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Moving beyond the Rhetoric: Integrating Coding into the English Curriculum in Australian Primary Schools

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Title: Moving beyond the Rhetoric: Integrating Coding into the English Curriculum in Australian Primary Schools
Language: English
Authors: Karen Woo (ORCID 0000-0002-3552-044X), Garry Falloon (ORCID 0000-0002-6369-8771)
Source: Australian Educational Researcher. 2025 52(1):803-839.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 37
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Elementary Education
Descriptors: English Curriculum, Thinking Skills, 21st Century Skills, Elementary School Students, Foreign Countries, Teacher Shortage, Computer Science Education, Interdisciplinary Approach, Technology Education, Units of Study, Outcomes of Education, Technological Literacy, Pedagogical Content Knowledge, Coding, Barriers, English Teachers
Geographic Terms: Australia
DOI: 10.1007/s13384-024-00742-z
ISSN: 0311-6999
2210-5328
Abstract: Coding and computational thinking are being hailed as the new literacy for the twenty-first century, and have become increasingly common in schools world-wide. At the same time, the sector is facing a global shortage of technology teachers, and technology lessons are frequently being delivered by non-specialist teachers. Therefore, some have suggested integrating coding into other curricula as a practical solution for non-specialist teachers to deliver outcomes in both Digital Technologies and their own subject areas, whilst also developing general capabilities. To better understand the benefits and practicality of integrating coding into the English curriculum, we present a detailed case study of an Australian Year 5/6 classroom where students engaged in learning units integrating both Digital Technologies and English curriculum outcomes. We explored the nature of students' interdisciplinary learning and general capabilities development through two learning units in which they coded animated narratives (CANs). We also built understanding of how non-specialist teachers in regular classrooms can develop the necessary technological, pedagogical and content knowledge (TPACK) to facilitate cross-curricular learning involving coding, and at the same time, promote general curriculum capabilities. Findings challenge the commonly held assumption that integrating coding can be a universal solution to specialist staff shortages and an overcrowded curriculum, and reveal the challenges faced by non-specialist teachers and school organisations that need to be overcome for successful implementation. However, they also indicate that when these challenges are met, integrated approaches can result in interdisciplinary learning, high levels of student engagement, and provide effective environments for general capability development.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1460972
Database: ERIC
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  Data: Moving beyond the Rhetoric: Integrating Coding into the English Curriculum in Australian Primary Schools
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  Data: <searchLink fieldCode="AR" term="%22Karen+Woo%22">Karen Woo</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-3552-044X">0000-0002-3552-044X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Garry+Falloon%22">Garry Falloon</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-6369-8771">0000-0002-6369-8771</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Australian+Educational+Researcher%22"><i>Australian Educational Researcher</i></searchLink>. 2025 52(1):803-839.
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: 37
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  Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink>
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  Data: 10.1007/s13384-024-00742-z
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  Data: 0311-6999<br />2210-5328
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  Data: Coding and computational thinking are being hailed as the new literacy for the twenty-first century, and have become increasingly common in schools world-wide. At the same time, the sector is facing a global shortage of technology teachers, and technology lessons are frequently being delivered by non-specialist teachers. Therefore, some have suggested integrating coding into other curricula as a practical solution for non-specialist teachers to deliver outcomes in both Digital Technologies and their own subject areas, whilst also developing general capabilities. To better understand the benefits and practicality of integrating coding into the English curriculum, we present a detailed case study of an Australian Year 5/6 classroom where students engaged in learning units integrating both Digital Technologies and English curriculum outcomes. We explored the nature of students' interdisciplinary learning and general capabilities development through two learning units in which they coded animated narratives (CANs). We also built understanding of how non-specialist teachers in regular classrooms can develop the necessary technological, pedagogical and content knowledge (TPACK) to facilitate cross-curricular learning involving coding, and at the same time, promote general curriculum capabilities. Findings challenge the commonly held assumption that integrating coding can be a universal solution to specialist staff shortages and an overcrowded curriculum, and reveal the challenges faced by non-specialist teachers and school organisations that need to be overcome for successful implementation. However, they also indicate that when these challenges are met, integrated approaches can result in interdisciplinary learning, high levels of student engagement, and provide effective environments for general capability development.
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      – Text: English
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      – SubjectFull: Thinking Skills
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      – SubjectFull: 21st Century Skills
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      – SubjectFull: Australia
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      – TitleFull: Moving beyond the Rhetoric: Integrating Coding into the English Curriculum in Australian Primary Schools
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