Volume 11 | Issue 2 | 2023


The purpose of this article is the comparative study of the two curricula, the current and the new, on ICT and Informatics in Elementary School in Greece, on the basis of four basic axes: (a) the nature of the course, (b) the inclusion of the course in education, (c) the subject areas, and (d) the evaluation of the students. Regarding the nature of the course, both curricula approach ICT and Informatics within the context of computing and digital literacy, aiming develop students’ computational thinking skills. Concerning the inclusion of the course in education, both curricula realize ICT as a cognitive and digital tool with social aspects, with the new curriculum to further specify the general framework and principles of the current curriculum. Regarding the subject areas of the course, the new curriculum emphasizes on computer literacy by placing at the beginning of the lessons, while the current curriculum starts with concepts related to digital literacy. Finally, regarding the evaluation of the students, it seems that both curricula agree to a descriptive, mainly formative evaluation, through the digital projects of the students, aiming to provide feedback to students’ projects.

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