AN ANALYSIS OF ICT POLICIES IN CANADA AND AUSTRALIA SECONDARY EDUCATION

摘要

This paper discusses various similarities and differences in ICT curricula and policies between Canadian and Australian secondary education. While people see these two countries as having very similar cultural, social and educational backgrounds, the analysis of ICT curriculum shows major differences. After analysing the content and policies, it is believed that the Canadian ICT curriculum shows more programmatic approach to move computer science towards the next level: a) tertiary education instruction and b) mastering programming. Differently, Australian curriculum perceive ICT mostly from a learner sing technology, as a way of acquiring knowledge through the use of technology and less as a way of promoting programming and designing software. However, new trends show the Australian curriculum as being updated and important voices calling for more hours of programming in schools. In the beginning of the 21st century, the impact of introducing information and communication technology (ICT) in society has been perceived by national and provincial governments as important paths of accelerating knowledge and economic growth. As such, ICT education became an important focus, as a way of speeding up the process of fostering ICT related knowledge and assure that future specialists are capable of continuing and improving the knowledge required in the advancement of technology. All world countries started important campaign of implementing ICT education in their national educational systems. In particular, Canada and Australia have a great success in introducing ICT in all areas of society. Both countries are considered developed countries, have a common history as being part of Commonwealth, and have similar educational systems. These countries have large areas containing very diverse populations, from aboriginal or immigration roots. They have advanced technological level and a very sustainable internet infrastructure. The education is decentralized in both countries, as in Canada the provinces have the main responsibility of organizing the educational settings at all levels, while in Australia the states have similar reaching rights of organizing education similar to Canadian provinces. As well, both countries have experience in using standardized testing. For more than a decade, in both countries the ICT and Internet connectivity is almost universal. This paper will consider mostly ICT aspects from the New South Wales state from Australia and from Ontario province from Canada. This research has two main goals. First goal is to analyse the content of the ICT curricula in both countries and to show curricular similarities and differences between these two educational systems. Second goal, is to understand policies and the way ICT curricula is structured for the teachers and students.