TEACHERS EXPERIENCE WITH INTRODUCING PROGRAMMING IN DIFFERENT COURSES FOR NON-COMPUTER SCIENCE STUDENTS

2021 ◽  
Author(s):  
Martyna K. Fojcik ◽  
◽  
Marcin Fojcik ◽  
Keyword(s):  
Computer Science ◽  
Digital Literacy ◽  
Computer Programming ◽  
Data Transfer ◽  
Solo Taxonomy ◽  
Use Of Technology ◽  
Digital Skills ◽  
Study Programs ◽  
Computer Scientists ◽  
Programming Knowledge

Digital literacy has become more and more important in the last decade, and many people predict that in the future, the need for digital skills will be even more crucial than it is today. The dynamic development and use of technology are becoming increasingly common in all areas of life, changing demands of modern life and the labor market, which makes it necessary to educate students from many different study-programs on how to use different digital tools and how to program. Depending on different professions, there are different requirements on what it means to have digital literacy. For some it is most important to know how technologies are created or to use the product effectively, for others it is the security of data transfer that is essential. The different professions have different needs for digital literacy and different use for programming skills. Teaching computer programming can be particularly difficult in the case of introducing programming for non-computer scientists. While computer science itself (programming) is relatively well described in the subject’s literature, the use of programming in other professions is not well defined. There are different suggestions, recommendations according to the level of education (primary, secondary, higher) or the study-programs the students take. There is no definition of what digital literacy is in different professions, what it means to know computer programming in different professions, and to what extend the students from non-computer science courses should master digital literacy and programming. That can cause challenges for the teachers and students in non-computer science professions that are required to know computer programming for their future jobs. There is no doubt that academic computer science skills for non-programmers can mean/contain different knowledge depending on course curriculum, teachers' experience, chosen literature, but the level of obtaining digital skills should be comparable, adequate, and relevant for the modern citizen. This article presents requirements, some descriptions/cases of introduction to programming for non-computer scientists from a teacher’s perspective. An adaptation of the general programming knowledge into the specific need of different subjects. The data is collected from higher education teachers that have different backgrounds and are teaching at different study-programs to get various views and experiences. The analysis of the findings uses SOLO-taxonomy to compare to what extend the different courses introduce programming to students.

scholarly journals The importance of digital literacy in primary education

2021 ◽  
Author(s):  
Marinela Diana Coroi ◽  
Keyword(s):  
Primary Education ◽  
Digital Literacy ◽  
Educational Practice ◽  
Training System ◽  
Learning Activities ◽  
Digital Education ◽  
Use Of Technology ◽  
Digital Skills ◽  
Digital Competencies ◽  
And Training

The idea of digital literacy is adopted and put into educational practice by most countries in the world since it is the answer outlined by the need to develop a society dominated by information and technology. Digital education is a priority of the education and training system that aims at training and developing digital skills for lifelong learning and the professions of the future. The need to approach digital education in Romanian primary education would be the first step towards important digital literacy in optimizing online learning activities. The initiation from a young school age in the sphere of knowledge of safe use of technology can be materialized, through a systematic didactic approach, rising in the ranking of European states regarding the level of digital competencies.

scholarly journals Characterisation and level assessment of schoolchildren’s digital literacy

2021 ◽  
Vol 50 (2) ◽  
pp. 256-277
Author(s):  
Tatiana A. Boronenko ◽  
◽  
Anna V. Kaysina ◽  
Vera S. Fedotova ◽  
◽  
...  
Keyword(s):  
Computer Science ◽  
Digital Literacy ◽  
Digital Technologies ◽  
Basic Knowledge ◽  
Main Trend ◽  
General Level ◽  
Special Role ◽  
Environmental Friendliness ◽  
Research Results ◽  
Digital Skills

