|
Conference
»
»
»
»
»
» Programme
»
»
»
Location
»
»
»
»
Who?
»
»
»
»
»
|
|
 |
PAPER SESSION - CURRICULA AND TEACHER EDUCATION
|
|
Monday, 22nd July 2002
|
1.00 - 2.30 pm
Chair: Robert Munro
|
|
|
Teacher training - The interplay of IT and society
|
 |
|
Christian Görlich, Ludger Humbert
|
Abstract
|
In their paper the authors emphasize the necessity to approach the conference's agenda with a more precise terminology and more
practical as well as verifiable projects. Thus data related to current on-line learning projects could be made available for empirical
research. Looking for theoretical grounding and help the authors resort to a reconstruction of sociological questions.
They are skeptical of all purely scientific approaches to the conference's topic. They argue this would be too narrow and limited
in scope. They in turn draw attention to the ethical implications of this issue, in particular the potential for emancipation.
They support Merton's view of the decisive role and significance of values to be observed in the present process. They follow Kuhn
when asking for the options of a predominantly historical approach.
Focussing on the debate of CSCL the authors suggest three priorities - any research should consider in a more systematic and consistent
way than before the individuals concerned, the constantly changing structure of social groups as well the given social context.
The authors' assumptions rely on writers like Holzkamp who have demanded a theory of learning based on the individual without ignoring
the social context. They refer to the work of Foucault. According to him today's educational structures and institutions serve two
functions. They guarantee the efficiency of any form of learning and simultaneously function as an element of control and social order.
Any change in the CSCL's learning environment may result in fears and anxieties that have to be taken into due consideration.
The authors report on a current CSCL project in teacher training. Within the context of clearly defined academic research trainees
explore and test new forms of cooperation and "knowledge management". This is done by creating and working on virtual learning stations
in different places and at different times. First results indicate that educational bureaucracies and government offices need to adjust
now and in the future. The authors hope that in this way more empirical data will become available for educational research focussing
on the learning biography of adult learners.
|
|
|
Let's teach informatics - Empowering pupils, students and teachers
|
 |
|
Ludger Humbert
|
Abstract
|
Our goal is to develop a didactical structure for informatics, so that it becomes a compulsory course for all students. This structure depends on certain fundamental elements, and these will remain in the long run. Results of curricula
research on informatics in secondary education is used to decide which aspects must be included when teaching informatics as a subject. After describing the structure, we will try to answer the following question: "How to organize successful teaching- and learning-processes so as to enable students to
- take an active role in long-term learning
- know about how to express their requirements as users of modern technology
- learn not only skills but to acquire competences in using informatics systems?"
We suggest the following modular concept to fulfill these requirements. The elements have been summarized in a modular concept. This has been set up to enable curriculum constructions in allocating modules to be taught at the secondary I-level (this means K5-10) while others can be taught at the secondary II-level (K11-13). Some of the topics where proven to be taught successful at secondary I-level. These modules enable schools to determine the manner in which informatics will be taught. Studies and their research outcome are based on:
- evaluating informatics as compulsory course for 6graders at a German Gymnasium,
- evaluating a curriculum for 11th-graders at a comprehensive school and
- collecting what teachers think about teaching informatics.
Summary: how to go on, remaining questions.
What we must consider is that nowadays economy is the focal point and not a mere pedagogical postulation in particular in the field of ICT. In all, there is need for a teaching process where the requirements of pupils and students are met and not where technology is the focal point.
|
|
|
Modern curriculum development for informatics (computing science)
|
 |
 |
|
Tom van Weert, Fred Mulder
|
Abstract
|
|
Modern curriculum development should fulfil specific requirements which reflect developments in society. A proposed set
of requirements is confronted with two actual curriculum development initiatives in the area of informatics (computing science).
The two initiatives are: Computing Curriculum 2001 (IEEE-CS/ACM) and ICF-2000 (IFIP/UNESCO). Comparison shows that the principles
used in these two initiatives cover the proposed requirements, although not one-to-one and with different emphasis.
A difference in approach between the two curriculum initiatives, concerning the linking of societal needs and student
competence development, is illustrated by explaining ICF-2000 Professional Categories and Graduate Profiles.
|
|
|
|
This page was last updated 02-04-24
|
|
|
