Informatics Education - Supporting Computational Thinking: Third International Conference on Informatics in Secondary Schools - Evolution and Perspectives, Issep 2008 Torun Poland, July 1-4, 2008 Proceedings

Mittermeir, Roland (Editor)/ Syslo, MacIej M. (Editor)

ISBN 10: 3540699236 / ISBN 13: 9783540699231

Published by Springer-Verlag New York Inc, 2008

About this Item

1st edition. 357 pages. 9.00x6.00x1.00 inches. In Stock.

Seller Inventory # x-3540699236

Bibliographic Details

• Title: Informatics Education - Supporting Computational Thinking: Third International Conference on Informatics in Secondary Schools - Evolution and Perspectives, Issep 2008 Torun Poland, July 1-4, 2008 Proceedings
• Publisher: Springer-Verlag New York Inc
• Publication Date: 2008
• Language: English
• ISBN 10: 3540699236
• ISBN 13: 9783540699231
• Binding: Paperback
• Condition: Brand New
• Weight: 0.57 kilograms

About this title

Synopsis

Informatics Education – Supporting Computational Thinking contains papers presented at the Third International Conference on Informatics in Secondary Schools – Evolution and Perspective, ISSEP 2008, held in July 2008 in Torun, Poland. As with the proceedings of the two previous ISSEP conferences (2005 in Klag- furt, Austria, and 2006 in Vilnius, Lithuania), the papers presented in this volume address issues of informatics education transcending national boundaries and, the- fore, transcending differences in the various national legislation and organization of the educational system. Observing these issues, one might notice a trend. The p- ceedings of the First ISSEP were termed From Computer Literacy to Informatics F- damentals [1]. There, broad room was given to general education in ICT. The ECDL, the European Computer Driving License, propagated since the late 1990s, had pe- trated school at this time already on a broad scale and teachers, parents, as well as pupils were rather happy with this situation. Teachers had material that had a clear scope, was relatively easy to teach, and especially easy to examine. Parents had the assurance that their children learn “modern and relevant stuff,” and for kids the c- puter was sufficiently modern so that anything that had to do with computers was c- sidered to be attractive. Moreover, the difficulties of programming marking the early days of informatics education in school seemed no longer relevant. Some colleagues had a more distant vision though.