AN ANALYSIS ON THE CURRICULA OF INFORMATION TECHNOLOGIES IN PRIMARY AND SECONDARY SCHOOLS: 1998-2018

45883

This comparative study focuses on the analysis of the Information Technologies curricula published in Turkey in the last 20 years by certain criteria. Specifically, this study examines the curricula put into practice in 1998, 2006, 2012, and 2018 in terms of scope, sequence, continuity, articulation, balance, flexibility, user-friendliness. The Curriculum Design Principles Guide Questions, which were composed by utilizing from the related studies were used in the analysis of curricula. The data were subjected to descriptive analysis in this document analysis. According to findings, the curriculum published in 2006 was more detailed than the other programs in terms of the scope. In general, all curricula seemed compatible with the sequence and continuity. It can be said that the balance was considered to the whole apart from two-unit published in 2006. The articulation was ignored in all curricula. The curricula, published in 2006 and 2018 were not found to be sufficient in terms of flexibility despite touching on personal differences. In terms of user- friendliness, it was thought that there were some important deficiencies in all curricula subject to research.

1912

Curriculum , information technologies course , information technologies education

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi

1934

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi