KCKS'2010 2nd day program

Key Competenc i es in the Knowledge Society 21 st PROGRAM KCKS’2010

[object Object],[object Object],Vendor hype says that computers can transform secondary education. If true, this would be a blessing for the 400 million children in developing countries aged between 12 and 17 who are not in school. But evidence from introducing computers in developing world schools shows that the hype is far from the reality. The paper looks at three projects. One Laptop per Child has been a dismal failure when measured against its original ambitions. The NEPAD eSchools Demonstration Project in Africa never got beyond the demonstration stage. Only India’s Hole-in-the-Wall project achieved success - by avoiding putting computers in schools! TUESDAY 2 1st 10:30-11:15

[object Object],[object Object],[object Object],This paper reports on an investigation of the use of Information and Communications Technologies (ICT) to aid in the teaching of students with learning disabilities. The term ’learning difficulties’ is used in reference to a heterogeneous group of students who are seen to have significant difficulties in the acquisition of literacy and numeracy skills. Other terms sometimes used in this context are ’learning disabilities’ and ’special needs’. The study involved participant observation of the use of ICT in two outer suburban Melbourne Special Schools, and an investigation of the role and impact of Education Department policies on these school environments. Research at the two Special Schools revealed that use of ICT can have a very beneficial impact on these students by improving their self esteem and facilitating their acquisition of useful life skills. The study was framed by the use of actor-network theory. TUESDAY 2 1st 11:20-11:50

[object Object],[object Object],[object Object],Older adults are under increasing pressure to use information technologies, yet are reluctant to learn computer software due to difficulties with ways of teaching such skills. This paper argues that examining tutoring techniques in a community computer training centre is useful to discovering why they will persist with learning. Using a Grounded Theory study design, the theory that emerged that accounted for continuance was the tutoring practices and the relationships that were built between tutor and learner. Examples from the data are presented to support the findings that link certain ways of practicing computer tutoring with repeat lesson attendance. This paper contributes to understanding the types of tutoring practices that can encourage older learners to continue the learning journey in later life. In turn, this assists with overcoming the digital divide older learners not skilled in computer use experience and allows them to participate in an increasing technologically driven society. TUESDAY 2 1st 11:50-12:10

[object Object],[object Object],[object Object],In this paper we discuss the role of new technologies, and computers in particular, in lives of families in Australia. We report on part of a project that provided children families with computers and connection to the Internet. There is an increasing awareness that living in the 21st century involves using and interacting with a range of new technologies, also referred to as information and communications technologies (ICT). However, for many children and their families this is not possible because they do not have the capacity to purchase them. The Tech Packs Project (The Smith Family, 2007) grew out of the Computer for Every Child Project which was an attempt to start to bridge the ‘digital divide’ by providing computers so that a group of families in the targeted locations of large metropolitan cities could participate in the Information Age. The families involved were those whose personal resources did not afford them the opportunity to purchase new technologies, especially computers … TUESDAY 2 1st 12:10-12:30

[object Object],[object Object],[object Object],This paper shows a basic discussion about the human development process described under the context of the postmodern knowledge society of the 21st Century. The author presents the concept of ”the cycle of human development”, which is believed to offer the basis of informatics education. In accordance with that, the presumptions of the pedagogical design of informatics education and its essential contents are also proposed. TUESDAY 2 1st 13:30-13:50

[object Object],[object Object],[object Object],This paper reports on a study of the IT career interests of 263 South African university students. Drawing primarily on social cognitive career theory, a number of variables were selected and their effects on student intentions to pursue an IT career and choice of major were examined. Results revealed very low IT career intentions amongst students. Occupational self-efficacy, computing experience, computer anxiety, computer self-efficacy, and perceived career rewards were found to be important factors. Student perceptions of the core introductory IS course are also strongly linked to their intentions. Demography (gender and race) had mostly indirect effects. TUESDAY 2 1st 13:50-14:10