Relevance. The main trend in the development of the digital society involves active penetration of digital technologies in all spheres of human life. These conditions give rise not only to new opportunities for people, modern technologies, communication methods, problem solution, but also to previously unknown risks and threats. The formation of digital literacy of schoolchildren is becoming an important issue. In these terms, a special role is assigned to the school computer science course. This involves the need for descriptive characteristics of digital literacy and indicators for its qualitative assessment. The authors deem the use of praxeological characteristics of activity to be a promising direction in the solution of this problem from the standpoint of assessing the “correctness” of the use of digital technologies by the learners, their expediency, reasonableness, efficiency, safety and environmental friendliness. The purpose of the article is to identify the characteristic features of digital literacy of schoolchildren that help to assess its level – basic, intermediate and advanced – in the context of the praxeological approach. Methodology and techniques. The systemic and praxeological approaches to assessing the learners’ digital literacy are used as the methodological basis of the research. The Russian and foreign experience of its level-specific characteristics is analysed. When developing the indicators of schoolchildren’s digital competence, praxeological characteristics of human activity were used in the aspect of its efficiency, viability, maintainability, reasonableness, environmental friendliness, precision. The research results are presented by detailed description of the digital literacy level assessment indicators (basic, intermediate, advanced); fixing the specific characteristics of its pragmatistic component based on the praxeological principles of activity assessment and with regard for the priority ideas of the modern digital educational environment. The learner’s individual actions are assessed in seven areas of digital literacy: basic knowledge of hardware and software, information literacy, communication and collaboration, content creation, security, problem solving, career competencies. The scientific novelty is rooted in the context of addressing the problem of evaluating schoolchildren’s digital literacy from the standpoint of the praxeological approach that emphasises the pragmatistic format of digital skills manifestation in practice. The practical significance of the presented research results lies in the possibility of their use in educational institutions of secondary general level in order to improve the systems for assessing the academic achievements of learners in mastering the school-based computer science with regard for evaluation of praxeological characteristics of activity and the choice of most optimal formats for digital literacy development in accordance with the individual level of formed digital skills.

scholarly journals Digital Skills of Teachers

2021 ◽  
Vol 258 ◽  
pp. 07083
Author(s):  
Anna Serezhkina
Keyword(s):  
Professional Development ◽  
Digital Literacy ◽  
Educational Process ◽  
Digital Competence ◽  
Digital Resources ◽  
Development System ◽  
Use Of Technology ◽  
Digital Skills ◽  
Digital Competencies ◽  
Russian Universities

The aim of the work is to analyze the digital skills of teachers of Russian universities a year after the COVID-19 pandemic. The latest research on the digitalization of education, analysis of the digital competencies of teachers and tools to evaluate the digital skills of educators has been conducted. The results of a study conducted on a sample of Russian teachers are described. It has been revealed that teachers have an average level of digital literacy, and most educators are integrators and experts in the use of technology in the educational process. They are able to assess educational resources, create digital resources and share digital materials, cope with the problem of changing existing digital courses, etc. The findings are of interest both to the university’s professional development system, which develops the digital competence of its teachers, and for teachers who wish to improve their level of digital literacy through self-education.

Managing exactness and vagueness in computer science work: Programming and self-repair in meetings

2021 ◽  
pp. 030631272110109
Author(s):  
Ole Pütz
Keyword(s):  
Computer Science ◽  
Human Agency ◽  
Computer Algorithms ◽  
External Stakeholders ◽  
Computer Scientists ◽  
Self Repair

The formulation of computer algorithms requires the elimination of vagueness. This elimination of vagueness requires exactness in programming, and this exactness can be traced to meeting talk, where it intersects with the indexicality of expressions. This article is concerned with sequences in which a team of computer scientists discuss the functionality of prototypes that are already implemented or possibly to be implemented. The analysis focuses on self-repair because this is a practice where participants can be seen to orient to meanings of different expressions as alternatives. By using self-repair, the computer scientists show a concern with exact descriptions when they talk about existing functionality of their prototypes but not when they talk about potential future functionality. Instead, when participants talk about potential future functionality and attend to meanings during self-repair, they use vague expressions to indicate possibilities. Furthermore, when the computer scientists talk to external stakeholders, they indicate through hedges whenever their descriptions approximate already implemented technical functionality but do not describe it exactly. The article considers whether the code of working prototypes can be said to fix meanings of expressions and how we may account for human agency and non-human resistances during development.

After-Hours Learning

2021 ◽  
Vol 21 (2) ◽  
pp. 1-31
Author(s):  
Joslenne Peña ◽  
Benjamin V. Hanrahan ◽  
Mary Beth Rosson ◽  
Carmen Cole
Keyword(s):  
Science Education ◽  
Computer Science ◽  
Young Women ◽  
Computer Programming ◽  
Computer Science Education ◽  
Professional Women ◽  
Web Development ◽  
Learning Space ◽  
After Hours ◽  
K 12

Many initiatives have focused on attracting girls and young women (K-12 or college) to computer science education. However, professional women who never learned to program have been largely ignored, despite the fact that such individuals may have many opportunities to benefit from enhanced skills and attitudes about computer programming. To provide a convenient learning space for this population, we created and evaluated the impacts of a nine-week web development workshop that was carefully designed to be both comfortable and engaging for this population. In this article, we report how the professionals’ attitudes and skills grew over the course of the workshop and how they now expect to integrate these skills and attitudes into their everyday lives.

