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In this paper we have examined the position and roles of Computer Science in curricula in the light of recent calls for curriculum change and we have proposed principles and issues to consider in curriculum design as well as identifying priority areas for further research. The paper is based on discussions within and beyond the International Federation of Information Processing (IFIP) Education Community since 2012 as well as an analysis of curriculum developments in five different countries. Emerging themes have been discussed with reference to important perspectives from curriculum theory including Bpowerful knowledge^as a key element of entitlement and management of the growth of expertise. Based on this analysis we have identified areas of consensus as well as constraints, risks and issues that are still subject to controversy. There is an emerging consensus of the importance of Computer Science and the nature of its Bpowerful knowledge^. Furthermore current understanding of the opportunities and benefits for starting to learn Computer Science early in primary schools has Educ Inf Technol (2017) 22:445-468 DOI 10.1007/s10639-016-9493-

Empirical studies that have examined psychological aspects of the use of Information and Communication Technology (ICT) have indicated that certain psychological attitudes of students towards the use of ICT are of paramount importance when evaluating the effective use of distance learning approaches to instruction and learning. Distance learning at the tertiary level, through the medium of ICT, is seemingly affected by the same psychological attitudes that are known to be related to other successful ICT applications to learning and instruction. In the present study the relationship between two distance learning ICT‐based configurations were examined. The results indicate that psychological attitudes held by students differentially facilitate efficient use of distance learning approaches. Satisfaction with learning, level of control of the learning process, and study motivation for distance learning are all positively related to the students' preferences for structured distance learning, whereas independence in learning is positively connected to students' preferences for the more open Internet functionality.

This paper describes and discusses the development and empirical properties of the 24-item Likert-type Katz-Francis Scale of Attitude toward Judaism. The scale is designed to facilitate inter-faith comparisons within the psychology of religion alongside the well-established Francis Scale of Attitude toward Christianity. Data are provided from a sample of 618 Hebrew-speaking undergraduate students attending Bar-Ilan University. The findings confirm the reliability of the scale and commend it for further use.

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