De Paula, B; Valente, JA; Burn, A; (2014) Game-Making as a means to deliver the new Computing curriculum in England. Currículo sem Fronteiras

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Abstract

Integrating digital technologies into the curriculum has been a growing challenge, especially due to the failures of the majority of initiatives that were envisioned for this purpose. In an effort to comprehend and solve these issues, England has recently proposed a shift in the curricular approach, focusing in teaching technology's conceptual basis rather than technological applications. Thus, the new National Curriculum in England, valid in 2014, focuses on the development of new concepts and the empowerment of the students towards information and communication technologies (ICT). This article presents these recent discussions in the curricular field related to ICT/Computing teaching. It also describes an empirical experience carried out in England, in which students from primary schools explored game-making activities through computational and media culture perspectives as a means to promote this new curriculum. The results obtained through this preliminary research show that, although using digital games to connect Computing, Media and Arts in Education could be regarded as a complex activity, this is a possible path to reach the objectives outlined by the new National Curriculum.

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