Passages

2021 ◽  
Vol 46 (2) ◽  
pp. 10-10
Author(s):  
Alex Groce
Keyword(s):  
Computer Science ◽  
Computer Programming ◽  
Symbolic Computing

Brian Harvey's Computer Science Logo Style (Volume 1: Symbolic Computing, Volume 2: Advanced Techniques, Volume 3: Beyond Programming) begins with the words: "This book isn't for everyone." There follows a brief account of the fact that not everyone needs to program computers, based on an economic (Marxist-flavored) tirade (that I mostly agree with). The closing of the introductory paragraphs is the part that matters, though: "This book is for people who are interested in computer programming because it's fun."

scholarly journals Case Study of the Integration of Digital Competencies into Teacher Preparation

2021 ◽  
Vol 13 (11) ◽  
pp. 6402
Author(s):  
Ján Záhorec ◽  
Alena Hašková ◽  
Adriana Poliaková ◽  
Michal Munk
Keyword(s):  
Teacher Training ◽  
Digital Literacy ◽  
Teaching Profession ◽  
Research Data ◽  
Research Survey ◽  
Teacher Trainees ◽  
Study Programs ◽  
Two Factors ◽  
Technological Competency ◽  
Pre Service Teacher

The requirements imposed on schools and the competencies of teachers change depending on the development of society, and currently their constant growth is considerable. These facts lead to the need to continuously innovate pre-service teacher training, especially with a focus on creating professional digital literacy. The creation of a proposal of an optimal model of pre-service teacher training in the field of teacher trainees’ professional didactic-technological competency development was the subject of the research, which is described in the article. The described research examined the importance of the integration of various kinds of digital didactic tools into pre-service teacher training curricula with regard to the successful performance of the teaching profession. The necessary research data were obtained on the basis of screening the opinions of teacher trainees in Slovakia and the Czech Republic (n = 280). The respondents of the research survey expressed, in terms of various aspects, their opinions on the importance of integrating the issue of working with specified kinds of the given digital means into the curricula of teacher trainees’ study programs. The obtained research data were analysed depending on three segmentation factors of the respondents, which were the nationality of the student (i.e., the COUNTRY of his/her study), the GENDER of the respondent, and the combination of these two factors, i.e., COUNTRY X GENDER. According to the achieved results, there is a need to include or strengthen the teaching of software applications such as ActivInspire, FreeMind, SMART Notebook, Google Docs and, if possible, Prezi and Mindomo, and also a need to emphasize the methodological aspects of the use of these technical means in teaching.

Digital skills and complex thinking in engineering students of a particular university in Lima in times of pandemic

2021 ◽  
Vol 7 (3C) ◽  
pp. 155-165
Author(s):  
Luis Alex Valenzuela Fernández ◽  
Violeta Cadenillas Albornoz ◽  
Blanca Soledad Zavala Alfaro ◽  
Jean Paul Suazo Zárate ◽  
Cesar Ulloa-Silvestre
Keyword(s):  
Digital Literacy ◽  
Engineering Students ◽  
Private University ◽  
Communication Management ◽  
Management Communication ◽  
Cross Sectional ◽  
Four Dimensions ◽  
Complex Thinking ◽  
Digital Skills ◽  
Medium Level

This article focuses on the relationship of digital skills and complex thinking in engineering students from a private university in Lima, Peru. A non-experimental, descriptive, correlational, cross-sectional quantitative study was carried out. The sample consisted of 175 engineering students who were administered the questionnaires developed in Google Forms for digital skills and the complex XXI scale to measure complex thinking with reliability values of .965 and .941 respectively for the alpha of Cronbach. The descriptive results showed that 48% of the respondents were found at the medium level of digital skills and that in the case of complex thinking there was a significant tie between the medium and high levels (approximately 41%). It was concluded that there was a strong and positive correlation between digital skills and complex thinking (Pearson's correlation = .759). In addition, four dimensions of digital literacy were evaluated (information management, communication management, wearable technology management and organizational aspects) which showed a positive and moderate relationship with complex thinking.

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