Informatics in Primary School Principles and experience

Informatics in Primary SchoolPrinciples and experience

Andrej BlahoComenius UniversitySlovakia

Different views on informatics

Each country has own policy for school informatics:In some countries they do not have any informatics yet In some countries, the emphasis is on ICT In some countries they have as pure as possible informatics and they try to exclude usual ICT from it

Our short informatics historyOur school system and historical stages

1 2 3 4 5 6 7 8 9 10 11 12 13

till 1985 optional

1985 2 1

1990 1 1

1998 optional 1 1

2006 optional optional 1 1

2008 3 3 3

Stage till 1985Informatics means only programming (Fortran, Pascal, Cobol)

Only at specialized secondary schools (mainly mathematical or economic school)

Stage from 1985Compulsory subject for each secondary schools

Programming and computersVery popular assertion: Programming is second literacyNobody thought about any other use computers in that timeComputers at some schoolsNew programming contests in Czechoslovakia:

Olympiad in Informatics Correspondence Seminar in Programming

Primary and lower secondary – no informaticsLocal contests: programming in Logo and Karel

Teacher training in many universitiesMatura exam in informatics = programming

Stage from 1990New name of subject: InformaticsFocusing only on using computers

DOS and file systemWriting textsDrawingWorking with tables

Each teacher who had a computer at home, was able to teach informatics

Some schools have second subject ProgrammingIt is possible to have two Matura exams on Informatics (using ICT) and Programming

Stage from 1998Computers at homeInternet

New curricula of Informatics1. information (data representation, applications)2. Internet (communication + information on internet)3. principles of hardware and software (OS, processor, peripherals)4. Programming (problem solving)5. Information society (usage ICT, risks, legal consequences, crime)

ICT is still part of the Informatics

New programming environment Comenius LogoInformatics in primary and lower secondary is optional

Stage from 2006National Institute of Education organized project

Project ran for several years on 20 primary schoolsIt studied Informatics in primary education

New experimental subject – Primary Informatics for 1 – 4 classesThis subject was optional at several schools in Slovakia

Stage from 2008Reform of elementary and secondary educationFocus on standards and targets

Focus was on content previously Subjects can be grouped together

Possibility to shift hours, combined, create new subjectsEnormous support for us – Informatics became part of education group of mathematics

Mathematics has great authority - no one can underestimate Informatics now

Informatics is now compulsory subject in all levels

1 2 3 4 5 6 7 8 9 10 11 12 13

from 2008 3 3 3

We have distinguished the following levels in the teaching of informatics:

The use of digital technologiesDigital literacyDigital competenceInformatics

Informatics education

Limited number of skills, the use of certain toolsPriority: to learn to use the computerEmphasis: recipes, facts, to enjoy working with computersExample: where to click..., which command..., draw a nice picture…

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The use of digital technologies

D igita l literacy

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+ To collect, evaluate, store, create, exchange, collaborate, communicate• Priority: to teach the correct use of applications• Emphasis: correct sequence of steps, results• Example: format the text..., send information to... , save into..., ECDL

Digital literacy

+ Using DT critically and decisively for work, leisure and communicationPriority: to use computer for solving problems with informationEmphasis: computing, principles, understandingExample: evaluate…, decide…, solve …, create…, which… is better…, why…

D igita l literacy

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Digital competence

European study on Digital Competences:Primary, national curriculums in SK, CZ, PT, FI, NW, SC, LIAs a core element in SK, NW, SC, FIA separate subject: SK, CZ Other countries: cross-curricular ways - may have disadvantages...

Informatics in other countries

Focus on skills development, operating a computer, the use of softwareRisks: instead of informatics, it pursues other objectives

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User informatics

Problem-oriented tasks based on computer sciencePriority: data structures, algorithmic problem-solving , logical thinkingNot: to teach pupils to work with a computer, to gain digital literacy

Algorithm s and problem s solving M ath.

:M athem atical in form atics

Mathematical informatics

+ Exploring the basics of computer sciencePriority: problem solving, effective solution, influence on societyEmphasis: algorithm, discovering and analysing solutions, Example: analyse problem..., discover algorithm..., create program...

Digita l literacy

A lgorithm s and problem s solving

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Informatics in school

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Inform atics as science

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Our intuitive and simplified understanding of relationships:

Informatics and computer science

Curriculum has five collective thematic units:1. Information around us2. Communication through digital technologies3. Procedures, problem solving, algorithmic thinking4. Principles of the functioning of digital technologies5. The information society

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Informatics in Slovakia

Our primary informatics should contain:Development of Digital Skills Development of Informatics Thinking

Activities for learners:Pupils have no prior experience working with computers - basic skill of using digital technologiesActivities to contain various informatics elements

Our vision of primary informatics

•Not only computer skills are being taught

•The tasks also contains simple rules

“Help to paint map with three colors so that neighboring kingdoms have different colors.”

