This course helps understand natural and artificial systems and aims to teach children the principles of information and computer use, the operation of digital systems, and how to use this knowledge in programming.
Published in Chapter:
Instructional Design Perspectives for Information and Communication Technologies Curriculum
Ebru Albayrak (Sakarya University, Turkey) and Özcan Erkan Akgün (Istanbul Medeniyet University, Turkey)
Copyright: © 2022
|Pages: 22
DOI: 10.4018/978-1-6684-4083-4.ch005
Abstract
Current developments in technologies and new concepts, such as coding, virtual reality, and computational thinking, are rapidly emerging and constantly changing and transforming the world. Information and communication technologies education therefore needs to respond to these developments in order to prepare student for the changing world. This study discusses secondary school level information and communication technology education initiatives in Canada, England, Turkey, Australia, Ireland, Finland, New Zealand, the United States, and China, reflecting on their approaches in order to inform future studies. The findings of this study show that countries used technology education standards to determine course subjects and that these subjects differed between countries. The most notable common element is teaching the use and logic of technology in daily life and being aware of ethical issues. In general, this study sheds light on the countries' technology education approaches.