The most recent draft of the Computing Curriculum for England and Wales has majored on Computer Science at the expense of Digital Literacy. Before we can discover where the latter has gone, we will need to agree on what it is we are looking for.
In November I posted an article on Digital literacy and the new ICT curriculum, which argued that:
- the review of the ICT curriculum would allow us to disentangle the teaching of technology (“Computing”) from the use of technology to improve learning (“education technology”);
- this opportunity was not yet being realised because teachers’ representatives were still led by adherents of the old conception of “ICT”, which deliberately conflated these two separate objectives.
The supporters of the old consensus have been arguing that there is no need to change the old ICT curriculum at all because all was well with the status quo. In response to some misleading information that suggested that this view had the support of OFSTED, on 5th February I wrote an opinion piece in Computing Magazine, clarifying OFSTED’s position and summarizing what I see as the problem with the debate over Digital Literacy.
This article gives some more background to the position described in Computing. It will:
- analyse the current draft of the DfE’s Programme of Study (PoS) for Computing;
- review the theories that lie behind the definition of “digital literacy” put forwards by the advocates of ICT;
- restate the case for the adoption of the definition of “digital literacy” put forwards by the Royal Society;
- propose a set of amendments to the current draft of the ICT programme of study, bringing back what I suggest is the right sort of digital literacy.