Abstract
AbstractInterest in the study of computer technology in schools (often in the form of Computer Science subjects or coding initiatives) is seen to have undergone two waves of interest, one in the late 1970s/early 1980s and the other more recently since about 2010. Through a historical exploration of the rationales for the study of computer technology in schools in both the first wave and the second wave, this paper aimed to explore the various curriculum ideologies underpinning their justification. In doing so, the paper highlights the chameleon‐like nature of this change agenda in aligning with contemporary trends to advance the study of computer technology on the curriculum. The paper argues that current manifestations of the study of computer technology in schools are at odds with broader curriculum reform goals and international policies and raises questions about students' access to such knowledge.
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