Comparison of 2017 5th Grade Information Technologies and Software Course Draft Curriculum and 21012 Information Technologies and Software Course Curriculum

Abstract

Advances in information technologies (IT) that became prominent since the 1980's gained significance in the 21st century based on the integration of computer technologies with the education-instruction processes and the developments in the fields of technology. In this context, one of the most important steps taken in Turkey was the introduction of the IT course in almost all educational levels to train qualified computer literate individuals. Various new regulations and developments have introduced to the junior high school information technologies and software (ITS) course curriculum based on the developments in science and technologies and the changes introduced to the education system by the Ministry of National Education. The last two of these changes were implemented in 2012 and 2017. The objective of the study was to examine and compare the 2017 draft ITS course curriculum with the 2012 ITS curriculum and demonstrate the advantages and disadvantages of the draft compared to the previous curriculum. The study was conducted as case study, a qualitative research method. The data were gathered with document review and semi-structured interviews. Participants included 20 junior high school ITS course teachers determined with snowball sampling method. The data were analyzed by the descriptive analysis method. Based on the findings, it can be stated that the 2017 draft ITS curriculum has more advantages compared to the 2012 curriculum and the teachers considered the new curriculum draft more effective and applicable. However, it was determined that the textbook should be immediately developed before the implementation of the curriculum.

Evaluation of 2017 Information Technology and Software Course Curriculum According to Teachers’ Views: The Case of Eskişehir

“…When reviewing the related literature, it was found that there were studies evaluating the draft form of the 2017 ITS course curriculum (Gündüz & Kuzu Demir, 2018;Information Technology Educators Association, 2017;Karaman & Karaman, 2019;Mercimek & İliç, 2017), yet only one study was found that had www.mojet.net taken the opinions of teachers and students after the implementation of the ITS curriculum in 2017 (Sarıkoz & Bangir Alpan, 2019). This study conducted by Sarıkoz and Bangir Alpan (2019) could not be said to be a curriculum evaluation study because of the purpose and scope of the study as well as the lack of a curriculum evaluation model.…”

Development of a Scale for Students in Evaluating 2017 Information Technology and Software Curriculum

“…It is thought that the scale to be used in the evaluation of the 2017 ITS curriculum in the study will be beneficial in terms of determining the strengths and weaknesses of the curriculum according to the students' views, improving its weaknesses and eliminating the deficiencies of the program. When the literature is examined, it is seen that there are few studies about the evaluation of the 2017 curriculum (Bilişim Teknolojileri Eğitimcileri Derneği [Association of ICT Educators], 2017;Gülbahar & Kalelioğlu, 2018;Gündüz & Kuzu Demir, 2018;Karaman & KAraman, 2019;Mercimek & İlic, 2017). The small number of these studies conducted for the purpose of evaluating the 2017 curriculum is designed with the qualitative research methods using document analysis or teacher opinions as data collection tools.…”