Cultural Norms And Values Implicit Of The Australian Digital Technologies And The Uk 's Computing Curriculum

2125 Words Oct 21st, 2016 9 Pages
Discussion of the educational philosophies, cultural norms and values implicit in the Australian Digital Technologies and the UK’s Computing Curricula
“There are standards for students, standards for teachers, standards for curriculum content, standards for just about everything that moves” (Eisner, 2000, p. 344). However, from the research, I found that the educational philosophies, cultural norms and values are not explicitly stated in each curriculum. In contrast, they have been developed and supported primarily by various educational agents, such as leading schools, declarations and trusts.
Both countries utilise a holistic approach to learning, which is endorsed by the Melbourne Declaration on Educational Goals for Young Australians as well as Philosophy for Children (P4C) in England (Queensland Independent College, 2016; Gorard, Siddiqui, & Huat See, 2015). As for England, the Education Endowment Foundation (EEF) along with the Society for the Advancement of Philosophical Enquiry and Reflection in Education (SAPERE) consider P4C to be the way of helping children “to question, reason, construct arguments and collaborate with others” (Gorard et al., 2015, p. 5). Indeed, it corresponds to the England’s Computing curriculum where the concept of learning involves meaningful understanding and engagement with digital technologies which will not happen unless the stated above P4C’s skills developed (Paula et al., 2014). On the other hand, the Melbourne Declaration has…

Related Documents