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Computing Pre-University: Secondary Level Computing Curricula

  1. Noa Ragonis1,2

Published Online: 16 MAR 2009

DOI: 10.1002/9780470050118.ecse974

Wiley Encyclopedia of Computer Science and Engineering

Wiley Encyclopedia of Computer Science and Engineering

How to Cite

Ragonis, N. 2009. Computing Pre-University: Secondary Level Computing Curricula. Wiley Encyclopedia of Computer Science and Engineering. 632–648.

Author Information

  1. 1

    Beit Berl College, Kfan Saba, Israel

  2. 2

    Technion—Israel Institute of Technology, Haifa, Israel

Publication History

  1. Published Online: 16 MAR 2009

Abstract

This article reviews the teaching of computing in high schools throughout the world. Many approaches exist to teaching computing topics to high-school students, which range from the use of basic computer applications, such as word processors and presentation software, and through the use of advanced applications, such as spread sheets, databases and the construction of basic websites, to some highly advanced computing programs that approach academic curricula.

Various agencies and countries have invested great efforts over the years in the updating of curricula following rapid developments in the domain. Deliberations are many and they are manifested in the different names given to the curricula, in the diversity of their targets and contents, and in the wide range of guidelines offered vis-á-vis teaching approaches. The common denominator of all such curricula emphasizes the need to prepare students for the world of tomorrow, in all that pertains to computerization. Such training must refer to principles rather than be based on mastering of one tool or programming language rather than another. The article first presents the different approaches that emerge with respect to computing curricula, and then it offers a detailed review of curricula from 19 countries worldwide. Finally, a summarizing comparison between the various curricula is presented in conclusion. It to be viewed that even in countries that have curricula in place, there is still lack in terms of the implementing it. Implementation vis-á-vis the general population is more extensive in the prevalent areas of information technology (IT) or information and communication technology (ICT), but it is significantly less extensive in the area of computer science. It seems that most countries are still a long way from achieving their education vision with respect to the domain of computing, and plenty of work still must be done.

Keywords:

  • computing education;
  • computer science education;
  • IT;
  • ICT;
  • CS;
  • K-12;
  • computing curriculum