On Wed, Oct 19, 2016 at 11:52 AM, Wes Turner <wes.tur...@gmail.com> wrote:
> > >> Here's my main question: will already on-the-job math >> teachers get it together to offer these "specialized courses" >> that include significant amounts of programming? >> > > What incentives are there (beyond the obvious utility of CS skills in most > career fields)? > > Yeah, good question, what would incentivize a high school math teacher to want a new credential, if that's even what we're talking about. Why venture off the beaten path when our current curriculum seems so well-established and nailed down? The most obvious answer is job retention i.e. if students are free to vote with their feet and gravitate to those for-math- credit classes where coding features, those not prepared to including coding could lose traction? Won't Jack and/or Jill choose "computer math" once offered? That's an empirical question for which relevant #bigdata sets might be sought. Let the polling begin. Help students at least consider the possibilities. What I hear a lot is "if math teachers learn to program they'll re-enter the job market to grab a job with higher pay." That may be something of a myth though. Of course that happens, but many find teaching rewarding enough as a career, especially if it features professional development. In any case, the plan to attract computer science teachers in greater numbers would face exactly the same issue. What I expect will happen in Oregon is this new elite breed of computer math teachers will develop an esprit de corps that includes blessing its veterans wishing to turn five years of teaching and developing skills on the job, into some other careers, just as people in other careers might want to give teaching a try after acquiring experience in industry. I have no problem with such a revolving door in principle, also a feature in higher ed. Kirby
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