceptions of ChatGPT's performance as a teaching assistant
• Figure 4. Survey questionnaire on student perceptions of ChatGPT's performance as a teaching assistant
• Figure 5. Average ratings of the survey from the faculty members
• Figure 6. Average ratings of the survey from the students