Student Strategies for Learning Computer Programming: Implications for Pedagogy in Informatics

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

“…Collaboration and dialogue are important pedagogical tools in school education, since learning occurs as learners exercise, test, and improve their knowledge through discussion, dialogue, information sharing, and collaboration with fellow learners and teachers. Hence, it would be beneficial that some tasks are undertaken by groups of pupils working in teams, as collaborative skills are highly valued attributes in school education (McDougall & Boyle, 2004).…”

“…ICT educators generally agree that there is a need for innovative pedagogical approaches based on learning theories (Dagdilelis et al, 2004;McDougall & Boyle, 2004). They argue that progress in ICT teaching will only come from a better understanding of the learning process and the re-conceptualization of ICT education within cognitive, constructivist, and socially situated learning theories.…”

“…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.…”

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

“…According to McDougall and Boyle (2004), teaching methods can be divided in formal and informal methods. Formal methods are defined as those that take place within the normal classroom interaction between students and teacher, on the one hand, and among students, on the other hand.…”

“…When considering the effectiveness of methods, it may be important to look at the methods and the various interactions they bring about, that is whether the interaction is between student and teacher, between students, or between students and tools or other persons (McDougall & Boyle, 2004). The methods can be attributed to interactions are as follows (Table 2): This survey questionnaire used in this work helps to see the interactions that take place in conjunction with the various methods.…”