In the context of social transformation, the needs of society and individuals for information technology are changing, and discussions on the value and function of information technology are getting more and more attention. The purpose of this research is to clarify the value problems of the information technology curriculum and its function for nurturing students in primary and secondary schools. This research adopts content analysis and comparative research methods, which focus on the process, content selection, and implementation status of information and communication technology (ICT) in the Computing curriculum of British primary and secondary schools. This research content is based on an analysis perspective of curriculum value theory from levels of social and human development, and finally formed the analysis framework of value in information technology curriculum standards. The research results analyze reasons for changes in the value orientation and practical performance of the information technology curriculum standards in Britain to help understand trends and challenges of information technology reform in different contexts. Finally, this research finds the effects of content and value changes of curriculum standards on social and student development and puts forward conclusions for the position and value of information technology in the future of learning and teaching in the context of educational informatization.