Teaching computer programming - addressing the second-order agenda

Addressing the second-order agenda for developing computer programs 

CONSTRUIT! project advocates 'making construals as new digital skill for creating open educational resources'

Why might teachers make construals? How might teachers use construals in the classroom?
	'what construals can do for teachers”,	“what skills are associated with construal making”, “What resources would support /motivate teacher engagement?”

focus in computing has been on first-order concerns: making sure that programs have clearly defined specifications,
are correct, efficient and have clear user-interfaces

There is a 'second order' agenda that is equally sugnificant - and neglected in teaching computing
- neglected in part because it isn't addressed by established theoretical computer science, and is perceived as most topical only in relation
to broader practical goals of computing, such as good engineering practices in software development [cf. IT debate at Real-Time Club -
why we've got it wrong yet again]

it matters how you develop programs "second order effects"
- not simply a matter of achieving a functionality but of ensuring
	the kind of adaptability and potential for extension / blending that is significant in learning
	viz. adaptability that it is within the scope of the teacher to understand and potentially underake themselves
- importance of educating teachers about this
	- cf. discussions initiated by teachers of the differences between / relative merits and added value of making construals
		over Geometer's Sketchpad and Game Maker
		
Illustrative examples

	shopping construal - adaptations to include different kinds of teaching resources
	derivation of the shopping game from the shopping construal 'in the stream of thought'
	examples of blending (electrical circuit and light in the room construals)
	collaborative use - cf. Nim experiment