Have been thinking a lot more about the ICT curriculum and had a little Damascus moment earlier on. Often, when I have sat down trying to get thoughts clear about all this I find I get overly drawn to the “how” of teaching. This is fun, but ultimately back-to-front, I think. The why and the what should come first.
The first thing IT teachers need to agree on, I think, is the “why”. There needs to be a rationale to give it shape, to balance the competing claims of Computer Science, Digital Media, and Digital Literacy amongst others.
Next, we need to agree on the “what”. Given the rationale, what do we want students to learn? What attitudes, what skills, what knowledge? That, I think, is what we will be assessing the children on.
These two, by and large, are where I would expect schools to want to find some consensus and some comfort in numbers. But they are miles away from the “how”. I admit, I love the idea of schools doing hackdays, for instance, but that is my leaning. And to try to work backwards from “stuff I like” is not necessarily the most sensible approach. How these goals are achieved or organised can vary massively, from individual lesson plans like those being shared at #ictcurric, to the astonishing mindmaps of @teachesict suggested portfolio approaches like Brian’s. If you take a look at those resources, you can see that the how is a huge, flexible, customisable beast. It will, I suspect, and perhaps even should vary from school to school. It will depend on staff, on equipment, on children.
There is a huge amount of goodness to learn from all of the “how” resources, but I think the discussions would be most fruitfully centred on the why and the what. If we centre on the how, my fear is that we will spend too long discussing differences that we don;t need to be discussing.