Abstract
In this paper we have examined the position and roles of Computer Science in curricula in the light of recent calls for curriculum change and we have proposed principles and issues to consider in curriculum design as well as identifying priority areas for further research. The paper is based on discussions within and beyond the International Federation of Information Processing (IFIP) Education Community since 2012 as well as an analysis of curriculum developments in five different countries. Emerging themes have been discussed with reference to important perspectives from curriculum theory including “powerful knowledge” as a key element of entitlement and management of the growth of expertise. Based on this analysis we have identified areas of consensus as well as constraints, risks and issues that are still subject to controversy. There is an emerging consensus of the importance of Computer Science and the nature of its “powerful knowledge”. Furthermore current understanding of the opportunities and benefits for starting to learn Computer Science early in primary schools has identified this early start as an entitlement and equity issue. There is a strong consensus that teacher professional development in Computer Science Education is critical for supporting curriculum change and is currently a major challenge in many countries. Other key issues include understanding how the growth of expertise affects potential structure and sequencing in the curriculum and the balance of content. Further considerations include how new technological opportunities interact with pedagogical approaches and can provide new potential for the growth of expertise.
Highlights
The need for education systems to respond to changes brought about by technological developments through Bdigital literacy^ and the use of technologies to enhance opportunities for learning is generally accepted
The brief review of curriculum developments discussed in this paper has identified important areas of consensus
There is an emerging consensus about the Bpowerful knowledge^ of Computer Science which is a key element in entitlement (Young 2013)
Summary
The need for education systems to respond to changes brought about by technological developments through Bdigital literacy^ and the use of technologies to enhance opportunities for learning is generally accepted. We build on previous discussions within IFIP TC3 conferences in Manchester 2012, the World Conference on Computers in Education 2013 in Poland and the Key Competences in Informatics and ICT (KEYCIT) Conference 2014, Germany This position paper arises from a panel discussion at the 2015 conference in Lithuania in which perspectives from five different countries with different traditions of curricula were presented, analysed and their implications discussed with conference participants. In order to support this analysis we briefly review curriculum theory to identify important considerations and constraints and relate these to the emerging themes Based on this analysis we recommend principles to consider in curriculum design and remaining issues and areas for further research
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