Teacher agency and learner agency in teaching and learning a new school subject, Leaving Certificate Computer Science, in Ireland: Considerations for teacher education

Scanlon, Dylan; Connolly, Cornelia

doi:10.1016/j.compedu.2021.104291

Cited by 9 publications

(11 citation statements)

References 21 publications

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“…The enhancement of teacher's IT skills during the period was insufficient to align the greater use of ICT in classroom teaching (Conway & Brennan Freeman, 2015). The achievement of capacities (Priestley et al, 2015) and the process of achieving capacities (Scanlon & Connolly, 2021) for teachers and learners that occurs in the present have been influenced by the past and are directed towards the future. CSE has been fostered through DS and is a pillar of how the digital world is integrating into and impacting on education.…”

Section: Discussionmentioning

confidence: 99%

“…Teacher training was the first step to the introduction of computing in schools by the DES (Scanlon & Connolly, 2021) and was prioritised as the development of the DLE was essential to make CSE possible for learners (O'Shea, 1983). The number of students enrolled in PP schools grew from 35% in 196035% in to 92% in 197735% in (DES, 2000 demonstrating the desire, accessibility, and benefits to being educated growing within Ireland.…”

Section: Phase 2-establishment Of Dsmentioning

confidence: 99%

“…Industry further took centre stage in developing teachers' capacities (O'Shea, 1983) by establishing lines of direct communication with teachers from a wide array of backgrounds and diverse experiences to promote the education of teachers in technology. Teacher training was the first step to the introduction of computing in schools by the DES (Scanlon & Connolly, 2021) and was prioritised as the development of the DLE was essential to make CSE possible for learners (O'Shea, 1983). The number of students enrolled in PP schools grew from 35% in 1960 to 92% in 1977 (DES, 2000) demonstrating the desire, accessibility, and benefits to being educated growing within Ireland.…”

Section: Systematic Literature Reviewmentioning

confidence: 99%

“…SchoolsIT2000 was driven by the fears about Ireland's economic competitiveness in the global market and the need to be prepared for the information age by integrating ICT in teaching and learning, momentum of SchoolsIT2000 quickly drowned out (DES, 2008). The weak references to the educational opportunities of an industry that was rapidly growing and influencing the development of the country's economy caused concern to various stakeholders (DES, 2020; McGarr et al, 2020; Scanlon & Connolly, 2021). The various initiatives (Action Plan for Education & Digital Strategy for Schools) were fostered through a desire for the embodiment of future requirements without responding to teachers' abilities or learners' interests in computing and needs in DLE for CSE to succeed.…”

Section: Findings Of the Analysismentioning

confidence: 99%

“…Teachers' individual devotion and enthusiastic nature towards CSE contributed towards their capacity building and towards learners' digital competence (Scanlon & Connolly, 2021) and their DLE (Mercer, 2012). However, a generalised lack of adequate training for teachers impacted directly on CSE (Marcus‐Quinn et al, 2019) and the opportunities offered in the classroom.…”

Section: Findings Of the Analysismentioning

confidence: 99%

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Digital learning experiences and spaces: Learning from the past to design better pedagogical and curricular futures

Bough

Sainz

2022

The Curriculum Journal

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Over 60 years of technology development, transformation of educational policy and curriculum innovation in Ireland have resulted in the introduction of the Computer Science (CS) subject in Post‐Primary (PP) Education. CS has always been conceived digitally and the Digital Learning Experiences (DLE) enacted through its curriculum are strongly interconnected to the opportunities and limitations offered by Digital Spaces (DS). However, key challenges have been identified for the successful implementation of CSE, from teachers' digital competencies and educational strategies in the classroom to learners' varying experiences of CSE. Through a systematic literature review of the educational policies and practices in Ireland's Educational System, this paper documents the digital evolution from the 1960s accounting for the CS curriculum. The literature review identifies key themes in how DS have been conceptualised through CSE, responding to learners' needs and teachers' skills and competencies, informed by emerging societal demands by providing evidence on the disparity between educational policy and practice for DS. Building upon the identified themes, this paper emphasises the importance of the design and implementation of DLE in DS such as the CS subject that considers historical lessons learned to respond to the uncertainties of the digital future.

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Section: Discussionmentioning

confidence: 99%

Section: Phase 2-establishment Of Dsmentioning

confidence: 99%

Section: Systematic Literature Reviewmentioning

confidence: 99%

Section: Findings Of the Analysismentioning

confidence: 99%

Section: Findings Of the Analysismentioning

confidence: 99%

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