ABSTRACT
This chapter complements debates on matters of policy by investigating the reality of school settings: exploring the introduction of a new computing curriculum from the perspective of Information Communication Technology (ICT) teachers and discussing the development of appropriate pedagogical practices. The rational model for policy making can be summarised as follows: identify issue; identify possible solutions; choose best solution; implement policy; and evaluate policy in practice. The chapter discusses how the analysis of activity systems can be used to characterise variations in perceptions of the subject and compare approaches to teaching. It highlights typical contradictions within the recent teaching of ICT in three case study schools in Wales, and discusses the implications of introducing computer science teaching and learning in these settings. In education, the outcome is the learning, in this case the development of ICT capability. The chapter concludes to generate issues for discussion and investigation by teachers and education students.
