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Research on the reform of information technology curriculum in British primary and secondary schools : analysis based on curriculum value theory

Xinlei Li (UGent) and Johan van Braak (UGent)
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Abstract
With the transformation of the industrial society to the information society, the needs of individuals and society have changed, and different understandings of individual and social values have emerged. Information technology curriculums naturally need to have corresponding values under the social transformation (Liu, 2012), it is necessary to distinguish what is valuable for learning and teaching and dialectically consider whether information technology curriculums value can influence social, personal, and educational values. The value of the information technology curriculum in this research refers to its utility and significance to people and society, including information technology curriculum value orientation, value outcomes statements and value relationship between education stakeholders. Value orientation affects the entire life and penetrates all levels of the subject: social, economic, political, etc. and aims to determine the direction, identify the effective way to follow in certain situations, to obtain the facts, thoughts and phenomena that meet the requirements of the society and ideal generated by them, forming the most appropriate attitude and to achieve goals through behavior (Antoci, 2019). In this research, value orientation is to analyze the changes in motivation, knowledge, method, behavior, attitude and ability caused by the value orientation reform of the information technology curriculum. Value outcomes statements as implying what specific gains in knowledge or capacity would appropriately represent achievements of the outcome in question (Hill, 2000). The value outcomes statements in this research refer to students’ specific gain in knowledge or capacity that appropriately represents achievements of the learning outcome. With the development of society and education, the existing ICT curriculums in primary and secondary schools in Britain have been questioned by academics and industries (Brown et al., 2014; Webb et al., 2017). The Department for Education (2013) officially published the Computing programmes of study. The change of British information technology curriculum is to meet the needs of society and talent development (Livingstone & Hope, 2010). By studying the contents of the information technology curriculum standards and values in British primary and secondary schools, we can find out new problems and ideas in the development of the information technology curriculum. This research mainly solves the problem of the curriculum value orientation and learning outcomes reflected the value outcomes in the change of the national curriculum standards for information technology in Britain. Specifically, the following questions need to be solved: (1) What are the changes in the curriculum value orientation of the British ICT curriculum and Computing curriculum? What specific value outcomes are reflected from learning outcomes in the change of information technology curriculum in Britain? (2) Why has the national curriculum for information technology in Britain changed? What are the factors affecting the above changes? (3) From the perspective of learning and teaching, how is the implementation of Computing curriculums in Britain? What information technology curriculum values are embodied? This research is based on the curriculum value theory and analyzes the curriculum value dimensions through social and human development value. The research forms an analysis framework for the value outcomes of the information technology curriculum standards in the British primary and secondary schools. Furthermore, this research analyzes the macro change in the value orientation of information technology curriculums. Meanwhile, this research also compares and analyzes the micro value outcomes from the curriculum standard goals, subject content, evaluation results, implementation status and educational resources.
Keywords
British primary and secondary schools, information technology, curriculum reform, curriculum value

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Please use this url to cite or link to this publication:

MLA
Li, Xinlei, and Johan van Braak. “Research on the Reform of Information Technology Curriculum in British Primary and Secondary Schools : Analysis Based on Curriculum Value Theory.” Ecer 2021, Abstracts, 2021.
APA
Li, X., & van Braak, J. (2021). Research on the reform of information technology curriculum in British primary and secondary schools : analysis based on curriculum value theory. Ecer 2021, Abstracts. Presented at the The European Conference on Educational Research (ECER 2021), Online (Geneva, Switzerland).
Chicago author-date
Li, Xinlei, and Johan van Braak. 2021. “Research on the Reform of Information Technology Curriculum in British Primary and Secondary Schools : Analysis Based on Curriculum Value Theory.” In Ecer 2021, Abstracts.
Chicago author-date (all authors)
Li, Xinlei, and Johan van Braak. 2021. “Research on the Reform of Information Technology Curriculum in British Primary and Secondary Schools : Analysis Based on Curriculum Value Theory.” In Ecer 2021, Abstracts.
Vancouver
1.
Li X, van Braak J. Research on the reform of information technology curriculum in British primary and secondary schools : analysis based on curriculum value theory. In: Ecer 2021, Abstracts. 2021.
IEEE
[1]
X. Li and J. van Braak, “Research on the reform of information technology curriculum in British primary and secondary schools : analysis based on curriculum value theory,” in Ecer 2021, Abstracts, Online (Geneva, Switzerland), 2021.
@inproceedings{8722126,
  abstract     = {{With the transformation of the industrial society to the information society, the needs of individuals and society have
changed, and different understandings of individual and social values have emerged. Information technology curriculums naturally need to have corresponding values under the social transformation (Liu, 2012), it is necessary
to distinguish what is valuable for learning and teaching and dialectically consider whether information technology
curriculums value can influence social, personal, and educational values. The value of the information technology
curriculum in this research refers to its utility and significance to people and society, including information technology
curriculum value orientation, value outcomes statements and value relationship between education stakeholders.
Value orientation affects the entire life and penetrates all levels of the subject: social, economic, political, etc. and aims to determine the direction, identify the effective way to follow in certain situations, to obtain the facts, thoughts and phenomena that meet the requirements of the society and ideal generated by them, forming the most appropriate attitude and to achieve goals through behavior (Antoci, 2019). In this research, value orientation is to analyze the changes in motivation, knowledge, method, behavior, attitude and ability caused by the value orientation reform of the information technology curriculum. Value outcomes statements as implying what specific gains in knowledge or capacity would appropriately represent achievements of the outcome in question (Hill, 2000). The value outcomes statements in this research refer to students’ specific gain in knowledge or capacity that appropriately represents achievements of the learning outcome. With the development of society and education, the existing ICT curriculums in primary and secondary schools in Britain have been questioned by academics and industries (Brown et al., 2014; Webb et al., 2017). The Department for Education (2013) officially published the Computing programmes of study.  The change of British information technology curriculum is to meet the needs of society and talent development (Livingstone & Hope, 2010). By studying the contents of the information technology curriculum standards and values in British primary and secondary schools, we can find out new problems and ideas in the development of the information technology curriculum. This research mainly solves the problem of the curriculum value orientation and learning outcomes reflected the value outcomes in the change of the national curriculum standards for information technology in Britain. Specifically, the following questions need to be solved: (1) What are the changes in the curriculum value orientation of the British ICT curriculum and Computing curriculum? What specific value outcomes are reflected from learning outcomes in the change of information technology curriculum in Britain? (2) Why has the national curriculum for information technology in Britain changed? What are the factors affecting the above changes? (3) From the perspective of learning and teaching, how is the implementation of Computing curriculums in Britain? What information technology curriculum values are embodied? This research is based on the curriculum value theory and analyzes the curriculum value dimensions through social and human development value. The research forms an analysis framework for the value outcomes of the information technology curriculum standards in the British primary and secondary schools. Furthermore, this research analyzes the macro change in the value orientation of information technology curriculums. Meanwhile, this research also compares and analyzes the micro value outcomes from the curriculum standard goals, subject content, evaluation results, implementation status and educational resources.}},
  author       = {{Li, Xinlei and van Braak, Johan}},
  booktitle    = {{Ecer 2021, Abstracts}},
  keywords     = {{British primary and secondary schools,information technology,curriculum reform,curriculum value}},
  language     = {{eng}},
  location     = {{Online (Geneva, Switzerland)}},
  title        = {{Research on the reform of information technology curriculum in British primary and secondary schools : analysis based on curriculum value theory}},
  url          = {{https://eera-ecer.de/ecer-programmes/conference/26/contribution/51315/}},
  year         = {{2021}},
}