Did you know EIS students 2021 graduating class had the highest IB scores (45) in the MENA region? Registration for 2021-2022 is still open, contact us today.

Below you will find the most frequently asked questions about our innovative program.

The aim of the program is to prepare students for the digital world. More importantly, the program also nurtures “computational thinking” that helps students in numerous domains – including but not restricted to – STEM.
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Frequently Asked
Questions (FAQS)

Would the Design and Technology program at EIS guarantee a STEM career for my child?
The aim of the program is to prepare students for the digital world. More importantly, the program also nurtures “computational thinking” that helps students in numerous domains – including but not restricted to – STEM. While students will be exposed to a wide range of Design and Technology topics, this does not guarantee a job or a university placement.

Would the program interfere with my child’s educational program (e.g. IBDP)?
The program does not aim to overwhelm students with “difficult” Design and Technology topics. Indeed, several topics covered by educational curricula (be it the Lebanese Baccalaureate or IBDP) will be integrated with Design and Technology classes. In that way, students would get a better understanding of both subjects (e.g. using principles learned in mathematics classes in coding).
I have never received Design and Technology education; how would I be able to help my child?
The program will be delivered in a way that ensures all students grasp the necessary material in class. In the case where the student is facing difficulty solving homework, it is optimal if the student reaches out to classmates or instructors during school hours.
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References

Bell, T. (2016). Demystifying coding for schools—what are we actually trying to teach? Bulletin of EATCS, 3(120).

García-Peñalvo, F. J., & Cruz-Benito, J. (2016). Computational thinking in pre-university education. In Proceedings of the Fourth International Conference on Technological Ecosystems for Enhancing Multiculturality (pp. 13-17). ACM.

Lebanese American University. (2017). LAU Supports computer science education through gaming coding competition. Retrieved from: https://www.lau.edu.lb/news-events/news/archive/one_step_at_a_time_lau_support/


Murgante, B., Misra, S., Rocha, A. M. A. C., Torre, C.,Rocha, J. G., Falcão, M. I., ... & Gervasi, O. (Eds.). (2014). Computational Science and Its Applications-ICCSA 2014: 14th International Conference, Guimarães, Portugal, June 30-July 3, 204, Proceedings (Vol. 8583). Springer.

MYP Design Guide. (2014). International Baccalaureate Middle Years Programme Design guide. Retrieved from: https://resources.ibo.org/

Rafik Hariri University. (2017). High School Programming Contest. Retrieved from: https://www.rhu.edu.lb/media-room/events/high-school-programming-contest

Román-González, M., Pérez-González, J.-C., Moreno-León, J., and Robles, G. (2016). Does computational thinking correlate with personality? The non-cognitive side of computational thinking. In Proceedings of the Fourth International Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM’16) (Salamanca, Spain, November 2-4, 2016), F.J. García-Peñalvo Ed. ACM, New York, NY, USA.

Webb, M., Davis, N., Bell, T., Katz, Y. J., Reynolds, N., Chambers, D. P., & Sysło, M. M. (2017). Computer science in K-12 school curricula of the 2lst century: Why, what and when? Education and Information Technologies, 22(2), 445-468.
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