Instructional Design Perspectives for Information and Communication Technologies Curriculum

Introduction

As technology and society are constantly changing, the educational system needs to adapt (McManus & Costello, 2019; Butler et al., 2018). Education has great importance as it helps to shape the future of the society and, therefore, directly affects countries’ political and economic conditions (Raja & Nagasubramani, 2018; Hadad, 2017; Kozma, 2011). As the world changes, the education system must be able to keep up by constantly revising itself (Sundqvist & Nilsson, 2018; Budhwar, 2017). Governments make decisions on education systems based on whether they can meet the particular conditions of the day. As a result, studies are carried out to change and develop education programs. Also, elements of the curriculum development process, such as people, needs, time, place, resources, materials, and assessment processes, should be synchronized for quality instruction (Wiggins & McTighe, 2005).

Technology education plays a key role in helping societies keep up with the digital age as it enables students to become competent in finding solutions to current daily life problems and transferring these skills to possible future problems (Purković, 2018; Vanderline et al., 2015; Rennie et al., 2012; Chin & Chang, 2011). It provides students with deep-thinking skills, enabling them to develop their knowledge of technology, technological skills, and technological literacy (Zhao et al., 2013; Sade & Coll, 2003). With this education, learners learn the information and communications technology knowledge necessary to develop new products using their thinking skills, deciding on suitable materials, and researching. In addition, technology education also includes social factors and values (Cropley, 2020; Kimbell, 2011). While using technology, students also develop awareness of ethical rules, respect for the rights of others, communication skills, and how to interact in online social environments. The versatile structure of technology education makes it applicable to other areas of learning. In this respect, countries have had different preferences for delivering this education. In addition, technology education is a complex issue as it is related to social, economic, and political fields (Dakers, 2018: p.6; Purković, 2018). In this sense, countries need to be at the forefront of technology education and design a curriculum that develops students’ ability to recognize their own tendencies, interests, and skills (Schulte et al., 2017; The Curriculum Development Council, 2014).

The World Summit on the Information Society pointed to the critical relationship between technology knowledge and countries’ social and economic development (Berry, 2006). This knowledge is an essential tool for production, trade, employment, and economic growth (World Economic Forum, 2009; Shirazi et al., 2009; Kozma, 2005). Conversely, a lack of technology knowledge can leave countries behind as they struggle to adapt to developing technology and ever-changing information (Tas, 2010). Many countries worldwide have realized the importance of technology education and have carried out meticulous studies on this subject. Examining these issues will provide an understanding about what features an information technology curriculum should have. This chapter explains technology education approaches and the steps various countries have taken for secondary schools (to limit the breadth of the topic).