金声玉亮2.0模型评测报告

问题

The following are the beginning sentences of a news article from the Guardian.
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How sad to read how far behind we are in teaching children computing skills (We’re sending analogue children into a digital future, 20 November). In the late 1970s I was one of the first computer studies teachers. Our secondary school started with one microcomputer and 90 pupils taking computer studies as an option subject. The computer was booked solidly from early morning to night-time so pupils could access the exciting new technology for their coursework, which was 100% programming. Pupils of all abilities were totally engaged with the practical side of the course and derived huge satisfaction from even the simplest of programs. It was also unique in providing an outlet for the brightest pupils to stretch themselves, with future Oxbridge students working at projects way beyond the understanding of their teachers. Then, as the years passed by, came the educational “experts” who decided that learning IT skills (how to use PowerPoint, Word, Excel etc) was the way forward and computer studies courses became a thing of the past. Without a doubt, had computing courses expanded in line with the development of the technology, Britain could have been leading the world, not sitting marvelling at what children in other countries can produce. Bob Epton Brigg, Lincolnshire • John Harris addresses an important issue: of course school computer education ought always to have been about much more than PowerPoint. Forty years ago I was lecturing to civil servants at the now-defunct Civil Service College (abolished by the Tories in 1995) on ICT and systems.
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Please summarize based on the sentences provided. Do not include keywords ['east', 'highlight', 'park', 'patience', 'twist'] in the response. There should be 2 paragraphs. Paragraphs are separated with the markdown divider: ***

