From the Microsoft product training for informative basic education
Landauf, Landab conceded or. Currently calls for education policy to connect the school to the information society: "Flat-covering mediation of computer science policy!" Is the motto today, in the tradition of "Schools on the net!" from the time of the internet boom from the middle of the 90s and "Computer to the schools!" from the 80s.
Kara – Programming with Eonem Marienkafer as a finite machine
Not only faster, better and even cheaper technology, including new tools and concept in the Padagogical Methodology scream after an expansion of the still desolate school lesson. About the backless learning environment "Kara":
Kara is based on the concept of finite vending machines, is everyday and still a theoretically informed and powerful programming model. Various programming environments (Kara, MultiCara, Turingkara, Javakara) Open playful access to basic programming concepts with different degrees of difficulty for general education, to diploma studies in computer science.
Kara: programming teachings around the program
Of course, the Kara learning environments remembered at Seymour Paperts Turtles in the programming language logo today not only inspire degagogues, but also won the European Academic Software Award 2002. Nevertheless, it has not done with new methods and technologies, because learning takes place in the complex system of education policy, school and didactic paradigms. But right there today Krowe for a new start on the wearing masses of traditional institutions of education.
The specialist Didactics mostly oriented themselves to current technological and social developments
From suffering experience of the past, the educational politicians are now known that it is not enough for the schools to buy the schools, but that the teachers must first learn the teachings. For this purpose, visit the budding platforms seminars in so-called "Specialized Didactics", where the mediation of a certain scientific discipline is taught to schools of different ages.
The specialist Didaktik Informatik has so far rather a shadowy one and establishes itself only slowly at the universities. The mediation of computer knowledge was previously in computer science, which still in the 80s in seminars such as "Computer Science for Padagogues and Social Scientists" hardly started on didactic questions. Rather, it was usually better programming courses. In the schools, computer lessons in the hands of individual computer freaks of teacher colleges, mostly mathe or physics teachers, which dared in their own initiative and as autodidacts first educational approaches to computer science. In the scramble for territory in the tip of our children, because therefore, it is ultimately with decisions about the generally forming status of a subject, the computer science has won in the last decades but steadily won ground.
Specialist Didactics Informatics, in this respect, is a novelty in educational history when they developed virtually simultaneously with the subject of computer science. However, the stormy development of computer science had less influence on their associated specialist doctors. Rather, the subject didactic usually responded to technological and social developments that will love the computer more and more than new control technology of a resulting information society.
At the beginning of the 1960s and Fruhen 70s state of the hardware-oriented approach, who believed to be the best to convey the cooperative knowledge that they themselves simulate a calculator, so binary arithmetic food. The ability to encode assembler programs, to which this approach was at best, could hardly claim the status of general education at the time and was allowed to be slightly limited even under graduate computer scientists.
From the mid-1970s, the algorithm-oriented approach followed the specialist Didactic Computer Science, even under the impression of the establishment of computer science itself as a new discipline. Schoolers should now learn to systematically find algorithmic solutions of problems as programs and deepen this ability to deepen practical applications. The lessons were lugical according to mathematics and circle mostly around already painted flowcharts. The didactics itself also came a new paradigm, which now proclaimed a departure from the traditional orientation of the specialist doctives to the academic curriculum of the scientific disciplines. The educational goals should be designed for reasons of society for the school relevant life situations.
The following application-oriented approach wanted to treat only more topics with practical relevance in lessons, but this with the methods of professional software design. It came to a surprise of teachers and schoolers.
Residual subject for informational basic education
From the mid-1980s, the user-oriented approach came up. The computer has now become a business factor, the US and Japan seemed far behind the West German industry. Manager learned Japanese, the ghost of the "Computer illiteracy" Went to and the Bund-Lander Commission for educational planning agreed in 1987 on an overall concept "Information technology basic education" (ITG), which provides an integration of computer applications in various social studies to physics, but no in-degree computer science lessons.
A momentous error, such as the representatives of an informative basic formation as a defensive general-forming tray today say. The ITG reduce the subject of user training and discussion of risks and opportunities, prevent the necessary out-formation of a uniform profile and a stringent specialist doctors. In practice, none of the specialist teachers are really responsible and earnings the corresponding education level of high school graduates are often deficient. Therefore, a transition to the system-oriented approach, which shifts the focus of school informatics from the algorithm and the concrete application to the core term of the information. As a third basic groove in addition to fabric and energy (Norbert Wiener) is the computer science in the classic canon in addition to chemistry, physics, biology and technology.
At this criticism seems to be a bit of it: In 2001, the institute published the institute for German economy Koln the results of a study on the computer knowledge of the graduates of the year 1999. After that, only one third of this exhibition year had the computer in the national average-"Craft" learned in regular school lessons. Added to this about 20 percent, which trained the handling of the PC in school workshops or AGS. As a pioneer in the mediation of computer skills in the high schools, Mecklenburg-Vorpommern proved, on the other hand, the rich Hamburg was able to show just under 40% high school graduates with computer knowledge.
After all, the University of Hamburg has set up for the first time for the winter semester 2003/2004 for the first time a ship for specialist medical computer science to begin a regulated training of computer science teachers. The freshly baked didactic professor Norbert Breier explained in his present lecture "Quo Vadis computer science lessons, and what contribution can the computer science for the art informative teachers" The concept of ITG FUR failed.
Beier warned against a degeneration of computer science for pure product training and pladized for informatical basic education, as it is already visible in the frame plan of Saxony. The new federal standards seem to address the handling of the new subject by the bank: at the TU Dresden Z.B. Fachdidaktik Computer Science is looking for cooperation with the economy in the form of Infinion.
The time seems mature for a paradigm shift in the specialist Didactics computer science, but there are still some obstacles to overwind. The constitution of the Burocritia, tactical angular absorption of education policy, but also the low popularity of the subject at Padagogen, it is important to water. Whole 15 teaching students should have opted for the subject in Hamburg, but of which only 7 have found their way into the two seminars offered in this semester. For a flat informative instruction of the German educational landscape, this was not allowed.