marina Štibrić branislava baranović [email protected]
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THE STATUS OF INFORMATION AND COMMUNICATION TECHNOLOGY IN NATIONAL CURRICULUM FOR COMPULSORY EDUCATION. Marina Štibrić Branislava Baranović [email protected]. Knowledge based society and ICT. - PowerPoint PPT PresentationTRANSCRIPT
Institute for Social Research - Zagreb
Centre for Educational Research and Development
THE STATUS OF INFORMATION THE STATUS OF INFORMATION AND COMMUNICATION AND COMMUNICATION
TECHNOLOGY IN NATIONAL TECHNOLOGY IN NATIONAL CURRICULUM FOR CURRICULUM FOR
COMPULSORY EDUCATIONCOMPULSORY EDUCATION
Marina ŠtibrićMarina ŠtibrićBranislava BaranovićBranislava Baranović
[email protected]@idi.hr
November 2007 2
Institute for Social Research - Zagreb
Centre for Educational Research and Development
Knowledge based society and Knowledge based society and ICTICT
• innovations in ICT, networking and rapid expansion of the Internet - key factors of transformation into knowledge society
• ICT - a ground for effective usage and exchange of information and knowledge
• ICT - one of the key contemporary educational requirements
November 2007 3
Institute for Social Research - Zagreb
Centre for Educational Research and Development
Digital competenceDigital competence
• one of the key competencies necessary for work and life in the knowledge society
• in The European Key Competences Framework
• involves knowledge and skills in ICT, attitudes towards available information and a responsible use of the interactive media
November 2007 4
Institute for Social Research - Zagreb
Centre for Educational Research and Development
ICT and compulsory educationICT and compulsory education
• introduction of ICT into compulsory education was one of the most complex curricular innovations
• ICT - a significant part of transforming the teaching and learning process
• an agreement about the necessity of introducing and developing ICT in curriculum, but different countries have found different solutions
November 2007 5
Institute for Social Research - Zagreb
Centre for Educational Research and Development
The Status of ICT in National The Status of ICT in National Curriculum for Compulsory Curriculum for Compulsory
EducationEducation– – the research resultsthe research results
November 2007 6
Institute for Social Research - Zagreb
Centre for Educational Research and Development
Research methodologyResearch methodology
• aim: to find out what is the current status of ICT in compulsory education
• an analysis of national curricula in 16 countries
• ways of conceptualizing ICT in each country of the sample were compared to each other, and with the current situation in Croatia
November 2007 7
Institute for Social Research - Zagreb
Centre for Educational Research and Development
Research methodologyResearch methodology
• criteria for choosing the countries:- members of EU- their educational heritage- achievements of their students in international comparative evaluations
• the status of ICT:- isolated as a separate subject- ICT taught as a part of a few different subjects- ICT as a cross-curricular area
November 2007 8
Institute for Social Research - Zagreb
Centre for Educational Research and Development
Finland, Sweden and NorwayFinland, Sweden and Norway
• broad curriculum frameworks, with ICT being taught within mandatory subjects
• Norway - subject Art and Crafts– has the least ICT related content
• Sweden – subjects Crafts, and Technology• Finland - subject Crafts, and cross-
curricular themes Media skills and communication, and Technology and the individual
November 2007 9
Institute for Social Research - Zagreb
Centre for Educational Research and DevelopmentScotland, Ireland, England, Canada Scotland, Ireland, England, Canada
(Alberta), Australia (New South Wales) (Alberta), Australia (New South Wales) and New Zealandand New Zealand
• both national curriculum frameworks and a subject curriculum
• content of each subject and area is mandatory • Scotland – cross-curricular area Environmental
studies, and later a separate subject ICT • Ireland – subjects Technology, and Technical
drawing; cross-curricular areas Social, environmental and scientific education, and Art; ICT is a tool for teaching Science and Arts
November 2007 10
Institute for Social Research - Zagreb
Centre for Educational Research and DevelopmentScotland, Ireland, England, Canada Scotland, Ireland, England, Canada
(Alberta), Australia (New South Wales) (Alberta), Australia (New South Wales) and New Zealandand New Zealand
• England - interdisciplinary areas ICT, and Design and technology
• Alberta – subject ICT whose program of studies is structured as a ‘curriculum within a curriculum’, and it is infused within core subjects of English Language; Arts; Math; Science; and Social Studies
November 2007 11
Institute for Social Research - Zagreb
Centre for Educational Research and DevelopmentScotland, Ireland, England, Canada Scotland, Ireland, England, Canada
(Alberta), Australia (New South Wales) (Alberta), Australia (New South Wales) and New Zealandand New Zealand
• New South Wales - key learning area Science and technology, later Technological and applied studies, with a mandatory subject Technology;- connected with elective subjects Information and software technology; Design and technology, and Graphics technology
November 2007 12
Institute for Social Research - Zagreb