答案

模型	模型答案	正确答案
金声玉亮2.0	The article laments the decline in teaching children advanced computing skills, contrasting the current state with the late 1970s when computer studies were introduced in schools. Initially, a single microcomputer was shared among 90 students eager to learn programming, a course that captivated pupils of all abilities and provided a platform for the brightest to excel, often surpassing their teachers' knowledge. The practical, programming-focused curriculum was immensely satisfying for students, fostering a deep engagement with technology. However, over time, educational experts shifted the focus to IT skills such as using office software, leading to the neglect of computer studies. This shift is regretted, as it is argued that if computing education had evolved alongside technology, Britain might have been a global leader in the field. The article also mentions a personal anecdote from the 1980s, where the author taught ICT to civil servants, highlighting the long-standing need for comprehensive computing education. *** The piece underscores the missed opportunity for Britain to dominate the computing landscape, instead of marveling at the achievements of other countries. It calls for a reevaluation of computer education, emphasizing the importance of teaching beyond basic IT skills to nurture a generation adept in programming and technology.	['keywords:forbidden_words' 'length_constraints:number_paragraphs']
deepseek-r1	The article reflects on the decline of programming-focused computer education in UK schools, contrasting past enthusiasm with current shortcomings. In the late 1970s, a secondary school teacher recounts introducing computer studies as an optional subject, with students deeply engaged in hands-on programming using a single microcomputer. The course allowed pupils of all abilities to thrive, particularly benefiting high-achieving students who pursued complex projects beyond their teachers’ expertise. However, the shift toward teaching basic IT skills like PowerPoint and Excel, driven by educational reforms, sidelined foundational programming education. The author argues this pivot cost Britain a potential leadership role in technology, noting other countries now outpace UK students in computational creativity. *** A second contributor echoes concerns about the narrow focus of computer education, emphasizing its broader potential. Recalling lectures from 40 years ago at the defunct Civil Service College, the writer underscores the importance of moving beyond superficial IT training. Both correspondents agree that prioritizing utilitarian software skills over deeper computational thinking has stifled innovation. They suggest that maintaining an emphasis on programming and systems understanding could have positioned the UK as a global leader in technology, rather than lagging behind nations where students master advanced digital competencies.	['keywords:forbidden_words' 'length_constraints:number_paragraphs']
gpto1	An early computer studies teacher from the late 1970s expresses disappointment at how the UK has fallen behind in teaching children computing skills. Recalling a time when students were enthusiastic about programming, with one microcomputer shared among 90 pupils, the teacher notes that students of all abilities were deeply engaged in creating programs, and that the brightest students were able to challenge themselves beyond the teachers' knowledge. The shift towards teaching basic IT skills like using PowerPoint, Word, and Excel, rather than programming, led to the decline of computer studies courses. The teacher believes that if computing education had kept pace with technological advancements, the UK could have been a world leader rather than admiring the achievements of children in other countries. *** Another commentator emphasizes that school computer education should have always encompassed more than just learning to use presentation software. He recalls lecturing civil servants on information and communication technology and systems at the now-closed Civil Service College, noting that this more comprehensive approach to computing education is what was needed.	['keywords:forbidden_words' 'length_constraints:number_paragraphs']
gpt-4o-2024-08-06	The article reflects on the decline in teaching computing skills to children in the UK, lamenting how the focus has shifted from programming to basic IT skills like using PowerPoint and Word. In the late 1970s, computer studies were more engaging and challenging, with students actively involved in programming and even surpassing their teachers' knowledge. The author suggests that if computing courses had evolved with technology, the UK might have been a leader in the field. *** The piece also highlights the importance of a comprehensive computer education, criticizing the narrow focus on basic IT skills. The author recalls lecturing civil servants on ICT and systems, emphasizing that education should have always encompassed more than just basic software skills. The shift in educational priorities is seen as a missed opportunity for the UK to excel in the digital age.	['keywords:forbidden_words' 'length_constraints:number_paragraphs']
DeepSeek-Coder-V2-Lite-Instruct	The article reflects on the past and present of computer education in schools, highlighting the significant changes that have occurred over the years. In the late 1970s, the author was one of the first computer studies teachers, and their secondary school offered a unique and engaging computer studies program. Pupils of all abilities were engaged in practical programming, and the course provided an outlet for the brightest students to excel. However, as time progressed, educational "experts" shifted focus to teaching basic IT skills like using PowerPoint and Excel, causing computer studies courses to decline. The author laments that had computer education expanded in line with technological advancements, Britain might have been at the forefront of technological innovation. The article also mentions that John Harris addresses an important issue, emphasizing that school computer education should go beyond basic software skills.	['keywords:forbidden_words' 'length_constraints:number_paragraphs']
