Information Technology Curriculum Research Articles

The Impact of a Project-Based Interdisciplinary STEM Course in the Information Technology Curriculum on Vocational High School Students' Key Competencies of the 21st Century

The Impact of a Project-Based Interdisciplinary STEM Course in the Information Technology Curriculum on Vocational High School Students' Key Competencies of the 21st Century

Design and Implementation of Online Gaming for Learning Motivation and Achievement Improvement in Computer Information Technology Curriculum

Design and Implementation of Online Gaming for Learning Motivation and Achievement Improvement in Computer Information Technology Curriculum

КОД: УСПЕШЕН. СТЪПКА ПО СТЪПКА КЪМ РАЗВИВАНЕ НА АЛГОРИТМИЧНО МИСЛЕНЕ И ФОРМИРАНЕ НА ЗНАНИЯ ЗА ПРОГРАМИРАНЕ

The article presents examples of the content of a model for individualized and differentiated instruction in computer modelling in grades 5. – 7. Two example topics are presented. The first one is from the 5th grade Computer Modelling and Information Technology curriculum – Creating a computer character in Scratch. The second topic is from the 7th grade syllabus – Using strings in Python. Students work on the same task, structured in three levels of complexity – beginner, advanced and master level. Each level challenges students to develop the next better version of their computer project. The presented model is implemented in students’ book „Code – successful one“. The aim is to support the process of effective building of digital competences at school by applying individualization and differentiation of training.

Restructuring of Undergraduate Information Technology Curriculum in Fulfillment of SKKNI Industry 4.0 with an Independent Learning Campus Approach

Information technology has played an important role in the business and industrial environment. The suitability of the competence of graduates of information technology graduates and competency standards in the industry is a problem that is quite complicated to explore. The purpose of this study was to analyze the suitability of the undergraduate-level information technology curriculum with the competency map required by the industry which is always developing rapidly in the industrial era 4.0. This study also tries to recommend an information technology curriculum restructuring model with an independent campus learning approach. The method used in this study is a qualitative method with a traditional literature review approach that specifically analyzes documents in depth to gain new knowledge. The results of this study indicate that there is a large gap between the education process at the undergraduate level in the competencies students acquire and the occupations provided by industry which results in many undergraduate graduates not being absorbed by industry. The results of this study also show that the independent approach to independent campus learning is also not enough to bridge this gap because several stages do not go well. This study concludes that a comprehensive restructuring of the undergraduate curriculum is needed to obtain a curriculum that is good and adaptive to change.

Cultivation of Students' Computational Thinking under the New Curriculum

In April 2022, the Compulsory Education Information Technology Curriculum Standards (2022 Edition) were introduced, and the curriculum concept mentions "selecting curriculum content that emphasises both scientific principles and practical applications" and "advocating authentic learning" to focus on cultivating students' integration of theory and practice. It also explicitly focuses on the development of students' computational thinking. An action research approach is used to design a multifunctional intelligent recognition software and to learn and design with learners to gain a better understanding of the App Inventor platform. Through the design of this software, the experience of designing software development based on the App Inventor platform is summarised on the one hand, and how to improve students' computational thinking in the design process on the other.

Implementation of National Information and Communication Technology Curriculum in Grade Nine: A Case of Trashigang Dzongkhag

This study aims to study the impact of the information and communication technologies (ICT) on students' learning. A quantitative method was used with cross sectional research design. A questionnaire was designed to comprehend the questions related to the objectives and a sample of 10 teachers, 10 principals and 109 class IX students was enrolled from various middle, higher and central schools under Trashigang dzongkhag, Bhutan. Data was presented in tabulated form and the Pearson correlation test was applied to determine the relationship among the dependent and independent variables. The findings revealed that students have access to various kinds of ICT applications and resources, have an adequate number of ICT equipment available for their use, and are familiar with ICT applications.
 Additionally, a strong positive linear correlation exists between availability of human, ICT resources, user-ability of using ICT resources and the student's educational learning. It is recommended for students to learn ICT related skills and to make the best use of the different communication technologies in their pedagogical activities. Additionally, stakeholders should focus on developing ICT-based infrastructure and ICT skilled human resources to bring beneficial results in the learning process of students’ educational endeavors.

