An Analysis of the Content, Policies and Assessment of ICT Curricula in the Final Years of Secondary Schooling in Australia and Vietnam: A Comparative Educational Study

Autor/inn/en	Tran, Thang Manh; Stoilescu, Dorian
Titel	An Analysis of the Content, Policies and Assessment of ICT Curricula in the Final Years of Secondary Schooling in Australia and Vietnam: A Comparative Educational Study
Quelle	In: Journal of Information Technology Education: Research, 15 (2016), S.49-73 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-9714
Schlagwörter	Cross Cultural Studies; Content Analysis; Information Technology; Educational Policy; Secondary School Students; Foreign Countries; National Curriculum; Economic Factors; Cultural Influences; Teaching Methods; Educational Change; Teacher Education; Knowledge Base for Teaching; Secondary School Teachers; Standards; Comparative Education; Technology Education; Constructivism (Learning); Qualitative Research; Course Descriptions; Ethics; Educational Assessment; Computer Software; Internet; Networks; Guidelines; Australia; Vietnam + Suchen Sie Ihr Suchwort? Cultural comparison; Kulturvergleich; Inhaltsanalyse; Informationstechnologie; Politics of education; Bildungspolitik; Sekundarschüler; Ausland; Ökonomischer Faktor; Cultural influence; Kultureinfluss; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsreform; Lehrerausbildung; Lehrerbildung; Teaching theory; Theory of teaching; Unterrichtstheorie; Standard; Vergleichende Erziehungswissenschaft; Technisch-naturwissenschaftlicher Unterricht; Qualitative Forschung; Kursstrukturplan; Ethik; Education; assessment; Bewertungssystem; Richtlinien; Australien
Abstract	This paper explores and analyses similarities and differences in ICT curricula, policies, and assessment between the Vietnamese and Australian educational systems for the final years of secondary educational level. It was found that while having a common core set of tendencies, the Australian ICT curricula, policies, and assessments differ markedly from the Vietnamese counterparts. These differences can be explained by economic and cultural factors, national-wide educational trends, ICT strategies, and their degrees of implementation in schools. We found that limited constructivist implementations are used in ICT curricula in both countries, as Australian education has high expectations in national evaluations with an emphasis on standardized tests and Vietnamese education is still entrapped in prescriptive lessons of traditional pedagogy, emphasizing transmission model of information. We found that lack of opportunities in teacher professional development in ICT training is common for both countries. While the Australian educational system still struggles, especially in providing opportunities for learning theoretical and programming aspects, multiple challenging aspects were found in the ICT content and policies of the Vietnamese educational system that call for immediate change and improvement. In this sense, Vietnamese administrators are recommended to extensively follow up their educational strategies and policies, in order to make sure that their reforms are adequately implemented in schools. In order to bridge the gap and implement adequate ICT curricula, rigorous professional training in ICT teaching is essential for both Australian and Vietnamese teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01