Meta-Llama-3.1-405B-Instruct-Turbo	The article discusses the state of computer education in the UK, with the author lamenting that the country is falling behind in teaching children computing skills. The author shares their personal experience as one of the first computer studies teachers in the late 1970s, where students were highly engaged and motivated by the practical aspects of programming. The author believes that the shift in focus towards teaching IT skills, such as using Microsoft Office, was a mistake and led to the decline of computer studies courses. They argue that if computing courses had continued to evolve with the technology, the UK could have been a world leader in the field. Another contributor shares a similar sentiment, recalling their experience lecturing on ICT and systems to civil servants 40 years ago and emphasizing the importance of comprehensive computer education. ***	['keywords:forbidden_words' 'length_constraints:number_paragraphs']
Meta-Llama-3.1-70B-Instruct-Turbo	The writer, Bob Epton, shares his experience as one of the first computer studies teachers in the late 1970s. He recalls how his secondary school started with one microcomputer and 90 pupils taking computer studies as an option subject, with the computer being booked solidly from morning to night. The pupils were highly engaged with the practical side of the course, which was 100% programming, and derived great satisfaction from creating even simple programs. Epton laments that as the years passed, educational "experts" shifted the focus from computer studies to teaching IT skills, such as using PowerPoint, Word, and Excel. He believes that if computing courses had expanded in line with technological developments, Britain could have been a leader in the field. Another writer, who lectured on ICT and systems to civil servants, agrees that school computer education should have gone beyond teaching basic software skills.	['keywords:forbidden_words' 'length_constraints:number_paragraphs']
Qwen2-72B-Instruct	The Guardian article laments the decline in teaching children advanced computing skills, tracing back to the late 1970s when computer studies were introduced in schools. Initially, with one microcomputer for 90 pupils, the focus was on programming, captivating students of all abilities and providing a challenge for the brightest. However, over time, educational experts shifted the curriculum towards basic IT skills like using PowerPoint, Word, and Excel, leading to the demise of computer studies courses. The author argues that if computing education had evolved with technology, Britain might have been a global leader in the field. *** John Harris, another contributor, echoes the sentiment, emphasizing that school computer education should encompass more than just basic software skills. He recalls lecturing on Information and Communication Technology (ICT) and systems to civil servants four decades ago, suggesting that the issue of underdeveloped computing education is not new and has been a persistent problem.	['keywords:forbidden_words' 'length_constraints:number_paragraphs']
baichuan4	The article expresses disappointment over the UK's lag in teaching children computing skills, reflecting on the author's experience as one of the first computer studies teachers in the late 1970s. At that time, a single microcomputer was shared among 90 pupils, booked solidly from morning to night for coursework focused entirely on programming. This approach engaged pupils of all abilities and provided a platform for the brightest to excel, with some working on advanced projects. However, over time, educational priorities shifted towards teaching IT skills like using Microsoft Office applications, leading to the decline of computer studies courses. The author suggests that if computing education had evolved with technology, Britain could have been a leader in the field rather than admiring the achievements of children in other countries. *** John Harris adds to the discussion by emphasizing that school computer education should encompass more than just teaching software applications like PowerPoint. He recalls his own experience forty years ago, lecturing civil servants on ICT and systems at the now-defunct Civil Service College, which was closed down in 1995. This perspective supports the argument that a broader and deeper understanding of computing, beyond basic IT skills, is crucial for preparing students for the digital future.	['keywords:forbidden_words' 'length_constraints:number_paragraphs']
doubao	In the late 1970s, the author was one of the first computer studies teachers. Their secondary school started with one microcomputer and many pupils took it as an option subject. Pupils of all abilities were engaged and the brightest ones found it challenging. But then educational "experts" came and IT skills like using PowerPoint etc. were prioritized, and computer studies courses faded. * Bob Epton from Brigg, Lincolnshire laments that if computing courses had expanded with technology, Britain could have led the world instead of marveling at what other countries' children can do. John Harris also agrees that school computer education should have been more than just PowerPoint, and he recalls lecturing on ICT and systems forty years ago. *	['keywords:forbidden_words' 'length_constraints:number_paragraphs']
gpto1	An early computer studies teacher from the late 1970s expresses disappointment at how the UK has fallen behind in teaching children computing skills. Recalling a time when students were enthusiastic about programming, with one microcomputer shared among 90 pupils, the teacher notes that students of all abilities were deeply engaged in creating programs, and that the brightest students were able to challenge themselves beyond the teachers' knowledge. The shift towards teaching basic IT skills like using PowerPoint, Word, and Excel, rather than programming, led to the decline of computer studies courses. The teacher believes that if computing education had kept pace with technological advancements, the UK could have been a world leader rather than admiring the achievements of children in other countries. *** Another commentator emphasizes that school computer education should have always encompassed more than just learning to use presentation software. He recalls lecturing civil servants on information and communication technology and systems at the now-closed Civil Service College, noting that this more comprehensive approach to computing education is what was needed.	['keywords:forbidden_words' 'length_constraints:number_paragraphs']
