By Roland T. Mittermeir (auth.), Roland T. Mittermeir (eds.)
This publication constitutes the refereed lawsuits of the overseas convention on Informatics in Secondary faculties - Evolution and views, ISSEP 2005, held in Klagenfurt, Austria in March/April 2005.
The 21 revised complete papers offered including an advent have been conscientiously reviewed and chosen for inclusion within the e-book. A large number of themes regarding educating informatics in secondary colleges is addressed starting from nationwide adventure studies to paedagogical and methodological concerns.
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Extra resources for From Computer Literacy to Informatics Fundamentals: International Conference on Informatics in Secondary Schools – Evolution and Perspectives, ISSEP 2005, Klagenfurt, Austria, March 30 - April 1, 2005, Proceeedings
Finally, in this research we have relied upon our interpretations of A-level speciﬁcation documents. Whilst we argue that our interpretations are suﬃciently relevant for the ﬁndings presented here to be meaningful, it would be interesting to study students’ experiences of the A-level courses based upon these documents. That is, further work will seek to compare our understanding of the requirements with the reality of studying computer science at school level. The Transition from School to University 45 Acknowledgements Some of this work was conducted with grant assistance from the Learning and Teaching Support Network for Information and Computer Sciences, University of Ulster, which we gratefully acknowledge.
The main area of the account lies within the “technical and vocational schools and colleges”, but also the other forms of vocational schools (“schools of occupations in the business sector”, “schools of management and service industries”, “schools of social occupations”) will be explained1. In addition a selection of various special school models will be dealt with. Furthermore the development of the informatics curricula, the present state and the current trends will be described. 1 Tasks of Vocational Schools Amounting to 195,476 pupils, the technical and vocational schools and colleges outstrip those from the grammar schools (189,753 pupils)2.
It became obvious that the facilities an operating system provides and its general design philosophy exert an extremely strong influence on programming style and on the technical cultures that grow up around its host machines. The increasing penetration of the internet and the number of networked computers in schools consequently made a professional system administration necessary. Many in-service trainings took place in order to qualify the responsible teachers and to guarantee a functioning infrastructure at schools.
From Computer Literacy to Informatics Fundamentals: International Conference on Informatics in Secondary Schools – Evolution and Perspectives, ISSEP 2005, Klagenfurt, Austria, March 30 - April 1, 2005, Proceeedings by Roland T. Mittermeir (auth.), Roland T. Mittermeir (eds.)