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Computer Studies
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Curriculum Framework for Seventh-day Adventist Secondary Schools
ACKNOWLEDGEMENTS
The
South Pacific Division Curriculum Unit has enlisted the help of a number of
teachers in preparing this document. We
would like to thank all who have contributed time, ideas, materials and support
in many tangible and intangible ways.
In particular, the following people have helped most directly in the
writing and editing of this document:
First Edition
Dale Cowley Lismore Adventist High School
Michael Hale Doonside Adventist High School
Harry Halliday Murwillumbah Adventist High School
Joy Hawke Lilydale Adventist Academy
John Oxley Brisbane Adventist High School
Carey Smith Strathfield Adventist High School
Peter Wallace Auckland Adventist High School
Second Edition
Kalvin Dever Avondale Adventist High School
Harry Halliday Tweed Valley Adventist College
Graeme Harris Central Coast Adventist High School
Mark Vodell Gilson College
It is our wish that teachers will use this document to improve their teaching and so better attain the key objectives of Seventh-day Adventist education.
Sincerely
Dr Barry Hill,
Director Secondary Curriculum Unit
South Pacific Division
Seventh-day Adventist Church
Department of Education
148 Fox Valley Road November 1998
WAHROONGA NSW 2076 Second Edition
TABLE of CONTENTS
ACKNOWLEDGEMENTS . . . . . . . 2
TABLE OF CONTENTS . . . . . . . 3
WHAT IS A FRAMEWORK? . . . . . . 4
USING THE FRAMEWORK . . . . . . 5
SECTION 1 The Liftouts . . . . . . 6
Philosophy of Computing Studies . . . . . . 7
Rationale . . . . . . . . . 8
Valuing Objectives . . . . . . . . 9
SECTION 2 PLANNING Ideas The sealed section . 10
Values . . . . . . . . . 11
Issues . . . . . . . . . . 13
Strategies for Teaching Valuing . . . . . . 15
SECTION 3 The Planning Process . . . 19
Designing Your Program Some Basics . . . . . 20
Planning Examples . . . . . . . . 23
SECTION 4 APPENDICES . . . . . . 27
Assessment . . . . . . . . . 28
Objectives . . . . . . . . . 30
Processes and Skills . . . . . . . . 31
WHAT IS A FRAMEWORK?
A Framework
In the Adventist secondary school context, a "framework" is a statement of values and principles that guide curriculum development. These principles are derived from Adventist educational philosophy which states important ideas about what Seventh-day Adventists consider to be real, true and good.
A framework is also a practical document intended to help teachers sequence and integrate the various elements of the planning process as they create a summary of a unit or topic.
The framework is not a syllabus.
The framework is not designed to do the job of a textbook. Although it contains lists of outcomes, values, issues and teaching ideas, the main emphasis is on relating values and faith to teaching topics and units.
Objectives of the Framework
1.
One
objective of the framework is to show how valuing, thinking and other learning
skills can be taught form a Christian viewpoint. The Adventist philosophy
of computing studies influences this process.
2. A second objective is to provide some examples of how this can be done. The framework is therefore organised as a resource bank of ideas for subject planning. It provides ideas, issues, values and value teaching activities of computing studies, so it is intended to be a useful planning guide rather than an exhaustive list of "musts."
1. All computing studies teachers in Adventist secondary schools.
2. Principals and administrators in the Adventist educational system.
3. Government authorities who want to see that there is a
distinctive Adventist curriculum emphasis.
USING THE FRAMEWORK
LAYOUT
The framework is comprised of four sections philosophy, the planning process, sample unit plans, planning elements, and appendices. The nature and purposes of each section are set out below.
It is suggested that you read this page describing these four sections now before attempting to use the document for the first time.
SECTION 1 LIFTOUTS SECTION
Section 1 is the philosophical section. This section contains a philosophy of computing studies, a rationale for teaching computing studies, and a set of outcomes which have a Christian bias.
The
section is meant to help teachers refresh their memories of the Christian
perspective they should teach from. It
is termed "Liftouts Section" because teachers are meant to take
elements of the section and cut and paste them into other places in their
teaching resources where they may be useful.
They may consult this section when looking at longer-term curriculum
planning, and when thinking about unit objectives. They may also consider adapting it or using it as is to form part
of their program of work.
SECTION 2 PLANNING IDEAS THE SEALED SECTION
Section
2 contains the key planning elements of the framework the various lists of
ideas, values, issues and teaching strategies that teachers may consult when
working their way through the planning process outlined in Section 3 of the
framework. This section is a kind of
mini dictionary of ideas to resource the steps followed in Section 3. It is called "The Sealed Section"
because ideas are what teachers want, and if the section title makes it appear
that these ideas are difficult to access, then being naturally curious human
beings, teachers may be more likely to refer to them.
