understanding the curriculum. aims of education what are the purposes of introducing it/computer...

Understanding the Understanding the CurriculumCurriculum

Aims of EducationAims of Education

What are the purposes of introducing IT/computer studies into the school curriculum?

History of CS curriculum History of CS curriculum developmentdevelopment

1982 1990 200319991995 2000

Inception of CS to Sec. School Inception of IT

Major curriculum revision

Sources of AimsSources of Aims

Child-centredChild-centred

Social and Social and Economic EfficiencyEconomic Efficiency

Academic Academic RationalistRationalist

Social ReconstructionSocial Reconstruction

Curricular AimsCurricular Aims

This view stress: Society’s needs the role of schools for preparing future

citizens who are economically productive, able to get jobs and fit into society

Curriculum → meets the practical needs of society

Social and Economic EfficiencySocial and Economic Efficiency

Problem:Problem: To decide which knowledge and

skills will be most useful in an unknown future

Individuals are only valued in terms of their contribution to society

Social and Economic EfficiencySocial and Economic Efficiency

This view was put forward partly as a reaction to the authoritarian nature of some education systems.

This view stresses: the needs and growth of individual children exploration, investigation and students’

choice as key elements which set them on the path of meaningful learning (insights derived from educational psychology)

Child-CentredChild-Centred

Problem:Problem: The problem lies in the

assumption that students want to learn something and that if they do they will learn something worthwhile.

This view focuses: Development of students’ intellect and

rationality Enlightening students with the concepts

and information which can be derived from the established disciplines

Using the disciplines as a vehicle for prompting students’ thinking and problem solving capabilities

Transmission of knowledge from one generation to the next.

Academic RationalistAcademic Rationalist

Problem:Problem: Though many philosophers have tried

to identify the essential structure of human knowledge in an attempt to provide the basis for curriculum planning. The central issue which has to be solved is to decide which knowledge is most worthwhile.

This is a variation on the social efficiency perspective.

This view focuses: Through schooling, to improve societyimprove society in

the future Developing knowledge, skills and attitudes

which would create a world where people care about each other, the environment and the distribution of wealth.

Tolerance, the acceptance of diversityacceptance of diversity and peacepeace would be encouraged.

Social injusticesSocial injustices and inequalityinequality would be central issues in the curriculum.

Social ReconstructionismSocial Reconstructionism

Problem:Problem: The problem with this viewpoint is the

assumption that schools can change society.

It is also unclear whose vision of a future society is ‘correct’.

Social ReconstructionismSocial Reconstructionism

Curriculum Components Intentions Content Teaching and learning methods Assessment

Curriculum Conceptions and Curriculum Conceptions and Curriculum ComponentsCurriculum Components

Academic Rationalism

Social and economic efficiency

Child-centred

Social re-constructionism

Intention To enhance students’ intellectual capabilities and cognitive skills, and to teach them how to learn

To provide for the current and future manpower needs of a society

To provide students with opportunities for enhancing their personal and intellectual development

The school serves as an agent for social reform, changes and criticism

Curri. Comp.

Child-centred

Curri. Comp.

Child-centred

Curri. Comp.

Child-centred

Curri. Comp.

Child-centred

Curri. Comp.

Child-centred

Content Focus on the knowledge, skills and values derived from the academic disciplines

Focus on knowledge and skills which are useful and relevant to future employment

Focus on knowledge as an integrated holistic entity and on the process learning

Focus on social needs, issues and ideals

Curri. Comp.

Child-centred

Curri. Comp.

Child-centred

Curri. Comp.

Child-centred

Curri. Comp.

Child-centred

Curri. Comp.

Child-centred

Teaching and learning methods

Focus on teacher exposition and didactic teaching, and on promoting inquiry skills

Emphasize application and skill mastery

Emphasize students’ activity and self learning, and the teacher as facilitator

Focus on interaction, group work and students’ involvement in community activities

Curri. Comp.

Child-centred

Curri. Comp.

Child-centred

Curri. Comp.

Child-centred

Curri. Comp.

Child-centred

Curri. Comp.

Child-centred

Assessment Emphasize testing of students’ knowledge and skills, and on academic rigour

Emphasizeassessing students’ ability to apply knowledge and skills

Focus on qualitative measures that attempt to analyse the process of learning

Focus on the need to involve students in their own assessment

Curri. Comp.

Child-centred

Curri. Comp.

Child-centred

Curri. Comp.

Child-centred

Curri. Comp.

Child-centred

Curri. Comp.

Sources of AimsSources of Aims

Child-centredChild-centred

Social and Social and Economic Economic EfficiencyEfficiency

Social Social ReconstructionReconstruction

parents

teachers

employers

politicians

secondary

Technical/ vocation

kindergarten/ primary

Social and Social and EconomicEconomicEfficiencyEfficiency

Tensions in Tensions in Educational AimsEducational Aims

Tensions in Educational AimsTensions in Educational Aims

None of the images or ideologies provides a complete basis for devising a curriculum and neither philosophy, psychology nor sociology can on its own be used to justify a curriculum.

In reality all types of schools are trying to find some sort of balance between the four types of aims.

Reflection:Reflection: Compare and contrast the 1984 and 2005 Compare and contrast the 1984 and 2005

CS/IT curriculua with respect to their CS/IT curriculua with respect to their intentions;intentions; contents;contents; suggested teaching and learning methods;suggested teaching and learning methods; assessments.assessments.

