I have been reading articles on ICT educational policy in the UK.
I am doing this because this is the subject I will train to teach and because these articles were written by my future tutors – it will always pay to know your teacher’s profiles better.
This particular article is worth noting: Embedding Information and Communication Technology across the curriculum – where are we at?* . It opened my eyes to a larger problem that I might encounter in schools. That computers and the ability to use them and understand their social impact can be regarded as a transferable skill, that can improve a students performance in other subjects, and is not being formally taught at GCSE or A level.
Here I detect danger signals. Many schools are so focused on exam results that if a “thing” cannot be tested – whether that thing is a skill, a subject or whatever – then it will get little formal teaching time. Even though ICT skills and digital literacy are thought of as good skills / knowledge to have, it will not be taught.
At least under the much maligned ICT GCSE some attempt to teach ICT skills and digital literacy was made. The focus now is moving to the formal teaching on Computer Science (CS).
It would be silly of me to suggest that the newly released syllabus for the CS GCSE should be changed at a time when everyone is running around trying to cope with the changeover.
So the only route I can think of is to either dedicate some of the formal CS teaching time to “other” ICT skills and subjects – a dangerous thing – or to teach it in after school clubs. Or rely in the more motivated student to just pick it up as they go along.
Or persuade a school to drop another subject. The argument going that it will benefit the performance across all subjects. Which subject would a school be happy to drop?
* The article can be found here at Research in Teacher Education, October 2014.