The Future of the Computing Curriculum: How the Computing Curriculum Instills Values and Subjectivity in Young People.
Keywords:computing curriculum, education research, subjectivity, computer science education, Schwartzâ€™s basic values, Computational thinking
In these early stages of implementation of the English computing curriculum policy reforms, there are uncertainties with regards to the intentions of computing to young people. To date, research regarding the English computing curriculum has been mostly concerned with the content of the curriculum, its delivery and surrounding pedagogy. In contrast this paper seeks to explore the underlying motivation and values embedded in the computing curriculum. We propose that this curriculum has been driven by the needs of industry and the economy. We use Schwartzâ€™s values to examine how the teaching of computing has been primarily embedded within the value of self-enhancement.Â We conclude, that by looking at this context and the underlying value structure, we can reflect on the dramatic effects of the narrative and discourse around the content, delivery and purpose of teaching computing to young people. We propose the narratives of curriculum, influence pedagogy and this in turn, has a powerful impact on the young peopleâ€™s view of themselves and the world we want to equip them to create.
Keywords: computing curriculum, education research, subjectivity, computer science education, Schwartzâ€™s values.Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â
Baldry, C. (2011). Editorial: chronicling the information revolution. New Technology, Work And Employment,26(3), 175-182. http://dx.doi.org/10.1111/j.1468-005x.2011.00267.x
Berry, M. (2016). Computational Thinking in Primary Schools. Milesberry.net. Retrieved 1 October 2016, from http://milesberry.net/2014/03/computational-thinking-in-primary-schools/
Brynjolfsson, E. & McAfee, A. (2014). The second machine age. New York: W. W. Norton & Company, Inc.
Chillas, S., Marks, A., & Galloway, L. (2015). Learning to labour: an evaluation of internships and employability in the ICT sector. New Technology, Work And Employment, 30(1), 1-15. http://dx.doi.org/10.1111/ntwe.12041
Crompton, T. (2010). Common Cause The Case for Working with our Cultural Values. Woking: WWF-UK. Retrieved from http://assets.wwf.org.uk/downloads/common_cause_report.pdf
Department of Education,. (2014). National Curriculum in England Key Stage 3 and 4 Framework Document (pp. 85 - 87). London: Department of Education.
Drucker, P. (1959). Landmarks of tomorrow. New York: Harper.
Eyre, M. (1980). Barrie Sherman: Employment will fall.Electronics And Power, 26(4), 303. http://dx.doi.org/10.1049/ep.1980.0180
Fish, A. & Srinivasan, R. (2011). Digital labor is the new killer app. New Media & Society, 14(1), 137-152. http://dx.doi.org/10.1177/1461444811412159
Flanagan, M., Howe, D., & Nissenbaum, H. (2008). Flanagan, M. Howe, D. and
Nissenbaum, H. (2008) Embodying Values in Technology, Information Technology and Moral Philosophy. In J. Van Den Hoven & J. Weckert, Information Technology and Moral Philosophy (1st ed., pp. 322- 353). Cambridge: Cambridge University Press. Retrieved from https://www.nyu.edu/projects/nissenbaum/papers/embodying_values.pdf
Foucault, M. (1995). Discipline and punish. New York: Vintage Books.
FULL IMPACT OF GOVERNMENT'S ICT INITIATIVES YET TO BE ACHIEVED, SAYS OFSTED REPORT. (2001). lgcplus.com. Retrieved 27 September 2015, from http://FULL IMPACT OF GOVERNMENT'S ICT INITIATIVES YET TO BE ACHIEVED, SAYS OFSTED REPORT
Goldweber, M., Barr, J., Clear, T., Davoli, R., Mann, S., Patitsas, E., & Portnoff, S. (2013). A framework for enhancing the social good in computing education.ACM Inroads, 4(1), 58. http://dx.doi.org/10.1145/2432596.2432616
GOVERNMENT'S ICT INITIATIVE CONTINUES TO PLAY IMPORTANT ROLE, SAYS SECOND OFSTED REPORT.. (2002). lgcplus.com. Retrieved 27 September 2015, from http://www.lgcplus.com/governments-ict-initiative-continues-to-play-important-role-says-second-ofsted-report/1302528.article
Holmes, T. (2011). The common cause handbook. Machynlleth: Public Interest Research Centre Ltd.
Holtgrewe, U. (2014). New new technologies: the future and the present of work in information and communication technology. New Technology, Work And Employment, 29(1), 9-24. http://dx.doi.org/10.1111/ntwe.12025
House of Commons Children, Schools and Families Commitee,. (2009). National Curriculum Fourth Report of session 2008-09. London: House of Commons.
Innovate UK,. (2015). Digital economy strategy 2015 - 2018. Swindon: North Star House.
