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.
|Title of host publication||Gender and I.T|
|Subtitle of host publication||Ongoing challenges for Computing and Information Technology education in Australian secondary schools|
|Editors||Julianne Lynch, Margaret Vickers|
|Place of Publication||Altona, Australia|
|Number of pages||18|
|Edition||1 (Illustrated) / 4|
|Publication status||Published - 2007|