Information Technology Curriculum Research Articles

Design and Application of “STEM+” 6E Teaching Mode in Information Technology Teaching

The concept of “STEM+” integrates art, humanistic literacy, and social values in the traditional STEM education concept, advocates cross-disciplinary integration, and aims to cultivate compound talents equipped to tackle future challenges. In 2022, the Ministry of Education issued the “Compulsory Education Information Technology Curriculum (2022 Edition),” emphasizing the core literacy of information science and technology and the integration of interdisciplinary disciplines, and encouraging the teaching mode suitable for discipline characteristics. The 6E teaching mode is a student-centered teaching strategy characterized by active exploration and cross-disciplinary integration. This article innovatively designed the “STEM+” 6E teaching mode, which is applied to junior high school information technology teaching, which can better achieve core literacy teaching goals.

Research on the Construction of Curriculum Ideological and Political Evaluation System in the Reform of Information Technology Curriculum in Vocational Colleges

Research on the Construction of Curriculum Ideological and Political Evaluation System in the Reform of Information Technology Curriculum in Vocational Colleges

The Impact of a Digital Game-Based AI Chatbot on Students’ Academic Performance, Higher-Order Thinking, and Behavioral Patterns in an Information Technology Curriculum

In the age of intelligence, information technology (IT) education has become the focus of attention in the education sector. However, traditional teaching methods fall short in motivating students and fostering higher-order thinking and have difficulty providing a personalized learning experience. Although AI chatbots can provide instant feedback as an innovative teaching tool, it is still challenging to fully enhance learner engagement. Based on this, this study developed a digital game-based AI chatbot system to enhance students’ learning experience through digital game-based learning strategies. This study utilized a quasi-experimental design with the experimental group using a digital game-based AI chatbot and the control group using a traditional AI chatbot. A comparison was made between the two groups concerning student learning performance in IT courses, higher-order thinking (including problem-solving, computational thinking, and creativity), learning motivation, and flow experience. In addition, the behavioral patterns of high-achieving and low-achieving students in the experimental group were analyzed. The results showed that the experimental group was significantly better than the control group in academic performance, problem-solving, computational thinking, learning motivation, and flow experience, but there was no significant difference in creativity tendency. Behavioral pattern analysis showed that high-achieving students in the experimental group showed more systematic learning strategies, while low-achieving students relied more on immediate feedback and external help, but both high- and low-achieving groups were able to actively talk to the AI chatbot and actively explore problem-solving strategies in the digital game. Therefore, AI chatbots based on digital games can be effectively used in IT courses to help students construct knowledge and develop higher-order thinking.

Research on the Strategy of Artificial Intelligence Education in the Information Technology Curriculum of Primary and Secondary Schools

The development of science and technology has ushered in the era of artificial intelligence. This development affects school education in terms of information technology curriculum. The improvement of China’s national strength has led to the widespread of information technology education in primary and secondary schools. In this context, this paper studies artificial intelligence education in terms of its curriculum in primary and secondary schools.

Emphasizing Both “Science” and “Technology” and Enhancing Digital Literacy and Skills—A Comparative Study Based on Three Kinds of Major Information Technology Curriculum Standards

Emphasizing Both “Science” and “Technology” and Enhancing Digital Literacy and Skills—A Comparative Study Based on Three Kinds of Major Information Technology Curriculum Standards

The Application of Bebras Tasks in Primary School Information Technology Curriculum——Based on the perspective of computational thinking assessment

The Application of Bebras Tasks in Primary School Information Technology Curriculum——Based on the perspective of computational thinking assessment

Analysis of Factors Affecting the Implementation of Information Technology Curriculum

Analysis of Factors Affecting the Implementation of Information Technology Curriculum

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

Predictors of Programming Abilities of Information Technology Students in UNP

Programming is one of the essential skills to be learned in the Information Technology curriculum. However, the subject is considered complicated and categorized as one of the biggest challenges in computing education. This paper is conducted to analyze and discuss the variables and limitations faced by students in learning programming. A survey of 100 University of Northern Philippines Information Technology students was achieved through questionnaires. The responses and views from the students were analyzed and investigated regarding their attitude toward learning programming. In the survey, the needs and concerns about the variables are highlighted and answered, leading to the inferences made and recommendations to enhance learning programming understanding, thus minimizing failure rates.