Abstract
Information technology is a significant action to promote education informatization. Currently, there are numerous literature studies on information technology education, but existing research lacks a comparative summary of the research status, research hot spots, and research trend of information technology in China and abroad from an overall perspective. Therefore, this paper selected the information technology education literature collected by China National Knowledge Infrastructure (CNKI) and Web of Science Core Collection (WoS) from 2000 to 2021 as the research object and used bibliometrics to analyze the literature characteristics, core forces, research hot spot, and frontier trend of information technology education in China and abroad. The results showed that: (1) The discipline literature of information technology education showed a fluctuating growth trend, in which the growth rate of foreign literature was faster, and the scale of Chinese literature was slightly smaller; Both Chinese and foreign literature involved pedagogy, computer, and other disciplines, with the characteristics of multi-disciplinary integration. (2) The United States was the leading country in this field, followed by China, with the total literature accounting for more than 50%, ranking the leading position in the world; China Audio-Visual Education and Computers & Education were representative journals in China and abroad. (3) Foreign research focused on information technology, education, science, attitude, model, perception, experience, self-efficacy, Internet, etc. China’s hotspots included information literacy, computational thinking, curriculum standards, application contexts, teaching models, subject integration, etc. Foreign research focused on both theory and practice, while China focused on the theoretical nature of the subject, but the degree of practice was insufficient. (4) Student participation, technology integration, teaching innovation, Internet +, core literacy, and artificial intelligence (AI) have been popular until now, constituting the discipline frontier in information technology education.
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Acknowledgements
This work was supported in part by the National Natural Science Foundation of China under Grant Numbers: 62262055,61862051; Philosophy and Social Science Planning Youth Foundation of Guizhou Province under Grant Number:18GZQN36; Science and Technology Foundation of Guizhou Province under Grant Number: [2019]1447;High Level Talent Foundation of Suqian University under Grant Number:2022XRC077; Qinglan Project of JiangSu Province under Grant Number: 2023–2026. We also acknowledge the reviewers who provided helpful suggestions which have improved the manuscript.
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Zhao, Y., Li, J. & Liu, K. A knowledge graph perspective on research status, hot spots, and frontier trends of information technology education towards promoting educational policy in China. Educ Inf Technol 29, 4673–4698 (2024). https://doi.org/10.1007/s10639-023-12005-y
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DOI: https://doi.org/10.1007/s10639-023-12005-y