In 2013, the Australian Curriculum Assessment and Reporting Authority (ACARA) published a series of draft relating to the development of new standards for the national curriculum. It was scheduled to be introduced across Australia in 2014 (Falkner et al., 2014). Later in 2014, the Australian Council for Computers in Education (ACCE) supported and emphasised the importance of the implementation of the technologies as “a General Capability” in the new developing Australian Curriculum (Zagami, 2015, p. 1). After reviewing the drafts of the new Australian Curriculum, ACCE partnered with Digital Learning, Teaching Victoria (DLTV) and proposed to clarify Digital Technologies subject in more details as well as to find new pedagogies which Digital
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Eight diverse Victorian schools joined a trial project in order to develop “units of work” (Reynolds & Chambers, 2015, p. 2543) for a range of year levels and consider three approaches for the implementation of the subject which involves applying existing practices to a new curriculum, applying new curriculum to existing practices, and defining new practices for a new curriculum (Webb et al., …show more content…
Moreover, the Computing at School ‘white paper’ of 2010 argued for the pervasive changes, specifically, to replace ICT (Information and Communications Technology) with Computing in the National Curriculum. At this particular time, the notion of computational thinking became of key importance to the policy makers. In 2011, the Nesta’s (the National Endowment for Science, Technology and the Arts) report ‘Next Gen’ called for “rigorous teaching of computing in schools” (Williamson, 2016, p. 44).
The following report by Royal Society ‘Shut Down or Restart’, ‘Next Gen Skills coalition’, the ‘Code Club’ and the other initiatives around programming contributed to the debate and influenced greatly the decision of the Department of Education represented by the UK Education Secretary Michael Gove to announce the introduction of a new computing curriculum to support “new, high-quality Computer Science GCSEs” (Gove, 2012, as cited in Bresnihan, 2015, p.
Eight diverse Victorian schools joined a trial project in order to develop “units of work” (Reynolds & Chambers, 2015, p. 2543) for a range of year levels and consider three approaches for the implementation of the subject which involves applying existing practices to a new curriculum, applying new curriculum to existing practices, and defining new practices for a new curriculum (Webb et al., …show more content…
Moreover, the Computing at School ‘white paper’ of 2010 argued for the pervasive changes, specifically, to replace ICT (Information and Communications Technology) with Computing in the National Curriculum. At this particular time, the notion of computational thinking became of key importance to the policy makers. In 2011, the Nesta’s (the National Endowment for Science, Technology and the Arts) report ‘Next Gen’ called for “rigorous teaching of computing in schools” (Williamson, 2016, p. 44).
The following report by Royal Society ‘Shut Down or Restart’, ‘Next Gen Skills coalition’, the ‘Code Club’ and the other initiatives around programming contributed to the debate and influenced greatly the decision of the Department of Education represented by the UK Education Secretary Michael Gove to announce the introduction of a new computing curriculum to support “new, high-quality Computer Science GCSEs” (Gove, 2012, as cited in Bresnihan, 2015, p.