The trajectory of computer science education policy in Ireland: A document analysis narrative

Abstract

The launch of a Computer Science curriculum specification in upper secondary schools in Ireland in 2018 was a landmark and a historic development in Irish education. Addressing the historical policy decisions adopted towards establishing the specification, this paper presents an analysis of developments from the 1970s as revealed in key policies and other documents. Positioning the policy change within the context of influences, context of policy text production and within the context of practices, the paper presents an overview of the Irish Computer Science specification. Alongside the background to the evolution in computer science education over the period, the article takes into account the national and cultural contexts and narrates the journey travelled to arrive at this pivotal position. Developments in a global context are presented in comparison with curricula in other countries and some similarities and differences identified. The article uncovers consequences of the specification for the national curriculum, key skills integration and computer science teacher preparation. The article provides an important analysis of the policy trajectory of computer science in Ireland based on a visibly relevant corpus of documents tracing the different stages of this policy and comparing it to similar experiences implemented in other European countries.

Brief History of K-12 Computer Science Education in Ireland

“…There was however sustained pressure, mainly through CESI, for the development of a CS curriculum for the Senior Cycle at second level, and 1980 saw the introduction of computing to the Senior Cycle as part of the Maths programme. However, the computing element was not mandatory, and it was not examined as part of the LC state exam (Oldham, 2015) and (Connolly, Byrne, & Oldham, 2022). In addition to this, the syllabus was not set in stone by the Department; instead, schools applying to run the subject submitted their proposed syllabus to the Department as part of their application, allowing for changes over time (McGarr, The development of ICT across the curriculum in Irish schools: A historical perspective, 2008) and (Oldham, 2015).…”

“…In 1984 the Department of Education sanctioned a subject on computer studies at Junior Cycle and a syllabus committee was set up to devise the content for this subject, which was introduced in 1985. However, it is worth noting that this subject, again, was not going to be assessed in the state exams (Oldham, 2015) and (Connolly, Byrne, & Oldham, 2022). It was also around this time that a survey by the Association of Secondary Teachers, Ireland (ASTI, one of two post-primary teachers' unions) noted that a wide range of computer applications were being used in schools and by teachers.…”

“…This drove the desire to use technology effectively rather than having it as a stand-alone subject in schools. Ireland was not alone in this Economic driving factor in Educational policy, as Canada and Northern Ireland also found that economic and political forces shaped educational policy (McGarr & Johnston, 2021) and (Connolly, Byrne, & Oldham, 2022).…”

Digital learning experiences and spaces: Learning from the past to design better pedagogical and curricular futures

“…The systematic literature review of the historical development of DS through the CSE curriculum and the way DLE has been conceptualised shows that the impact on learners' proficiency and competency was a direct link with the disparity between educational policy and practice within spaces of DLE and a consistent lack of training for teachers in DLE. The interest in ICT in schools had witnessed the greatest growth in the early 2000s (Connolly et al, 2022); however, this interest did not translate to capacities where there was inadequate, infrequent and failing use of technology in schools (Leahy & Dolan, 2014; O'Doherty et al, 2004). In 2015, a strong presence throughout the JC is the flexibility for teachers' proficiency, competence and learners' capacity to determine their own experiences through eight key skills which focus on digital embodiment throughout (DES, 2015).…”

“…With current international research focusing on ‘Assessing the past and anticipating the future’ for children's engagement with the online environment (Livingstone et al, 2018) and ‘Digital Technology and the Futures of Education’ (Facer & Selwyn, 2021). These reflections of initiatives, interventions and policies that have aimed to reform DS in education for students and teachers are timely and relevant (Connolly et al, 2022), this study is part of this same international effort to focus on the impact of CSE learning experiences within PP education. There has been an increase in research into teachers' role in the CS education system in recent years (Marcus‐Quinn et al, 2019; McGarr et al, 2020; McGarr & McDonagh, 2021).…”