Titlebook: Informatics and the Digital Society; Social, Ethical and Tom J. Weert,Robert K. Munro Book 2003 IFIP International Federation for Informat

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Object models of IT-systems supporting cognitive structures in novice courses of Informatics,bridge the gap between two almost opposite objectives. The first was to enable the students to use IT-systems in a competent and autonomous way — the second to teach durable and transferable basic concepts. While some criticisms have been levelled against the benefits of mental models, we rely on th

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,Let’s teach informatics — empowering pupils, students and teachers,ill remain in the long mn. Results from curriculum research on informatics in secondary education are used to decide which aspects must be included in the subject teaching of informatics. After describing the didactical structure the paper focuses on how successful teaching and learning processes sh

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Key Decisions in Adopting Algorithm Animation for Teaching,cision on a given system can be made. This paper identifies several such questions and provides a brief overview of some algorithm animation systems. The key decisions are grouped in four categories: system type and animation generation approach; display properties; import and export facilities; and

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,Design Pattern — a topic of the new mandatory subject informatics,restricted to the domain of software engineering, However, object-oriented modelling is an important topic of the new mandatory subject informatics, which will be introduced during 2003 in all the four hundred Gymnasiums of Bavaria. In this paper we want to show that design pattern might add a valua

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ICT: an aid to inclusion? Reflections on the potential of ICT for the changing role of the special Technology (ICT) has been a key factor in the greater inclusion of individuals with special educational needs, either by enabling them to communicate more readily and widely, or by assisting them to overcome their learning difficulties. The paper examines the extent to which ICT can contribute to s

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