kimi	The Guardian article discusses the decline in teaching computing skills to children in the UK. The author, Bob Epton, reminisces about his experience as one of the first computer studies teachers in the late 1970s when students were highly engaged in programming courses. However, as time passed, educational experts shifted the focus to teaching IT skills like using PowerPoint and Word, leading to the decline of computer studies courses. The author argues that if computing courses had continued to expand alongside technological advancements, Britain could have been a global leader in the field instead of lagging behind other countries. John Harris, another contributor, agrees that school computer education should have been more than just learning basic IT skills and shares his experience teaching ICT to civil servants decades ago. *** The article highlights the importance of prioritizing computing skills in education and the missed opportunities for Britain to excel in the field due to the shift in focus from programming to basic IT skills. The author emphasizes the need to return to teaching programming and computing skills to prepare students for a digital future and to compete with other countries that have continued to prioritize these skills in their education systems.	['keywords:forbidden_words' 'length_constraints:number_paragraphs']
minimax	The article reflects on the decline of comprehensive computer studies education in schools, recalling a time when students were deeply engaged in programming and the practical aspects of computing. The author reminisces about the late 1970s when they were among the first computer studies teachers, and how their secondary school, with just one microcomputer, saw pupils from all abilities enthusiastically participating in computer studies, which was entirely focused on programming. This approach not only kept students engaged but also allowed the brightest to excel, sometimes beyond their teachers' understanding. *** The narrative then shifts to lament the educational shift towards teaching basic IT skills, such as using software like PowerPoint, Word, and Excel, which led to the demise of in-depth computer studies courses. The author, Bob Epton from Brigg, Lincolnshire, along with John Harris, emphasizes that computing education should have been more expansive, mirroring the technological advancements. They suggest that if Britain had continued to focus on teaching advanced computing skills, the country could have been at the forefront globally, rather than being in awe of the digital achievements of children from other nations.	['keywords:forbidden_words' 'length_constraints:number_paragraphs']
wenxinyiyan	The Guardian article laments the current state of computing education in Britain, noting how far behind the country is in teaching children these skills. The author recalls being a computer studies teacher in the late 1970s when the subject was optional but engaging for students of all abilities. Pupils had access to a microcomputer and derived satisfaction from programming, with some even working on projects beyond their teachers' understanding. However, as time passed, educational experts shifted the focus to IT skills like using PowerPoint, Word, and Excel, and computer studies courses became obsolete. The author believes that if computing courses had expanded with technology, Britain could be leading the world instead of marveling at other countries' achievements. *** Another reader, Bob Epton from Lincolnshire, agrees with John Harris's viewpoint, emphasizing that school computer education should have always been about more than just PowerPoint. He shares his experience of lecturing on ICT and systems to civil servants forty years ago at the now-defunct Civil Service College, which was abolished in 1995. This illustrates the long-standing need for comprehensive computing education that goes beyond basic IT skills.	['keywords:forbidden_words' 'length_constraints:number_paragraphs']
zhipu	The article laments the current state of computing education in the UK, noting how far it has fallen behind. The author reminisces about being one of the first computer studies teachers in the late 1970s, when students were deeply engaged in programming and even the brightest pupils could challenge themselves with advanced projects. The enthusiasm and practical engagement of students during that era were notable. *** However, the situation changed as educational "experts" shifted the focus to IT skills like using PowerPoint and Excel, leading to the decline of computer studies courses. The author argues that if computing education had evolved with technology, Britain could have been a global leader in the field instead of admiring the achievements of other countries. Another contributor emphasizes that computer education should have always been more comprehensive than just learning basic software tools, recalling their own experiences lecturing on ICT and systems decades ago.	['keywords:forbidden_words' 'length_constraints:number_paragraphs']
deepseek-v3	The author reflects on the decline of computing education in British schools, contrasting the engaging and practical programming courses of the late 1970s with the current focus on basic IT skills like PowerPoint and Word. In the past, students of all abilities were deeply involved in programming, with even simple tasks providing immense satisfaction. The brightest pupils were particularly challenged, often working on projects beyond their teachers' comprehension. However, the shift towards teaching generic IT skills, driven by educational "experts," led to the demise of computer studies as a subject. The author laments that this missed opportunity has left Britain trailing behind other countries in technological innovation. *** The article also includes a response from John Harris, who emphasizes the broader importance of computer education beyond basic IT tools. He recalls his experience lecturing on ICT and systems to civil servants at the now-defunct Civil Service College, underscoring the need for a more comprehensive approach to technology education. Both contributors express concern that the current system fails to prepare students adequately for a digital future, suggesting that a return to more rigorous and creative computing courses could help Britain reclaim its potential as a global leader in technology.	['keywords:forbidden_words' 'length_constraints:number_paragraphs']