Centre for Educational Research and DevelopmentScotland, Ireland, England, Canada Scotland, Ireland, England, Canada
(Alberta), Australia (New South Wales) (Alberta), Australia (New South Wales) and New Zealandand New Zealand
• New Zealand - essential learning area Technology which has application to all subjects of the curriculum, but some make a particular contribution to learning in technology, such as Science; Mathematics; Home economics, Social studies, Workshop technology; Music; Art; Graphics and design, and The study of information systems
November 2007 13
Institute for Social Research - Zagreb
Centre for Educational Research and Development
Austria, Hungary, SloveniaAustria, Hungary, Slovenia,, and and SingaporeSingapore
• ICT is separated into (mandatory) subject curricula
• Austria – subjects Technical education, and Technical education, textile education– Technical education contributes to each of
the 5 educational areas: Man and society; Nature and technology; Language and communication; Creativity and shaping; and Health and exercise
• Hungary – subjects Technology and the way of living, and ICT
November 2007 14
Institute for Social Research - Zagreb
Centre for Educational Research and Development
Austria, Hungary, SloveniaAustria, Hungary, Slovenia,, and and SingaporeSingapore
• Slovenia – cross-curricular area Information literacy; mandatory subjects Perceiving environment, and later Science and technology; Technics and technology, and elective subjects Robotics and technics; Electronics with robotics, and Electro technology
• Singapore – mandatory subjects Mathematics, and later Design and technology- in technical stream: Computer Applications; Technical studies; and elective subject Computing
November 2007 15
Institute for Social Research - Zagreb
Centre for Educational Research and Development
The Netherlands, and USAThe Netherlands, and USA (New (New York)York)
• flexible curriculum that has a high degree of decentralization
• the Netherlands - learning areas Technology, and Drawing, art and crafts
• New York - a curriculum based on the national learning standards– area Mathematics, science and technology
which includes Standard 2 - Information systems, and Standard 5 - Technology with a Computer technology as its integral part
November 2007 16
Institute for Social Research - Zagreb
Centre for Educational Research and Development
Situation in CroatiaSituation in Croatia
• a tradition of a centralized prescriptive subject based curriculum consisted of teaching programs for each subject
• between 5th and 8th grade- mandatory subject Technical culture- elective subject Information science
• a possibility for extra-curricular activity in the area of Information science in the first 4 grades
November 2007 17
Institute for Social Research - Zagreb
Centre for Educational Research and Development
Situation in CroatiaSituation in Croatia
• in the curriculum for compulsory school it is recommended that while teaching the elective subject Information science, teachers should encourage the use of ICT in other subjects
• by planning to bring the focus on outcomes and to introduce ICT as a cross-curricular area, Croatian curriculum is coming closer to the world standards in education
November 2007 18
Institute for Social Research - Zagreb
Centre for Educational Research and Development
ConclusionsConclusions
• most of the countries have national curriculum framework which serves as a base for developing detailed school curriculum
• Croatia still has fragmented subject based national curriculum
• Croatian curriculum still isn’t oriented towards learning outcomes as in most of the analyzed countries
November 2007 19
Institute for Social Research - Zagreb
Centre for Educational Research and Development
ConclusionsConclusions
• using ICT through the curriculum is an example of the way to acquire digital competence
• even though approach to planning and curriculum control differs among countries, ICT is recognized as an important segment of education in all of the countries
November 2007 20
Institute for Social Research - Zagreb
Centre for Educational Research and Development
ConclusionsConclusions
• while in some national curricula ICT is being taught as a separate subject, in other curricula it is a part of a few different subjects or a cross-curricular area
• acquisition of knowledge and skills is fundamental, but
• more and more countries are recognizing the advantage of using ICT in teaching other subjects
November 2007 21
Institute for Social Research - Zagreb
Centre for Educational Research and Development
RecommendationsRecommendations
• ICT should be included in national curricula as a compulsory cross-curricular area
• it can also be retained as a separate subject• in the constantly changing environment
there is a need to possess knowledge and skills, but also attitudes concerning ICT
• every curriculum should emphasize the digital competence
November 2007 22
Institute for Social Research - Zagreb
Centre for Educational Research and Development
RecommendationsRecommendations
• to elaborate the status of ICT in curriculum of every system
• to ensure adequate infrastructure and Internet access in every school
• to provide network and multimedia materials• to develop teachers’ skills in using ICT• teachers ought to be given support in getting
those skills in order to fully exercise potential that ICT has in making learning easier