ActivityActivity

Historic Trend in curriculum Historic Trend in curriculum development of CSdevelopment of CS

History of CS curriculum History of CS curriculum developmentdevelopment

1982 1990 200319991995 2000

Inception of CS to Sec. School Inception of IT

Major curriculum revision

Aims of Education for 21Aims of Education for 21stst Century (EMB 2000) Century (EMB 2000)To enable every person to attain all-roundall-round development according to his/her own attributes in the domains of ethics, intellect, physique, social skills and aesthetics, so that he/she is capable of life-long learninglife-long learning, critical and explanatory thinking, innovatinginnovating and adapting to changeadapting to change, filled with self-confidence and a team spiritteam spirit; willing to put forward continuing effort for the prosperity, progress, freedomfreedom and democracydemocracy of his/her society, and contribute to the future and well-being of the nationwell-being of the nation and the world at large. Our priority should be to enable our students to enjoy learning, enhance their effectiveness in communication and develop their creativity and sense of commitment.

The Overall aims of the School CurriculumThe school curriculum should provide all students with essential life-life-long learninglong learning experiences for whole-personwhole-person development in the domains of ethics, intellect, physical development, social skills and aesthetics, according to individual potential, so that all students can become active, responsible and contributing members of societysociety, the nationnation and the worldworld. The school curriculum should help students to learn how to learn through cultivating positive values, attitudes, and a commitment to life-long learning, and through developing generic skills to acquire and construct knowledge. These qualities are essential for whole-person development to cope with challenges for the 21st century. A quality curriculum for the 21st century should therefore set the directions for teaching and learning through a coherent and coherent and flexible frameworkflexible framework which can be adapted to changesadapted to changes and the different needs of the students and schools.

Social and Social and EconomicEconomicEfficiencyEfficiency

Fusion of education aims

knowledge economy knowledge skills

To maintain social equity

Knowledge is socially constructed and context-laden

life-long learning skills for self-development

ICT in Education in the ICT in Education in the 2121stst Century Century

Social and Social and Economic EfficiencyEconomic Efficiency

Social ReconstructionSocial Reconstruction

To enhance competitiveness in the global marketTo maintain social equity by bridging the digital divideTo enhance better understanding of subject mattersTo equip students with skills to support life-wide learning

Objectives:The students are expected to acquire1. Knowledge of modern methods of information

processing and their applications2. Knowledge of the uses and limitations of computers3. Problem-solving skills through interaction with

computers4. Understanding of the implications of computers in the

modern world

CS 1984CS 1984

A. Evolution of Information Processing

B. Computer Operation

C. FlowCharting

D. Programming in Basic

E. Input/Output and the Coding of Information

F. Data Processing

G. Computers in the Modern World

Computer and Information Computer and Information Technology in 2003Technology in 2003

1. Information Processing and Presentation (20 hrs)2. Computer Systems and Networking (16 hrs)3. Internet and its Applications (16 hrs)4. Basic Programming Concepts (18 hrs)5. Social Implications of Computer and Information Technology (10 hrs)

Algorithm and Programming

(30 hrs)

Organisation of Computer (30 hrs)

Data Communications and Networking (30 hrs)

Multimedia Production and Web Authoring

(30 hrs)

Coursework (10 hrs)

Core Module (80 hrs)Core Module (80 hrs)

Grand total: 120 hrsGrand total: 120 hrs

Elective Module (30 hrs): Choose any one from the four Elective Module (30 hrs): Choose any one from the four

Strengths: TAS (Teacher Assessment Scheme)

Continuing assessment by which a wide range of students’ abilities and competency can be assessed

Allow more authentic work

Curriculum Outline for the new S4-5 Curriculum Outline for the new S4-5 Computer and Information TechnologyComputer and Information Technology

Strengths: The idea of meaningful and authentic learning

of CS/IT is spelled out as one of the curriculum aims

Strengths: The idea of meaningful and authentic learning

of CS/IT is spelled out as one of the curriculum aims

Strengths: While enabling students to build a firm conceptual

foundation of CS/IT, the core/elective modular structure allows flexibility for students to develop their area of interests.

Strengths: Develop students’ high-order thinking skills through

immersion into authentic activities

Strengths: More commonly used programming languages in the

workplace can be adopted by school.

Strengths: Providing more hands-on experience for students

Weaknesses: Flexibility imply more resources are needed Flexibility to school ≠Flexibility to students teacher training Fairness of the the TAS scheme

From Modernism to From Modernism to PostmodernismPostmodernism

Modernism vs. Modernism vs. PostmodernismPostmodernism

DiversificationDiversification Weak Weak Conceptual Conceptual

LinkageLinkage

FragmentationFragmentation

Challenges of the ICT CurriculumChallenges of the ICT Curriculum

Content Content VolatilityVolatility

T: I can only teach the skills in using PhotoImpact without any sense of aesthetics…..

T: I’m afraid of touching on those social issues since I have no undergraduate training related to this area!

T: Students find it difficult in learning software packages since they share very little similarity ….

T: It’s difficult to prepare notes since new version comes up every year!

Modernism vs. Modernism vs. PostmodernismPostmodernism

Reflection What are implications of these

challenges to teaching and learning of the subject?

understanding the curriculum. aims of education what are the purposes of introducing it/computer...

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