Teaching Medical Students to Provide Confidential Care for Adolescents in an Electronic Health Care Environment: An Introductory Health Information Technology Curriculum.

Electronic health record (EHR) transparency, mandated by the 21st Century Cures Act (Cures Act), puts confidential adolescent healthcare at risk through potential unintended disclosure of sensitive information to parents/guardians.1,2 As systems-level best practices emerge to promote developmentally appropriate information sharing in the EHR,3 health care professionals require relevant training. Medical students entering clerkships need preparation to recognize challenges introduced by the Cures Act1–3 and practice patient-centered written communication.

Perspective on Creating Problem Situation in High School Information Technology Teaching

In order to improve the quality of information technology classroom teaching in senior high school and promote the development of students, according to the situational teaching theory, combined with the teaching practice of information technology curriculum in senior high school, the creation of problem situations in information technology classroom teaching in senior high school was studied. On the basis of reflection and induction, how to improve the teaching efficiency has been the focus of information technology curriculum teachers in senior high school. Based on the current situation of information technology teaching in senior high school, this paper puts forward some reasonable suggestions on the contextualized teaching strategy of information technology curriculum in senior high school from the significance and strategy of creating situation.

Indigenizing the IT Curriculum by Design

In the context of an institution-wide initiative of the University of Canberra (UC), Australia, to mandate the Indigenization of the curriculum in all its courses, this descriptive case study reports on a pilot project to redesign the syllabus of an Information Technology (IT) unit that is a mandatory capstone for all students undertaking IT degrees. The capstone previously included no Indigenous-related content or pedagogical approaches. Indigenizing of the unit was achieved by embedding and interconnecting Tyson Yunkaporta’s (2009) 8 Ways of Indigenous Learning with the unit's content, teaching methods, and assessments, along with the Indigenous collaborative learning method Yarning Circles, in a design that could be expressed and unified in the teaching delivery to inform continuous adjustment and improvement of the unit’s curriculum, and also potentially inform the Indigenization of other UC IT units over time. A Design Science Research (DSR) methodology was put into action to evaluate the previous curriculum (as expressed in the offering of the unit), to design its Indigenized replacement, to implement it with student cohorts over two semesters, to collect data on the experience, and to reflect on the successes and challenges that arise. This methodology can also be applied reflexively in future iterative cycles of continuous adjustment and improvement of the unit’s curriculum by its conveners and colleagues to inform Indigenized designs for other units that currently have no Indigenous-related content. The extensibility of DSR is proffered as a methodological contribution to the project.

Teaching Strategy for High School Information Technology Courses Aiming at the Cultivation of Computational Thinking: Take Building a Small Information System as an Example

Computational thinking is one of the four core competencies of the general high school information technology curriculum. When implementing the teaching of Compulsory 2 Information System and Society, front-line teachers often are struggled to the way how teach students well to develop of computational thinking. Through the combing of the eight levels of Gagne’s learning theory and the connotation of computational thinking, combined with the foothold of computational thinking training in the Compulsory 2 module, a “Four Stage Cumulative Learning” strategy for building a small information system is proposed. The training in the module provides an exploratory teaching design idea and implementation strategy.

Research on Scratch Programming Teaching Design for the Cultivation of Computational Thinking

With the rapid spread and development of information today, computational thinking has become an important skill in the current era of highly information and wisdom. It is an important part of the core literacy of high school information technology curriculum, and its cultivation is a long-term process. This study designed a teaching design model for Scratch programming in junior high school information technology aimed at cultivating computational thinking, and based on this model, specific teaching designs were carried out and applied to actual junior high school information technology classrooms. The article uses "storytelling" as a specific teaching case for detailed explanation. After a month of teaching practice, the research results obtained through the evaluation of students' pre and post computational thinking level show that under this teaching model, students' computational thinking level has been significantly improved. This provides some reference for the cultivation of students' computational thinking and the teaching practice of Scratch programming in the future.