模型

模型答案

正确答案

金声玉亮2.0

The article laments the decline in teaching children advanced computing skills, contrasting the current state with the late 1970s when computer studies were introduced in schools. Initially, a single microcomputer was shared among 90 students eager to learn programming, a course that captivated pupils of all abilities and provided a platform for the brightest to excel, often surpassing their teachers' knowledge. The practical, programming-focused curriculum was immensely satisfying for students, fostering a deep engagement with technology.

However, over time, educational experts shifted the focus to IT skills such as using office software, leading to the neglect of computer studies. This shift is regretted, as it is argued that if computing education had evolved alongside technology, Britain might have been a global leader in the field. The article also mentions a personal anecdote from the 1980s, where the author taught ICT to civil servants, highlighting the long-standing need for comprehensive computing education. ***
The piece underscores the missed opportunity for Britain to dominate the computing landscape, instead of marveling at the achievements of other countries. It calls for a reevaluation of computer education, emphasizing the importance of teaching beyond basic IT skills to nurture a generation adept in programming and technology.

['keywords:forbidden_words' 'length_constraints:number_paragraphs']

deepseek-r1

The article reflects on the decline of programming-focused computer education in UK schools, contrasting past enthusiasm with current shortcomings. In the late 1970s, a secondary school teacher recounts introducing computer studies as an optional subject, with students deeply engaged in hands-on programming using a single microcomputer. The course allowed pupils of all abilities to thrive, particularly benefiting high-achieving students who pursued complex projects beyond their teachers’ expertise. However, the shift toward teaching basic IT skills like PowerPoint and Excel, driven by educational reforms, sidelined foundational programming education. The author argues this pivot cost Britain a potential leadership role in technology, noting other countries now outpace UK students in computational creativity.

***
A second contributor echoes concerns about the narrow focus of computer education, emphasizing its broader potential. Recalling lectures from 40 years ago at the defunct Civil Service College, the writer underscores the importance of moving beyond superficial IT training. Both correspondents agree that prioritizing utilitarian software skills over deeper computational thinking has stifled innovation. They suggest that maintaining an emphasis on programming and systems understanding could have positioned the UK as a global leader in technology, rather than lagging behind nations where students master advanced digital competencies.

['keywords:forbidden_words' 'length_constraints:number_paragraphs']

gpto1

An early computer studies teacher from the late 1970s expresses disappointment at how the UK has fallen behind in teaching children computing skills. Recalling a time when students were enthusiastic about programming, with one microcomputer shared among 90 pupils, the teacher notes that students of all abilities were deeply engaged in creating programs, and that the brightest students were able to challenge themselves beyond the teachers' knowledge. The shift towards teaching basic IT skills like using PowerPoint, Word, and Excel, rather than programming, led to the decline of computer studies courses. The teacher believes that if computing education had kept pace with technological advancements, the UK could have been a world leader rather than admiring the achievements of children in other countries.

***

Another commentator emphasizes that school computer education should have always encompassed more than just learning to use presentation software. He recalls lecturing civil servants on information and communication technology and systems at the now-closed Civil Service College, noting that this more comprehensive approach to computing education is what was needed.

['keywords:forbidden_words' 'length_constraints:number_paragraphs']

gpt-4o-2024-08-06

The article reflects on the decline in teaching computing skills to children in the UK, lamenting how the focus has shifted from programming to basic IT skills like using PowerPoint and Word. In the late 1970s, computer studies were more engaging and challenging, with students actively involved in programming and even surpassing their teachers' knowledge. The author suggests that if computing courses had evolved with technology, the UK might have been a leader in the field.

***

The piece also highlights the importance of a comprehensive computer education, criticizing the narrow focus on basic IT skills. The author recalls lecturing civil servants on ICT and systems, emphasizing that education should have always encompassed more than just basic software skills. The shift in educational priorities is seen as a missed opportunity for the UK to excel in the digital age.

['keywords:forbidden_words' 'length_constraints:number_paragraphs']

DeepSeek-Coder-V2-Lite-Instruct

The article reflects on the past and present of computer education in schools, highlighting the significant changes that have occurred over the years. In the late 1970s, the author was one of the first computer studies teachers, and their secondary school offered a unique and engaging computer studies program. Pupils of all abilities were engaged in practical programming, and the course provided an outlet for the brightest students to excel. However, as time progressed, educational "experts" shifted focus to teaching basic IT skills like using PowerPoint and Excel, causing computer studies courses to decline. The author laments that had computer education expanded in line with technological advancements, Britain might have been at the forefront of technological innovation. The article also mentions that John Harris addresses an important issue, emphasizing that school computer education should go beyond basic software skills.

['keywords:forbidden_words' 'length_constraints:number_paragraphs']

Meta-Llama-3.1-405B-Instruct-Turbo

The article discusses the state of computer education in the UK, with the author lamenting that the country is falling behind in teaching children computing skills. The author shares their personal experience as one of the first computer studies teachers in the late 1970s, where students were highly engaged and motivated by the practical aspects of programming.

