Introduction
The development of digital literacy has become the key requirement for people to be successful in today’s globalised world. The past decades have proved that there is a definite need for Computer Science (CS) and computational thinking to be taught and integrated into any school’s curricula (K. Falkner, Vivian, & N. Falkner, 2014). The already obtained results cannot be considered as highly expected since “schools are failing to provide students with access to the key academic discipline of CS” on a global scale (Gal-Ezer & Stephenson, 2009, as cited in Falkner et al., 2014, p. 3). Moreover, classroom pedagogies and professional knowledge shaped by educational practices during the years of teaching and learning are the distinct features “of a transcultural and cosmopolitan teacher” (Luke, 2006, as cited in Lingard, 2007) who is able to understand the important role of technologies to transform and sustain human societies and develop solutions to complex challenges (The Australian Curriculum, Assessment and Reporting Authority (ACARA), 2016). As Eisner (2000) points out, the contemporary teachers should “have the strength to free ourselves from …show more content…
In England’s National Curriculum, there are two main learning areas: the study of “Computing”, which is the main subject to be taught across all 4 stages (years 1 – 12), and the study of “Design and Technology”, which is only required for Stages 1-3 (years 1 – 9) (Falkner et al., 2014). Similarly, in Australian Curriculum: Technologies, “Design and Technologies” and “Digital Technologies” are separate subjects; however, both of them are required to be studied from Foundation to the end of Year 8, leaving 9 and 10 years to the discretion of school authorities (ACARA,
The development of digital literacy has become the key requirement for people to be successful in today’s globalised world. The past decades have proved that there is a definite need for Computer Science (CS) and computational thinking to be taught and integrated into any school’s curricula (K. Falkner, Vivian, & N. Falkner, 2014). The already obtained results cannot be considered as highly expected since “schools are failing to provide students with access to the key academic discipline of CS” on a global scale (Gal-Ezer & Stephenson, 2009, as cited in Falkner et al., 2014, p. 3). Moreover, classroom pedagogies and professional knowledge shaped by educational practices during the years of teaching and learning are the distinct features “of a transcultural and cosmopolitan teacher” (Luke, 2006, as cited in Lingard, 2007) who is able to understand the important role of technologies to transform and sustain human societies and develop solutions to complex challenges (The Australian Curriculum, Assessment and Reporting Authority (ACARA), 2016). As Eisner (2000) points out, the contemporary teachers should “have the strength to free ourselves from …show more content…
In England’s National Curriculum, there are two main learning areas: the study of “Computing”, which is the main subject to be taught across all 4 stages (years 1 – 12), and the study of “Design and Technology”, which is only required for Stages 1-3 (years 1 – 9) (Falkner et al., 2014). Similarly, in Australian Curriculum: Technologies, “Design and Technologies” and “Digital Technologies” are separate subjects; however, both of them are required to be studied from Foundation to the end of Year 8, leaving 9 and 10 years to the discretion of school authorities (ACARA,