The nature and purpose of Computing and Information Technology subjects in the senior secondary school curriculum in New South Wales

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Abstract

The chapter examines recent changes in participation rates in Computing and Information Technology (CIT) subjects at the senior secondary level in New South Wales (NSW). It develops Downes' model for analysing curriculum from three alternative perspectives or standpoints ' the curriculum as intended, as enacted, and as imagined. The curriculum framework from NSW is analysed, drawing upon the US-based ACM Model Curriculum for K-12 Computer Science. This reveals a shift in the current intended curriculum from an instrumental purpose in the early Stages (K-Year 10), to a discipline-based purpose in Stage 6 (Years 11-12). Discussion draws on these analyses, current literature, and data collected by the Gender and Information Technology (GaIT) research project to provide some insights into the basis for the confusions and complexities of the enacted and imagined CIT curriculum, as experienced by schools, teachers and students. The relationship of the intended curriculum to participation rates is questioned.
Original languageEnglish
Title of host publicationGender and I.T
Subtitle of host publicationOngoing challenges for Computing and Information Technology education in Australian secondary schools
EditorsJulianne Lynch, Margaret Vickers
Place of PublicationAltona, Australia
PublisherCommon Ground
Pages63-80
Number of pages18
Edition1 (Illustrated) / 4
ISBN (Print)9781875864577
Publication statusPublished - 2007

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    Downes, T. (2007). The nature and purpose of Computing and Information Technology subjects in the senior secondary school curriculum in New South Wales. In J. Lynch, & M. Vickers (Eds.), Gender and I.T: Ongoing challenges for Computing and Information Technology education in Australian secondary schools (1 (Illustrated) / 4 ed., pp. 63-80). Common Ground.