Examining Digital Disruption as Problem and Purpose in Australian Education Policy

Autor/in	Duggan, Shane B.
Titel	Examining Digital Disruption as Problem and Purpose in Australian Education Policy
Quelle	In: International Education Journal: Comparative Perspectives, 18 (2019) 1, S.111-127 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Duggan, Shane B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2202-493X
Schlagwörter	Budgets; Educational Policy; Speeches; Foreign Countries; Information Technology; Labor Market; Job Skills; Coding; Computer Science Education; Thinking Skills; Futures (of Society); Risk; STEM Education; Public Officials; Policy Analysis; Knowledge Economy; Educational Change; Elementary Secondary Education; Australia + Suchen Sie Ihr Suchwort? Finanzhaushalt; Politics of education; Bildungspolitik; Ausland; Informationstechnologie; Labour market; Arbeitsmarkt; Produktive Fertigkeit; Codierung; Programmierung; Computer science lessons; Informatikunterricht; Denkfähigkeit; Future; Society; Zukunft; Risiko; STEM; Politikfeldanalyse; Knowledge society; Economy; Wissensgesellschaft; Wirtschaft; Bildungsreform; Australien
Abstract	Young people's relationship to the digital economy is a key site of popular and policy attention within the context of shifts in labour market conditions globally. The massification of digital media and rapid growth of digital markets globally have brought significant challenges for policy makers in what counts as work and how best to prepare young people to engage with it. This has manifest in a proliferation of initiatives and policy orientations across much of the global North which have tended to focus on the importance of science, technology, engineering, and mathematics occupations, and, in particular, computing aimed at preparing young people for jobs of the future. The formalization of learn to code programs in school curriculum has been one such initiative. Despite the proliferation of coding and computational thinking curriculum across many countries, there remains a relative paucity of scholarship examining their embedding in educational policy debates. This article follows the announcement of the 'coding in schools' policy in Australia since its formal announcement by Opposition Leader Bill Shorten in his Budget Reply speech in May 2015. The announcement followed similar moves in other countries and has cemented 'coding in schools' as a literacy of 'the future' in the Australian political landscape. This article suggests that, while a policy focus on technical and instrumental skills such as computer coding may help young people to interact with dominant technologies of the present, they also risk weakening a more substantive conversation around educational participation and purpose in the present, and for the future. (As Provided).
Anmerkungen	Australian and New Zealand Comparative and International Education Society. ANZCIES Secretariat, Curtin University, Box U1987, Perth, WA Australia. Tel: +61-8-9266-7106; Fax: +61-8-9266-3222; e-mail: editor@iejcomparative.org; Web site: https://openjournals.library.sydney.edu.au/index.php/IEJ/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06