The primary computer curriculum: Why & what

K. P. LEUNG, Sai Wing PUN, Siu Cheung KONG, Choi Man CHUNG, Wing Wah KI, Shiu Keung LEUNG, Hin Ning MO, Shing Cheuk WONG

Research output: Contribution to conferencePapers


As we are approaching towards the 21st century, computer knowledge becomes more and more essential in every aspect of our life. Educators around the world are aware of the importance of Information Technology to their kids. There are different degrees and forms of computer education in different countries around the world. In Hong Kong, computer educators, enthusiastic principals and teachers, and people involved in computer education also perceived the importance and impact of computers in the learning and growth of young kids. They are eager to promote computer education in primary schools. But there are different models of computer education currently employed different countries. For example, one model is the"Computer Classroom". In this model, there is a computer room with 15 to 20 computers. The teacher stations in there and pupils move in and out of the room. Another model is the"Classroom Computer". Each classroom is equipped with one or two computers. Teachers of different subjects will use it/them in their teaching. This is also called"Computer Across the Curriculum". The combined model has computer classroom and classroom computers. Each model has advantages and drawbacks and affects the mode of teaching and learning, the hardware and software requirements, teacher qualifications and training, and other resources. Before we hastily move down a track, it would be more beneficial to identify the needs of a primary computer curriculum, and to consider all he possible models of curriculum and their pros and cons. Once the main direction is established, the curriculum developed will be more suitable for our situation and the design will be easier. In this symposium, relevant and/or interested parties are invited to share their views on whether such a curriculum should be implemented, what model should be adopted, and what contents should be included. It is hoped that consensus can be reached on the model and therefore the contents of the curriculum can be identified. Then a task force can be set up to consider how and when to implement it.
Original languageEnglish
Publication statusPublished - Nov 1996


Leung, K. P., Pun, S. W., Kong, S. C., Chung, C. M., Ki, W. W., Leung, S. K., et al. (1996, November). The primary computer curriculum: Why & what. Paper presented at the Hong Kong Educational Research Association (HKERA) 13th Annual Conference: Restructuring Schools in Changing Societies, The Hong Kong Institute of Education, China.


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