The author believes that the shift in focus towards teaching IT skills, such as using Microsoft Office, was a mistake and led to the decline of computer studies courses. They argue that if computing courses had continued to evolve with the technology, the UK could have been a world leader in the field. Another contributor shares a similar sentiment, recalling their experience lecturing on ICT and systems to civil servants 40 years ago and emphasizing the importance of comprehensive computer education. ***

['keywords:forbidden_words' 'length_constraints:number_paragraphs']

Meta-Llama-3.1-70B-Instruct-Turbo

The writer, Bob Epton, shares his experience as one of the first computer studies teachers in the late 1970s. He recalls how his secondary school started with one microcomputer and 90 pupils taking computer studies as an option subject, with the computer being booked solidly from morning to night. The pupils were highly engaged with the practical side of the course, which was 100% programming, and derived great satisfaction from creating even simple programs.

Epton laments that as the years passed, educational "experts" shifted the focus from computer studies to teaching IT skills, such as using PowerPoint, Word, and Excel. He believes that if computing courses had expanded in line with technological developments, Britain could have been a leader in the field. Another writer, who lectured on ICT and systems to civil servants, agrees that school computer education should have gone beyond teaching basic software skills.

['keywords:forbidden_words' 'length_constraints:number_paragraphs']

Qwen2-72B-Instruct

The Guardian article laments the decline in teaching children advanced computing skills, tracing back to the late 1970s when computer studies were introduced in schools. Initially, with one microcomputer for 90 pupils, the focus was on programming, captivating students of all abilities and providing a challenge for the brightest. However, over time, educational experts shifted the curriculum towards basic IT skills like using PowerPoint, Word, and Excel, leading to the demise of computer studies courses. The author argues that if computing education had evolved with technology, Britain might have been a global leader in the field.

***

John Harris, another contributor, echoes the sentiment, emphasizing that school computer education should encompass more than just basic software skills. He recalls lecturing on Information and Communication Technology (ICT) and systems to civil servants four decades ago, suggesting that the issue of underdeveloped computing education is not new and has been a persistent problem.

['keywords:forbidden_words' 'length_constraints:number_paragraphs']

baichuan4

The article expresses disappointment over the UK's lag in teaching children computing skills, reflecting on the author's experience as one of the first computer studies teachers in the late 1970s. At that time, a single microcomputer was shared among 90 pupils, booked solidly from morning to night for coursework focused entirely on programming. This approach engaged pupils of all abilities and provided a platform for the brightest to excel, with some working on advanced projects. However, over time, educational priorities shifted towards teaching IT skills like using Microsoft Office applications, leading to the decline of computer studies courses. The author suggests that if computing education had evolved with technology, Britain could have been a leader in the field rather than admiring the achievements of children in other countries.

***

John Harris adds to the discussion by emphasizing that school computer education should encompass more than just teaching software applications like PowerPoint. He recalls his own experience forty years ago, lecturing civil servants on ICT and systems at the now-defunct Civil Service College, which was closed down in 1995. This perspective supports the argument that a broader and deeper understanding of computing, beyond basic IT skills, is crucial for preparing students for the digital future.

['keywords:forbidden_words' 'length_constraints:number_paragraphs']

doubao

In the late 1970s, the author was one of the first computer studies teachers. Their secondary school started with one microcomputer and many pupils took it as an option subject. Pupils of all abilities were engaged and the brightest ones found it challenging. But then educational "experts" came and IT skills like using PowerPoint etc. were prioritized, and computer studies courses faded. *** Bob Epton from Brigg, Lincolnshire laments that if computing courses had expanded with technology, Britain could have led the world instead of marveling at what other countries' children can do. John Harris also agrees that school computer education should have been more than just PowerPoint, and he recalls lecturing on ICT and systems forty years ago. ***

['keywords:forbidden_words' 'length_constraints:number_paragraphs']

gpto1

['keywords:forbidden_words' 'length_constraints:number_paragraphs']

kimi

The Guardian article discusses the decline in teaching computing skills to children in the UK. The author, Bob Epton, reminisces about his experience as one of the first computer studies teachers in the late 1970s when students were highly engaged in programming courses. However, as time passed, educational experts shifted the focus to teaching IT skills like using PowerPoint and Word, leading to the decline of computer studies courses. The author argues that if computing courses had continued to expand alongside technological advancements, Britain could have been a global leader in the field instead of lagging behind other countries. John Harris, another contributor, agrees that school computer education should have been more than just learning basic IT skills and shares his experience teaching ICT to civil servants decades ago. *** The article highlights the importance of prioritizing computing skills in education and the missed opportunities for Britain to excel in the field due to the shift in focus from programming to basic IT skills. The author emphasizes the need to return to teaching programming and computing skills to prepare students for a digital future and to compete with other countries that have continued to prioritize these skills in their education systems.

