Informatics Education – The Bridge between Using and Understanding Computers

International Conference in Informatics in Secondary Schools – Evolution and Perspectives, ISSEP 2006, Vilnius, Lithuania, November 7-11, 2006. Proceedings

  • Roland T. Mittermeir
Conference proceedings ISSEP 2006

Part of the Lecture Notes in Computer Science book series (LNCS, volume 4226)

Table of contents

  1. The Role of ICT-Education

    1. Maciej M. Syslo, Anna Beata Kwiatkowska
      Pages 209-219
  2. Exams and Competitions

    1. Graeme Kemkes, Troy Vasiga, Gordon Cormack
      Pages 230-241
  3. Teacher Education and School Development

    1. Lina Markauskaite, Neville Goodwin, David Reid, Peter Reimann
      Pages 242-254
  4. eLearning

    1. Ken Kahn, Richard Noss, Celia Hoyles, Duncan Jones
      Pages 267-278
    2. Giuseppe Chiazzese, Simona Ottaviano, Gianluca Merlo, Antonella Chifari, Mario Allegra, Luciano Seta et al.
      Pages 290-298
  5. Back Matter

About these proceedings


Although the school system is subject to specific national regulations, didactical issues warrant discussion on an international level. This applies specifically to informatics didactics. In contrast to most other scientific disciplines, informatics undergoes substantial technical and scientific changes and shifts of paradigms even at the basic level taught in secondary school. Moreover, informatics education is under more stringent observation from parents, potential employers, and policy makers than other disciplines. It is considered to be a modern discipline. Hence, being well-educated in informatics seemingly ensures good job perspectives. Further, policy makers pay attention to informatics education, hoping that a young population well-educated in this modern technology will contribute to the future wealth of the nation. But are such high aspirations justified? What should school aim at in order to live up to such expectations? ISSEP 2005, the 1st International Conference on Informatics in Secondary Schools – Evolution and Perspectives already showed that informatics teachers have to bridge a wide gap [1, 2]. On one hand, they have to show the inherent properties that informatics (or computer science) can contribute to general education. On the other hand, they are to make pupils computer literate. Under the constraint of limited time available for instruction, these different educational aims come into conflict. Computer-supported teaching or eLearning is to be considered distinct from informatics education. However, in many countries, informatics teachers still have to support the eTeaching activities of their colleagues.


Computer E-Learning IT training NOVICE algorithms computer literacy computer science computer science education database informatics curricula informatics didactics informatics education informatics instruction programming secondary school onformatics

Editors and affiliations

  • Roland T. Mittermeir
    • 1
  1. 1.Institut für Informatik-SystemeUniversität KlagenfurtKlagenfurtAustria

Bibliographic information

  • DOI
  • Copyright Information Springer-Verlag Berlin Heidelberg 2006
  • Publisher Name Springer, Berlin, Heidelberg
  • eBook Packages Computer Science
  • Print ISBN 978-3-540-48218-5
  • Online ISBN 978-3-540-48227-7
  • Series Print ISSN 0302-9743
  • Series Online ISSN 1611-3349
  • About this book