[object Object],[object Object],[object Object],This article presents the results of two case studies undertaken within the project MoKoM funded by the German Research Foundation (DFG). In this context, expert interviews were conducted in order to identify relevant competencies empirically concerning informatics comprehension and modelling. The interviews (N = 30) were based on typical scenarios of this domain and were conducted with different expert groups (experts of informatics, experts of didactics of informatics, expert informatics teachers). The goal of the interview analyses was to exemplarily examine the competence descriptions given by the different experts with regard to the categories of a theoretically derived competence model. The competence descriptions were also compared with reference to the different expert domains. Furthermore it was tried to identify recurring response patterns in the interviews with reference to the experts’ background. TUESDAY 2 1st 14:10-14:30

[object Object],[object Object],[object Object],First programming courses often fail to motivate students to continue their software studies. Students find it hard to acquire the logic of computer programming. Especially students in multicultural, heterogeneous student groups are unable to apply logical thinking consistently or to follow instructions in a systematic fashion. Transfer of thinking skills from mathematics to programming does not take place as expected. Efforts to describe the thinking process in program authoring have failed, and process of problem solving in program design remains as evasive as heuristic processes in general. Evidently, it is based on accumulated expert knowledge that is not easily describable. Programming is an independent domain of expert knowledge that requires systematic practice and self-monitoring in construction of appropriate mental patterns. TUESDAY 2 1st 14:30-14:50

[object Object],[object Object],[object Object],The International Professional Practice Partnership (IP3) was formed by the International Federation for Information processing (IFIP) in 2007 to fulfill the objective of creating a global ICT profession. This start of this programme were first presented at WCC 2008 in Milan and since then major advances have taken place – both in the collective understanding of the endeavour and also measured by actual achievements. This paper will contextualise the progress of IP3 by examining: why an ICT profession is needed and why it should be on a global basis; and the progress made by IP3 in establishing a global ICT profession. TUESDAY 2 1st 14:50-15:10

[object Object],[object Object],[object Object],Organizational end-user information security end-user education is becoming increasingly more important in the current information society. Without the active co-operation of knowledgeable employees, organizations cannot effectively protect their valuable information resources. Most current information security educational programs lack a theoretical basis. This paper briefly examines the use of Bloom’s learning taxonomy to help address this lack of theoretical basis. The paper further investigates the applicability of the Cisco Networking Academy Program’s (CNAP) instructional model for the delivery of end-user information security instructional content, planned with the assistance of Bloom’s taxonomy. TUESDAY 2 1st 15:10-15:30

[object Object],[object Object],[object Object],The use of computers in music education is investigated from a historical perspective that draws parallels to the use of computers in education generally. Drawing upon a study into the musical compositions of primary school children working in electronic environments this paper presents approaches to the use of ICT in music education that appear at odds with approaches in other education areas. The paper provides reasons for this and offers ways in which ICT can be used differently in music education research. TUESDAY 2 1st 16:00-16:20

[object Object],[object Object],[object Object],This paper reports on one strand of a PhD study that examines newly qualified teachers’ use of Information and Communications Technologies (ICT) to support teaching and learning in Scottish primary classrooms during the first two years of their career. Preliminary data analysis indicates that some of the new teachers are creative, innovative users of new technologies who have embedded ICT effectively into their classroom practice while others remain reluctant users. This paper looks at some of the factors that differentiate the creative from the reluctant. Three levels of influence are discussed, and the interactions between them. They are the national/authority level, the school level and the individual or personal level. Some necessary, although not in themselves sufficient, conditions for creative use of ICT are identified as well as some desirable ones. TUESDAY 2 1st 16:20-16:40

[object Object],Send Tweets with #kcks2010 … and … See what others are tweeting: http://twitter.com/#search?q=%23kcks2010 TUESDAY 2 1st 16:40-17:00

GREAT EVENT! ,[object Object],[object Object],[object Object],www.wcc2010.org

KCKS'2010 2nd day program

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KCKS'2010 2nd day program