EVALUATION OF INFORMATION TECHNOLOGY CURRICULUM FRAMEWORK THROUGH CONTEXT-INPUT-PROCESS-PRODUCT MODEL

Information technologies represent the main fields in vocational and technical education systems. Since the curricula of this field are technology-based, they need to be assessed and updated at shorter intervals compared to other curricula. Therefore, this study aimed to assess the framework curriculum in the field of Information Technologies in Turkey. The research was carried out based on a qualitative approach. The research design is a case study. The sample of the study was determined via maximum variation sampling. The sample determined for the study consists of Information Technology teachers working in vocational and technical upper-secondary schools in different provinces of Turkey. A semi-structured interview form was employed as a data collection tool. It has been found that the outcomes in the curriculum framework tend to be consistent, but they are above the student level. Timeliness, simplicity, and the availability of printed books are among the strengths of the curriculum framework. Insufficient physical conditions and lack of materials and equipment are among the aspects of the curriculum framework that need to be improved. Students' low level of readiness is stated as one of the main challenges in implementing the curriculum framework. Teachers have provided suggestions such as admitting students to vocational and technical upper secondary schools via exams, offering financial resources, establishing IT upper secondary schools, and transforming vocational upper secondary schools into project schools for an effective curriculum framework.