Abstract
The purpose of the present paper is to investigate the structure of the curriculum for information technology education. Therefore, we investigated learners' awareness of information and computers and analyzed three levels of awareness by using factor analysis. As a result, learners' "interest and concern" was found to include the use of computers and networks, and the measuring and control of programs. It was discovered that learners were interested in networks. From the "self-evaluation", learners' awareness included software utilization, knowledge of connections between information and life, and the use of networks. It was also suggested that the use of networks was acquired. Learners' awareness of "importance" was involved with basic ability at information processing, creative information processing and mutual expression of information. The relationship among these factors divided the curriculum for information technology education into eight types, and it could be inferred that awareness varies from the function and use of software.