An Empirical Study on the "Three Teachings" Reform of the New Generation Information Technology Curriculum in Higher Vocational Education

An Empirical Study on the "Three Teachings" Reform of the New Generation Information Technology Curriculum in Higher Vocational Education

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

In the context of social transformation, the needs of society and individuals for information technology are changing, and discussions on the value and function of information technology are getting more and more attention. The purpose of this research is to clarify the value problems of the information technology curriculum and its function for nurturing students in primary and secondary schools. This research adopts content analysis and comparative research methods, which focus on the process, content selection, and implementation status of information and communication technology (ICT) in the Computing curriculum of British primary and secondary schools. This research content is based on an analysis perspective of curriculum value theory from levels of social and human development, and finally formed the analysis framework of value in information technology curriculum standards. The research results analyze reasons for changes in the value orientation and practical performance of the information technology curriculum standards in Britain to help understand trends and challenges of information technology reform in different contexts. Finally, this research finds the effects of content and value changes of curriculum standards on social and student development and puts forward conclusions for the position and value of information technology in the future of learning and teaching in the context of educational informatization.

Изучаването на мерни единици за бинарна информация – учудващо упорстващ проблем за българската образователна система

For decades SI prefixes have been used incorrectly in the IT world to define volumes of binary information. Kilo, mega, giga, etc. were widely accepted all over the world for powers of 2 instead of powers of 10. The introduction of new binary information prefixes kibi, mebi, gibi, etc. started in 1999. This change was proved difficult, because the old prefixes already gained very wide adoption in the society. Most hardware and software manufacturers refused to use the new units of measurement, probably because it was not profitable for them from marketing point of view. Some software companies even refused to start measuring correctly with the new values for the old prefixes. This problem was transferred into the Bulgarian education system, where the innovation was met with strong conservatism and even an outright reluctance of teachers to teach the new units. The article examines the problem from a pedagogical point of view and suggests some guidelines for effective teaching of the new units in the Information Technology curriculum for the Bulgarian schools.

A Program Development Model for Information Technologies Curriculum in Secondary Schools

Information technology (IT) is used in numerous fields today, from health to education. This situation has brought about the need to train individuals toward using technological knowledge efficiently. IT education plays an important role in training individuals to become qualified in this field. Therefore, the IT curriculum should be designed to meet the said needs of students. This study then aims to provide a program development model for the information technologies curriculum at the secondary school level that can be adapted to the conditions of the day. To develop the model, the authors examined the relevant literature and information technologies program development processes and teaching programs of different countries. In addition, the opinions of academicians and teachers were obtained/taken into account. The results of the research led to the design of the "Development Model for a Sustainable Information Technologies Curriculum (DEMSITEC)". This model includes the planning and sustainability of an information technology curriculum with a dynamic structure that allows for continuous development. The model will provide teachers with a detailed road map for shaping the curriculum for their teaching environment. The study findings demonstrate that the model is useful for information technology education. It is suggested that this model be used for other grades alongside secondary schools for longer periods and the repetitive process be tested.

