Informatics Education - Supporting Computational Thinking

Third International Conference on Informatics in Secondary Schools - Evolution and Perspectives, ISSEP 2008 Torun Poland, July 1-4, 2008 Proceedings

  • Editors
  • Roland T. Mittermeir
  • Maciej M. Sysło

Part of the Lecture Notes in Computer Science book series (LNCS, volume 5090)

Table of contents

  1. Strategies for Writing Textbooks and Teacher Education

    1. Karin Freiermuth, Juraj Hromkovič, Björn Steffen
      Pages 216-228
    2. Tomohiro Nishida, Yukio Idosaka, Yayoi Hofuku, Susumu Kanemune, Yasushi Kuno
      Pages 241-252
    3. Valentina Dagienė, Lina Zajančkauskienė, Inga Žilinskienė
      Pages 282-292
  2. National and International perspectives on ICT Education

  3. E-Learning

    1. Christian J. Eibl, Sigrid E. Schubert
      Pages 327-336
    2. Robertas Damaševičius, Vytautas Štuikys
      Pages 337-348
    3. Jurijs Lavendels, Vjaceslavs Sitikovs, Kaspars Krauklis
      Pages 349-356
  4. Back Matter

About these proceedings


Informatics Education – Supporting Computational Thinking contains papers presented at the Third International Conference on Informatics in Secondary Schools – Evolution and Perspective, ISSEP 2008, held in July 2008 in Torun, Poland. As with the proceedings of the two previous ISSEP conferences (2005 in Klag- furt, Austria, and 2006 in Vilnius, Lithuania), the papers presented in this volume address issues of informatics education transcending national boundaries and, the- fore, transcending differences in the various national legislation and organization of the educational system. Observing these issues, one might notice a trend. The p- ceedings of the First ISSEP were termed From Computer Literacy to Informatics F- damentals [1]. There, broad room was given to general education in ICT. The ECDL, the European Computer Driving License, propagated since the late 1990s, had pe- trated school at this time already on a broad scale and teachers, parents, as well as pupils were rather happy with this situation. Teachers had material that had a clear scope, was relatively easy to teach, and especially easy to examine. Parents had the assurance that their children learn “modern and relevant stuff,” and for kids the c- puter was sufficiently modern so that anything that had to do with computers was c- sidered to be attractive. Moreover, the difficulties of programming marking the early days of informatics education in school seemed no longer relevant. Some colleagues had a more distant vision though.


Computer Literacy E-Learning ICT competence active learning methods algorithms computer science computer science education data structures design criteria didactics distance learning educational science information technology learning object robot

Bibliographic information

  • DOI
  • Copyright Information Springer-Verlag Berlin Heidelberg 2008
  • Publisher Name Springer, Berlin, Heidelberg
  • eBook Packages Computer Science
  • Print ISBN 978-3-540-69923-1
  • Online ISBN 978-3-540-69924-8
  • Series Print ISSN 0302-9743
  • Series Online ISSN 1611-3349
  • About this book