Introducing Secondary Education Students to Algorithms and Programming

Abstract

Learning computer programming for students of the age of 14-18 is difficult and requires endurance and engagement. Being familiar with the syntax of a computer language and writing programs in it are challenges for youngsters, not to mention that understanding algorithms is also a big challenge. To help students in the learning process, teachers need to increase their engagement and motivation by giving them interesting and entertaining tasks. Implementing different image processing algoritms can be very efficient for enhancing their programming skills, since by running their programs on real pictures taken by cameras, they can examine the effects of these programs. This article carefully selects and introduces image processing algorithms that are based on basic computer algorithms and are understandable for secondary school students. It also shows how to apply them in programming classes and how to provide the discovery learning for students.

Using a Learner-Centered Approach to Teach ICT in Secondary Schools: An Exploratory Study

“…As a result, there have been in the past and there persist even now strong disagreements about the nature of ICT or similar designations, such as informatics or computer science, its aims, content, teaching and learning methods, and assessment approaches (Hammond, 2004). In line with international research in the field of school informatics (Dagdilelis, Satratzemi, & Evangelidis, 2004;McDougall & Boyle, 2004;UNESCO, 2002;Watson, 2006;Woollard, 2005), this paper argues that innovative pedagogies base d on contemporary learning theories can be a catalyst to incorporate digital literacy in an effective way. In line with the cognitive, constructivist, and situated learning theories, this paper presents a learner-centered ICT teaching method that is supposed to provide the Material published as part of this publication, either on-line or in print, is copyrighted by the Informing Science Institute.…”

Didactics of ICT in Secondary Education: Conceptual Issues and Practical Perspectives

“…The lack of research in the field of ICT as a school subject makes it difficult to identify a coherent didactical framework (Dagdilelis, Satratzemi & Evangelidis, 2004;Hammond, 2005;Markauskaite, 2007;Minaidi & Hlapanis, 2005;UNESCO 2002;Webb 2002). Indeed, there are a number of issues related to the lack of research in the field of ICT.…”

“…Whereas there is an extensive research base of misconceptions in other subject areas, there is a lack of research in the field of ICT (Ben-Ari, 2001;Ben-David Kolikan & Pollack, 2004). Teachers need to take into consideration students' misconceptions about computers, because the hidden nature of the mechanisms of software provides the potential for misconceptions, mostly because students expect computers to behave as human beings (Dagdilelis, Satratzemi, & Evangelidis, 2004). Misconceptions are persistent and can inhibit or even hinder conceptual understanding of ICT.…”

Exploring the Effect of Teaching Methods on Students’ Learning of School Informatics

“…Basically, informatics as a school subject is confronted with a number of closely related problems, which makes the teaching of informatics more difficult than traditional subjects, such as the complexity of the software being used, lack of training and qualifications in informatics, existing teaching resources and textbooks, nature of informatics subject, etc. School informatics is a relatively new subject, and it is rapidly evolving, but it lacks an extensive research base of materials like the one published in mathematics education (Cápay, Magdin, & Tomanová, 2012;Dagdilelis et al, 2004;Dagdilelis, & Xinogalos, 2012;Hammond, 2004;Hadjerrouit, 2008Hadjerrouit, , 2009aHadjerrouit, , 2009bKumar, 2006;Minaidi & Hlapanis, 2005;Schubert & Swill, 2004;Schulte, 2002;Webb, 2002). While some progress has been made in teaching digital literacy, informatics education "lags sorely behind" (JIE & ACM WGIE,p.…”

“…It lacks an extensive research base of materials like the one published for mathematics education, a discipline that is well established at the university level in Norway. According to the research literature (Dagdilelis et al, 2004;Hadjerrouit, 2008;Hammond, 2004;Hubwieser, 2004;Minaidi & Hlapanis, 2005;Webb, 2002), informatics as a school subject is confronted with a number of closely related problems that need innovative solutions. First, schools adapt slowly to technological and pedagogical changes despite the fact that many attempts at implementing informatics have been initiated since 1980 in many countries.…”