['keywords:forbidden_words' 'length_constraints:number_paragraphs']

minimax

The article reflects on the decline of comprehensive computer studies education in schools, recalling a time when students were deeply engaged in programming and the practical aspects of computing. The author reminisces about the late 1970s when they were among the first computer studies teachers, and how their secondary school, with just one microcomputer, saw pupils from all abilities enthusiastically participating in computer studies, which was entirely focused on programming. This approach not only kept students engaged but also allowed the brightest to excel, sometimes beyond their teachers' understanding.

***

The narrative then shifts to lament the educational shift towards teaching basic IT skills, such as using software like PowerPoint, Word, and Excel, which led to the demise of in-depth computer studies courses. The author, Bob Epton from Brigg, Lincolnshire, along with John Harris, emphasizes that computing education should have been more expansive, mirroring the technological advancements. They suggest that if Britain had continued to focus on teaching advanced computing skills, the country could have been at the forefront globally, rather than being in awe of the digital achievements of children from other nations.

['keywords:forbidden_words' 'length_constraints:number_paragraphs']

wenxinyiyan

The Guardian article laments the current state of computing education in Britain, noting how far behind the country is in teaching children these skills. The author recalls being a computer studies teacher in the late 1970s when the subject was optional but engaging for students of all abilities. Pupils had access to a microcomputer and derived satisfaction from programming, with some even working on projects beyond their teachers' understanding. However, as time passed, educational experts shifted the focus to IT skills like using PowerPoint, Word, and Excel, and computer studies courses became obsolete. The author believes that if computing courses had expanded with technology, Britain could be leading the world instead of marveling at other countries' achievements.
***
Another reader, Bob Epton from Lincolnshire, agrees with John Harris's viewpoint, emphasizing that school computer education should have always been about more than just PowerPoint. He shares his experience of lecturing on ICT and systems to civil servants forty years ago at the now-defunct Civil Service College, which was abolished in 1995. This illustrates the long-standing need for comprehensive computing education that goes beyond basic IT skills.

['keywords:forbidden_words' 'length_constraints:number_paragraphs']

zhipu

The article laments the current state of computing education in the UK, noting how far it has fallen behind. The author reminisces about being one of the first computer studies teachers in the late 1970s, when students were deeply engaged in programming and even the brightest pupils could challenge themselves with advanced projects. The enthusiasm and practical engagement of students during that era were notable.

***

However, the situation changed as educational "experts" shifted the focus to IT skills like using PowerPoint and Excel, leading to the decline of computer studies courses. The author argues that if computing education had evolved with technology, Britain could have been a global leader in the field instead of admiring the achievements of other countries. Another contributor emphasizes that computer education should have always been more comprehensive than just learning basic software tools, recalling their own experiences lecturing on ICT and systems decades ago.

['keywords:forbidden_words' 'length_constraints:number_paragraphs']

deepseek-v3

The author reflects on the decline of computing education in British schools, contrasting the engaging and practical programming courses of the late 1970s with the current focus on basic IT skills like PowerPoint and Word. In the past, students of all abilities were deeply involved in programming, with even simple tasks providing immense satisfaction. The brightest pupils were particularly challenged, often working on projects beyond their teachers' comprehension. However, the shift towards teaching generic IT skills, driven by educational "experts," led to the demise of computer studies as a subject. The author laments that this missed opportunity has left Britain trailing behind other countries in technological innovation.

***

The article also includes a response from John Harris, who emphasizes the broader importance of computer education beyond basic IT tools. He recalls his experience lecturing on ICT and systems to civil servants at the now-defunct Civil Service College, underscoring the need for a more comprehensive approach to technology education. Both contributors express concern that the current system fails to prepare students adequately for a digital future, suggesting that a return to more rigorous and creative computing courses could help Britain reclaim its potential as a global leader in technology.

['keywords:forbidden_words' 'length_constraints:number_paragraphs']