A CURRICULUM STRUCTURE FOR SECONDARY SCHOOLS
The model depicted in Figure 2.2 is useful in developing the structure
of a curriculum designed for both teachers and students to improve
their knowledge and skills in ICT. The design supplies four curriculum
areas tied to the four stages of teaching and learning, allowing schools
to progress from:
• ICT Literacy (where ICT skills are taught and learned as a separate
subject) to
• Application of ICT in Subject Areas (where ICT skills are developed
within separate subjects) to
• Infusing ICT across the Curriculum (where ICT is integrated or
em-bedded across all subjects of the curriculum) to
• ICT Specialization (where ICT is taught and learned as an
applied subject or to prepare for a profession).
In Chapter IV, specific modules and examples of projects are presented
for each of the four curriculum areas noted, further details of which follow.
ICT literacy
This curriculum area covers the use of ICT as encountered in the daily
life of many communities. Specific units include basic concepts of ICT,
using computers and managing files, word processing, spreadsheets,
databases, creating presentations, finding information and communicating
with computers, social and ethical issues, and jobs using ICT. The
International Computer Driving Licence, which derived from The European
Computer Driving Licence (see General References), was helpful in the
organization of this area of the curriculum.
Application of ICT in subject areas
This area of the curriculum covers the application of ICT tools for working
within specific subject areas such as languages, natural sciences,
mathematics, social sciences, and art. Specific units include measurement,
modelling and simulation, robots and feedback devices, statistics, creating
graphics, spreadsheet design, and database design.