A consideration of the implications for teachers regarding the transition from ICT to Computer Science in the Welsh medium secondary school context

Abstract

“The computing sector will have 1.5 million job openings over the next 10 years’ (Ramasubbu, 2015). This modern world is increasingly becoming dependable on the use of computers in most businesses, professions and also in education. Computer programming has become a part of every aspect of our lives, therefore computer scientists are essential in this digital age.

Firstly, this research paper is an attempt to investigate the hopes and fears of teachers in secondary schools across Wales regarding the transition from ICT to Computer Science. The significance of this study is the opportunity to address the implications for teachers and to explore ways to overcome any concerns raised and also to address the importance of computer science. In relation to the research design, this research involves secondary and primary research. It is important to highlight, there is secondary research in the literature review to support the data gathered from the primary research. The primary research involved conducting interviews to collect qualitative data. Furthermore, four secondary ICT teachers and also a Professor of Computer Science and Public Police, Prof Tom Crick have been interviewed to gather their views.

Importantly, this research has adopted a social constructionist approach within a relativist ontology. Due to the nature of this research, this study had adopted an inductive research approach. The inductive method compliments the relativist philosophy as they both put forward the view that research findings do not have to be generalised (Dudovskiy, 2016).

To summarise, the research aim and objectives were met and the research question has been addressed. As the interviews involved un-probability sampling, the sample included the relevant people to answer the question. The main findings were the teachers are happy about the transition, although, they have concerns about their lack of knowledge and teachers training.