Computational Thinking in the Ethiopian Secondary School ICT Curriculum

Autor/inn/en	Kassa, Ermias Abebe; Mekonnen, Enguday Ademe
Titel	Computational Thinking in the Ethiopian Secondary School ICT Curriculum
Quelle	In: Computer Science Education, 32 (2022) 4, S.502-531 (30 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kassa, Ermias Abebe)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0899 3408
DOI	10.1080/08993408.2022.2095594
Schlagwörter	Computation; Thinking Skills; Secondary School Curriculum; Information Technology; Foreign Countries; 21st Century Skills; Technological Literacy; Multimedia Materials; Technology Integration; Ethiopia + Suchen Sie Ihr Suchwort? Denkfähigkeit; Informationstechnologie; Ausland; Technisches Wissen; Äthiopien
Abstract	Background and Context: Computational thinking (CT) is one of the 21st century skills required of graduates joining the workforce. Hence, countries have begun to incorporate CT into their curricula. Objective: There is, however, a dearth of research coming from Africa showing the extent of CT's integration in the science, technology, engineering, and mathematics (STEM) curriculum. The main objective of this study was to assess the extent to which CT was integrated into Ethiopia's secondary school (Grades 9-12) information and communication technology (ICT) curriculum. Method: The Ethiopian secondary school (ESS) ICT curriculum, as portrayed in the syllabi, textbooks, and teaching guides, served as the data source for the study. The data were then subjected to qualitative thematic analysis in the Atlas.ti environment. Findings: Despite the emphasis on ICT literacy, the analysis revealed that CT was incorporated into the curriculum through the use of Logo, Excel, and multimedia projects. The integration could not however be described as "systematic". Implications: The research could provide practitioners and policymakers with evidence to chart a path for the planned integration of CT into the ESS ICT curriculum. Similar studies from K-12 to higher education levels could also benefit from the research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01