The Future of the Computing Curriculum: How the Computing Curriculum Instills Values and Subjectivity in Young People.

Abstract

In these early stages of implementation of the English computing curriculum policy reforms, there are uncertainties with regards to the intentions of computing to young people. To date, research regarding the English computing curriculum has been mostly concerned with the content of the curriculum, its delivery and surrounding pedagogy. In contrast this paper seeks to explore the underlying motivation and values embedded in the computing curriculum. We propose that this curriculum has been driven by the needs of industry and the economy. We use Schwartz's values to examine how the teaching of computing has been primarily embedded within the value of selfenhancement. We conclude, that by looking at this context and the underlying value structure, we can reflect on the dramatic effects of the narrative and discourse around the content, delivery and purpose of teaching computing to young people. We propose the narratives of curriculum, influence pedagogy and this in turn, has a powerful impact on the young people's view of themselves and the world we want to equip them to create.

Relationships between middle school students’ digital literacy skills, computer programming self-efficacy, and computational thinking self-efficacy

“…At the same time, students'' digital literacy skills are expected to play an important role in the development of computer programming skills (Günüç et al, 2013). Therefore, it is also seen that in most countries, computer programming courses are given together with digital literacy courses in the curriculum to develop computer programming skills (Wohl et al, 2017). Moreover, digital literacy skills affect computer programming skills, and computer programming skills increase digital literacy levels (Akpınar & Altun, 2014).…”

“…Therefore, digital literacy skills can also provide computer programming skills. Digital literacy topics in the curricula of most countries are addressed through computer programming (Wohl et al, 2017). In addition, effort has been made to develop computer programming skills by increasing the digital literacy skills of middle school students (Burke, 2012).…”

Reflection on Value and Function of Information Technology Curriculum from the Reform of the British ICT Curriculum

“…Each change to the curriculum standards is a re-interpretation of the curriculum and further improvement of it in practice. Information technology is a fundamental subject in the curriculum system of primary and secondary schools, focusing on the improvement of students' information competence, helping students master the basic knowledge and skills of information technology, enhancing information awareness, developing computing thinking, improving digital learning and innovation capabilities, and establishing the correct information society value [40]. The value foundation of the information technology curriculum mainly comes from the belief in education, it is necessary to promote the spiritual, moral, cultural, mental and physical development of students in schools and society, and also provides opportunities, responsibilities and experiences for students to study in school.…”

“…Moreover, these are widely discussed when constructing information technology curriculum value, which covers the value of ICT to the curriculum of academic subjects, cross-curricular, or schoolwide, either to facilitate curriculum change and educational reform, to improve the teaching and learning of existing content, to facilitate understanding of new objectives or to promote a new vision of teaching and learning [39]. The English Computing curriculum is a system for developing abilities and intelligence to support self-enhancement in an individualistic society, such as wealth, success, ambition, competence, intelligence, power [40]. It serves as a means of developing personal skills for economic gain and success and contributes to self-enhancement in a broader social and political context [41].…”

Research trends in programming education: A systematic review of the articles published between 2012-2020

“…Therefore, raising individuals who do not only consume but also produce technology comes to the fore as a goal that developed countries put more emphasis on (Dağhan, Kibar, Çetin, Telli & Akkoyunlu, 2017). Because computing and programming skills have a crucial role in achieving this goal, many countries which believe that programming should be taught starting from an early age renew their curricula so that students can acquire this skill (Gülbahar & Kalelioğlu, 2018;Webb et al, 2018;Wohl, Beck & Blair, 2017).…”