SECTION 3 The Planning Process
Section
3 is the "how to" section of the framework. It explains a process teachers can follow when planning a course
or unit of work while thinking from a Christian perspective. The explanation of the planning process is
followed by sample unit summaries compiled by working through the steps. Because it suggests an actual process for
integrating ideas, values and learning processes, this section is really the
heart of the document.
SECTION 4 APPENDICES
Section 4 contains ideas for teaching
which may lie outside the domain of values and faith, but which could be useful
as reminders of good teaching and learning practice.
SECTION 1
The Liftouts
INDEX
A Philosophy of
Computing Studies . . . 7
Rationale . . . . . . . . 8
Valuing Objectives . . . . . . 9
PHILOSOPHY
Computing studies teachers in Seventh-day Adventist schools make some assumptions about knowledge, truth and beauty. All knowledge is seen to originate from God. He has created it for mankind to explore. Through technology we may examine some of this storehouse of order and knowledge in Gods universe. Technology is as much part of Gods creation as plants or humans. It does not replace God, but rather helps men find out more about Him.
God created man as an intelligent being with the capacity for logical thought and creativity. Computing technology provides scope for the growth of these capacities in the investigation of creation and the laws by which it is governed. One outgrowth of mans creativity is change, a process given by God, and brought about in part by processing knowledge.
Technology speeds the processing of knowledge, enabling man to find out more about the universe and its Creator. Information which is part of creation is better utilized through technology, and in particular through computing. Thus technology helps develop both knowledge and the world. Mankind has an obligation to use this knowledge in serving others responsibly.
Technology is a means for man to explore and appreciate the order and beauty of creation. There is in technology an inherent beauty which is part of the broader aesthetic quality of the universe.
RATIONALE
There are numerous reasons why students should develop computing skills. Some of these are set out in the rationale below.
Because technology is so pervasive in our world, computers are one means of helping Adventist students understand and use this technology. As computers are a device for processing information, their use can assist students effectively process the huge amount of information needed to cope effectively with the world. Their quality of lifestyle, number of career options, and even survival in a secular society can partly depend on computing skills which help them process and apply information. Also in a rapidly changing society, students need to use much information to live with change and use it to their advantage.
The ability to solve problems has always been vital to survival. Computing can be a tool to creatively help students develop this process in different ways. The logic and order required to solve problems is applicable to many life situations.
Computer skills are an outlet for student creativity, a quality which is closely allied to problem solving ability. Because students are created like their Creator, they have the desire and ability to display their creativity in diverse ways which can be multiplied through using computers. Such creativity as is developed through computing also enhances their opportunities to explore and understand other subjects.
Society is accustomed to a high standard of multi-media communication. It is important that Seventh-day Adventist students understand the nature of this communication as they attempt to relate the messages of the Bible to their world. Computer studies can help them creatively explore possibilities of multi-media presentations in communication.
Student
productivity in many aspects of daily living can be improved through
computing. As students learn to achieve
more calculations, analysis and creation in less time through computer use,
they can become more productive service-oriented church and society members.
VALUING OBJECTIVES
Valuing-Oriented
Objectives of this Framework:
The valuing objectives listed below may be useful to include in your planning:
Students will:
1.
Identify
and discuss the ethical and legal issues relating to computer technology.
2. Make informed and responsible decisions about issues.
3. Appreciate that computer-based applications affect the lives of people in positive or negative ways.
4. Recognise the responsibilities of those who develop, control and use information technology.
5. Recognise the extent to which society depends on computers.
Other Valuing
Objectives in State Syllabi:
In addition to the objectives of this framework, state syllabi include values-oriented objectives which should be referred to. An example is the following set from the NSW senior syllabus:
Students will develop:
1.
The
confidence to act ethically in decision-making.
2. An appreciation of the impact of computer technology on the individual, and on contemporary and future society.
3. An appreciation of the need to make informed and objective judgments about the appropriate use of computer-based solutions.
4. An appreciation of simplicity and elegance in computer-based solutions.
SECTION 2
PLANNING Ideas
The Sealed
SEction
INDEX
Values . . . . . . . . 11
Issues . . . . . . . . 13
Strategies
for Teaching Values . . . . 15
VALUES
A value is an estimate of worth or merit place on some aspect of our experience. This section sets out a group of values which are important to computer studies. The list is a starting point to give teachers ideas.
Academic Values:
· Accuracy
· Discernment
· Discrimination
· Efficiency
· Logical thinking
· Order
· Organization
Aesthetic Values:
· Attractiveness
· Creativity
· Elegance
· Enjoyment
· Flexibility
· Originality
Ethical Values:
· Accountability
· Confidentiality
· Honesty
· Stewardship of resources
Personal Values:
· Ambition
· Excellence
· Initiative
· Patience
· Perseverance
· Punctuality
· Reliability
· Self-confidence
· Self-discipline
· Sense of personal value
· Thoroughness
Social Values:
· Co-operation
· Respect for property
· Responsibility
·
Tolerance
ISSUES
Topics that highlight issues in computer studies lend themselves particularly well to the teaching of values. This list of issues on the following pages is a starting point for teachers.