J. Ang, & F. Pavri,. (1994). A survey and critique of the impacts of information technology. International Journal Of Information Management, 14(2), 122-133. http://dx.doi.org/10.1016/0268-4012(94)90031-0
Pitt, J. (2009). Blurring the boundariesâ€“STEM education and education for sustainable development. Design And Technology Education: An International Journal,14(1), 37 - 48.
Johnson, M. (2007). Subject to change. London: ATL.
Keen, A. (2015). The Internet is not the Answer (p. Kindle edition). London: Atlantic Books.
Kopp, B., Mandi, H., & Niedermeier, S. (2016). EVALUATING THE INTEGRATION OF VALUES IN STEM EDUCATION. In 10th International Technology, Education and Development Conference(pp. 8362-8366). Valencia: IATED. Retrieved from https://library.iated.org/publications/INTED2016
Lanier, J. (2013). Who owns the future?. Milton Keynes: Penguin Books.
Livingston, I. & Hope, A. (2015). Next Gen. Transforming the UK into the worldâ€™s leading talent hub for the video games and visual effects industries. London: Nesta. Retrieved from https://www.nesta.org.uk/sites/default/files/next_gen_wv.pdf
Maths and science must be the top priority in our schools, says Prime Minister -
Press releases - GOV.UK. (2014). Gov.uk. Retrieved 2 October 2016, from https://www.gov.uk/government/news/maths-and-science-must-be-the-top-priority-in-our-schools-says-prime-minister
Mitchell, B. (2013). Computing in Schools. ITNOW, 55(2), 44-45. http://dx.doi.org/http://dx.doi.org/10.1093/itnow/bwt020
Nolan, P. (2002). The ESRC Future of Work Programme.New Tech Work Empl, 17(3), 150-151. http://dx.doi.org/10.1111/1468-005x.00100
O'Neil, M., Haydon, A., & Simon, A. (2014). Narrative Holes in STEM Storytelling: A Field Frame Analysis. Washington D.C.: Frame Works Institute. Retrieved from http://www.frameworksinstitute.org/assets/files/PDF_STEM/STEMFFANarrativeHolesFinal.pdf
Passey, D. (2015). Computer science (CS) or information and communication technologies (ICT) : curriculum decisions or curriculum concerns?. Dimensio, 3, 45-50.
Peters, M. (2009). Education, Enterprise Culture and the Entrepreneurial Self: A
Foucauldian Perspective. He Journal Of Educational Enquiry, 2(2), 66-67. http://dx.doi.org/http://www.ojs.unisa.edu.au/index.php/EDEQ/article/view/558/428
Prime, G. (1993). Values in technology: Approaches to learning. Design & Technology Teaching, 26(1), 30 - 36.
Resnick, M. (2012). Sowing the Seeds for a More Creative Society. Learning & Leading With Technology, 35(4), 18 - 22.
Rose, M. (2002). IT professionals and organisational ascendancy: theory and empirical critique. New Tech Work Empl, 17(3), 154-169. http://dx.doi.org/10.1111/1468-005x.00102
Scholz, T. (2013). Digital labor. New York: Routledge.
Schwartz, S. & Boehnke, K. (2004). Evaluating the structure of human values with confirmatory factor analysis. Journal Of Research In Personality, 38(3), 230-255. http://dx.doi.org/10.1016/s0092-6566(03)00069-2
Shuayb, M. & O'Donnell, S. (2008). Aims and values in primary education. Cambridge: Primary Review, University of Cambridge Faculty of Education.
St.Pierre, E. (2006). Scientifically Based Research in Education: Epistemology and Ethics. Adult Education Quarterly, 56(4), 239-266. http://dx.doi.org/10.1177/0741713606289025
Straw, S. & Macleod, S. (2013). Improving young people's engagement with science, technology, engineering and mathematics (STEM). Slough: National Foundation for Educational Research. Retrieved from https://www.nfer.ac.uk/publications/99927/99927.pdf
Toffler, A. (1980). The third wave. New York: Morrow.
White, J. (2007). What schools are for and why. Impact,2007(14), vi-51. http://dx.doi.org/10.1111/j.2048-416x.2007.tb00116.x
White, J. (2012). Towards A Compulsory Curriculum (RLE Edu B). Hoboken: Taylor & Francis.
White, S. (1992). Universals in the Content and Structure of Values: Theoretical advance and empirical tests in 20 countries. Advances In Experimental Social Psychology 25, 25, 1-65.
Williams, J. (2011). STEM education: Proceed with caution. Design And Technology Education: An International Journal, 16(1).
Willis, P. (1981). Learning to labor. New York: Columbia University Press.
Wing, J. (2008). Computational thinking and thinking about computing. Philosophical Transactions Of The Royal Society A: Mathematical, Physical And Engineering Sciences, 366(1881), 3717-3725. http://dx.doi.org/10.1098/rsta.2008.0118
Wolf, A. (2011). Review of Vocational Education â€“ The Wolf Report. London: Gov.uk.
How to Cite
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).