“Line up the blocks in the correct order.”• Training dragging skills• Introduction to algorithms – sequences of instructions

Based on activities at the computer:Activity teaches computer skills+ It often contains simple rules – development of informatics thinkingActivity introduces to algorithms+ It often trains some computers skill (drag objects using the mouse)

We had to consider:Pupils may have difficulty with reading of long textsPupils learn the alphabetical ordering in the next year

Our textbook

We determine a higher complexity of certain tasks:• Task 3: „Make necklaces equal.”• Task 5: “Order wagons according to ...” (several rules)

Pupils collect their own experiences:•As soon as possible•(Nearly) No explanation

Motivation: fun stories, pictures

National curriculum for ISCED 1:1. Information around us2. Communication through DT3. Problem solving, algorithms4. Principles of the functioning of DT5. The information society

Thematic units:Working with textWorking with graphicsWorking with multimediaWorking with a storyStructures in informaticsInternet and communicationProblem solving and algorithmsAbout a computerInformation Society

From NC to thematic units

Thematic units:Working with textWorking with graphicsWorking with multimediaWorking with a storyStructures in informaticsInternet and communicationProblem solving and algorithmsAbout a computerInformation Society

1. About the computer2. We are clicking the mouse3. We are coloring pictures4. We are stamping5. We are drawing lines6. We are drawing and coloring7. We are drawing straight lines8. We are drawing circles and rectangles9. We are moving and sorting10. We are solving tasks according to the rules11. We are working with the keyboard12. We are writing the text13. We are dressing up characters14. We are writing numbers15. We are inspecting the web16. We are explore the internet17. We are playing with sounds18. We are solving problems using a computer

From thematic units to content

Activities Informatics capability Tools Terms YearSequence and completion (geometric shapes, letters ...)generating according to certain rulesfinding errors

understanding of the sequence propertiesobject manipulationinterpretation of rules of a given sequence

graphical editor, or a specialized children's program

sequence missing, unused element true, false

2-4

classifying of things and objects according to certain characteristics

the recognition of common properties and assigning things to categories

graphical editor, or a specialized children's program

group,belongs to, not belong to

2-4

making of a frequency table and a bar chart reading of a specified diagram (chart) gathering information from classmates (about animals) and creation of a frequency table

tables, making and reading tables and bar chart

graphical editor, or a specialized children's program

table

bar chart

maximum, minimum

3,4

Etc. … … … …

Example of tableWorking with text

Activities Informatics capability Tools Terms YearWeb: writing addresses familiarization with the web

pageinternet browser

homepage

address of Web site

2-4

the school page, links, use the children's Internet magazine

to understand the reference, to know to move around the site

internet linkprevious page

2-4

send, receive e-mailNetiquette

To learn how to use e-mail, to follow to the principles of writing email

internetmail client

e-mailmessage subjectdelete e-mail

3,4

educational games on the Internet

understanding of the possibilities for using the Internet as a source of learning and fun.

internet game 2-4

Example of tableInternet and communication

Activities Informatics capability Tools Terms Yearfill in a square grid according to the criteria

understand the rules and restrictions, the search for solutions

children's software

square gridmoving in the gridfilling in the grid

2-4

tasks for commands up-down, right-left (direct mode)

describe instructions with a limited set of words

Thomas the clowncontrol of robot

commandexecution of commands

2-4

procedures, how to cook the recipe, assemble, repair

work with how-to articles, understand how to interpret the algorithm

kids games, Lego kits, programmable toys

sequence of executionprogram

2-4

compilation of live pictures draw up rules of conduct of objects

child applicationImagine

behaviour of objects

2-3

Example of tableProblem solving and algorithms

Teachers have initial difficulties with the application of technologiesMany teachers do not understand the level of difficulty - they frequently:

Use unsuitable toolsInsist on unimportant detailsFail to understand basic concepts and principles about the function of digital technologies

Experienced teacher may overload their pupils with too much inappropriate content

Teachers’ attitudes

Compare RNA, GIMP, TuxPaintSimplicity, customization

Situation is similar to the Word:For adultsToo many controls (size, number of possibilities)

We only needed a few tools (see textbook):We do not give children to read newspapers, but they have magazines for children

It seems that:Only in informatics do we find poor understanding of the risks associated with the use of inappropriate tools.

Software and the Internet

ConclusionIssues that we considered:

The topics to be included in informaticsThe relationship to other subjectsThe didactics of informaticsAdequate software tools

Discoveries:Teachers (usually) do not understand what informatics meansTeachers development courses are very important