The Trajectory of Computer Science Education Policy in Ireland: A Document Analysis Narrative

Autor/inn/en	Connolly, Cornelia; Byrne, Jake Rowan; Oldham, Elizabeth
Titel	The Trajectory of Computer Science Education Policy in Ireland: A Document Analysis Narrative
Quelle	In: European Journal of Education, 57 (2022) 3, S.512-529 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Connolly, Cornelia) ORCID (Byrne, Jake Rowan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-8211
DOI	10.1111/ejed.12507
Schlagwörter	Computer Science Education; Educational Policy; Foreign Countries; Curriculum Development; Secondary Schools; Educational History; Educational Change; Comparative Education; National Curriculum; Teacher Education; Policy Analysis; Ireland + Suchen Sie Ihr Suchwort? Computer science lessons; Informatikunterricht; Politics of education; Bildungspolitik; Ausland; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Sekundarschule; History of education; Bildungsgeschichte; Bildungsreform; Vergleichende Erziehungswissenschaft; Lehrerausbildung; Lehrerbildung; Politikfeldanalyse; Irland
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. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01