IT literacy in primary school education system: a comparative study of Finland, French-speaking Switzerland and Italy
Biolo, Eleonora (2024)
2024
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Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-2024052013412
https://urn.fi/URN:NBN:fi:amk-2024052013412
Tiivistelmä
This thesis aims to identify differences and shortcomings in the teaching of computer science in primary schools in Finland, French-speaking Switzerland, and Italy. This research is relevant to assess the IT literacy level in a society increasingly demanding digital skill.
The aim of the dissertation is to compare the school curricula in the three countries studied and to examine the key aspects of these curricula. In addition, the thesis aims to determine whether the current education is sufficient for life in society, whether children know how to use devices consciously and responsibly and, finally, whether they are aware of the risks associated with their use.
The theoretical framework is based on the definition of the term Information Technology and on the analysis of literacies related to the computer world. The theory then continues with the definition of digital citizenship and the link between the environment and the world of information technology. The author also briefly describes the structure of the education systems in the three countries. Thanks to this theory, it is possible to carry out successive analyses while having well acquired concepts.
In the empirical chapter, the author describes the methods used to carry out the research. First, the author carried out a detailed analysis of the computer science curriculum, and then created and sent a survey to primary school teachers to get their point of view and direct opinions. To carry out the analysis, the author relied on documentation related to school programmes. The survey questions were based on the theoretical part of the thesis and the research objectives. The information collected was qualitative. The analysis is based on text documents and the questionnaire consists of questions with text answers.
The analysis shows that Finland and French-speaking Switzerland have a detailed IT programme that follows the concepts discussed in the theoretical part of the research. As far as Italy is concerned, the author describes the information obtained, although it is not as descriptive as that of two other countries. As far as the results of the survey are concerned, the answers give a different picture from the analysis. Nevertheless, the picture that emerges remains positive.
Once the results have been collated, the author proposes improvements, such as creating a separate subject dedicated to the teaching of IT, rather than teaching it only in a cross-curricular way. In addition, the author discusses the reliability and validity of the research.
The aim of the dissertation is to compare the school curricula in the three countries studied and to examine the key aspects of these curricula. In addition, the thesis aims to determine whether the current education is sufficient for life in society, whether children know how to use devices consciously and responsibly and, finally, whether they are aware of the risks associated with their use.
The theoretical framework is based on the definition of the term Information Technology and on the analysis of literacies related to the computer world. The theory then continues with the definition of digital citizenship and the link between the environment and the world of information technology. The author also briefly describes the structure of the education systems in the three countries. Thanks to this theory, it is possible to carry out successive analyses while having well acquired concepts.
In the empirical chapter, the author describes the methods used to carry out the research. First, the author carried out a detailed analysis of the computer science curriculum, and then created and sent a survey to primary school teachers to get their point of view and direct opinions. To carry out the analysis, the author relied on documentation related to school programmes. The survey questions were based on the theoretical part of the thesis and the research objectives. The information collected was qualitative. The analysis is based on text documents and the questionnaire consists of questions with text answers.
The analysis shows that Finland and French-speaking Switzerland have a detailed IT programme that follows the concepts discussed in the theoretical part of the research. As far as Italy is concerned, the author describes the information obtained, although it is not as descriptive as that of two other countries. As far as the results of the survey are concerned, the answers give a different picture from the analysis. Nevertheless, the picture that emerges remains positive.
Once the results have been collated, the author proposes improvements, such as creating a separate subject dedicated to the teaching of IT, rather than teaching it only in a cross-curricular way. In addition, the author discusses the reliability and validity of the research.