Reflections on Infiltrating Artificial Intelligence Education into Information Technology Curriculum in Primary Schools

Reflections on Infiltrating Artificial Intelligence Education into Information Technology Curriculum in Primary Schools

Computational thinking in the Ethiopian secondary school ICT curriculum

ABSTRACT Background and Context Computational thinking (CT) is one of the 21st century skills required of graduates joining the workforce. Hence, countries have begun to incorporate CT into their curricula. Objective There is, however, a dearth of research coming from Africa showing the extent of CT’s integration in the science, technology, engineering, and mathematics (STEM) curriculum. The main objective of this study was to assess the extent to which CT was integrated into Ethiopia’s secondary school (Grades 9–12) information and communication technology (ICT) curriculum. Method The Ethiopian secondary school (ESS) ICT curriculum, as portrayed in the syllabi, textbooks, and teaching guides, served as the data source for the study. The data were then subjected to qualitative thematic analysis in the Atlas.ti environment. Findings Despite the emphasis on ICT literacy, the analysis revealed that CT was incorporated into the curriculum through the use of Logo, Excel, and multimedia projects. The integration could not however be described as “systematic”. Implications The research could provide practitioners and policymakers with evidence to chart a path for the planned integration of CT into the ESS ICT curriculum. Similar studies from K-12 to higher education levels could also benefit from the research.

Research on Innovation Capability Cultivation Oriented Design-Based Learning: Model and Case of Junior High School Information Technology Curriculum

The cultivation of innovative talents is an important development strategy in China. Especially in the stage of basic education, there is an urgent need for specific instructional strategies for cultivating innovative capability. Based on the theories of "Hands-On Inquiry learning" and Constructionism and teaching practice, this study put forward an innovation capability cultivation oriented design-based learning model in junior high school information technology curriculum. The model has three characteristics: simple teaching links, reverse teaching design and equal teacher-student relationship. It is hoped to provide guidance on teaching operation level for frontline information technology classroom teaching, or for other disciplines’, and to provide a reference for international scholars to do the research about constructing instructional models for skill cultivation in the 21st century.

Effects of STEM Inquiry Method on Learning Attitude and Creativity

The innovative education trend is gradually developed on/off campus in past years. The constant integration of digital technology with education generating the new-style education model redefines the integrated activity and information technology curricula at schools. Creative thinking aims to cultivate students combining various situations (e.g., scientific situation, industrial situation, living situation) with creative design and developing original research and problem solving with specific engineering goals. Taking college students in Bangkok, Thailand, as the research object, total 316 students are preceded the 16-week (3 hours per week for total 48 hours) STEM inquiry method experimental research. The research results are summarized as below. 1. STEM inquiry method cultivates students’ personal scientific activity and inquiry ability without restricting the ideas, but guides students to experience the complete learning process. 2. STEM education, with integrated instruction, cultivates students learning knowledge and skills for the application to real life. During students’ learning, the integration of subject knowledge, life experience, and learner-centered is emphasized. 3. Taking the curriculum design principle of STEM inquiry method, i.e. students’ interested issues, into the consideration of curriculum design and combining several relevant curriculum fields for integrated instruction, the planned self-directed learning activities and opportunities could assist students in applying the learned knowledge to solve problems in real life so as to enhance students’ creative thinking ability. According to the results to propose suggestions, it is expected to help students learn complete knowledge and, more importantly, present critical thinking and problem solving abilities.

Inclusion of Artificial Intelligence Concepts and Applications in Computer and Information Technology Curricula in the Saudi General Education

The study aimed to identify the inclusion of Artificial Intelligence (IA) concepts and applications in the content of Information and Communication Technology (ICT) textbooks in Saudi general education. The study adopted the descriptive approach using the method of content analysis. To achieve the purpose of the study, a content analysis tool was developed, and the ICT textbooks were analyzed. The study results indicated that the concepts and applications of AI were available in the content of the intermediate school books in varying overall proportions: (3.46%) in 7th grade, (6.7%) in 8th grade, and (10%) in 9th grade. Additionally, the AI concepts and applications were available in secondary ICT textbooks content: (15%) in 11th grade and (18%) in both 10th-12th grades. The study recommended reconsidering the inclusion of IA concepts and its applications in the ICT textbooks content for the intermediate and secondary educational levels and increasing the inclusion of the AI concepts and applications with transforming from teaching ICT alone in the curricula to focusing more on computing beside the ICT.