Digital literacy or computer science: Where do information technology related primary education models focus on?

Development Of Informational Text Processing Skills In Today’s Information Educational Environment

“…Scholars, teachers and curriculum developers worldwide wonder how to organize effective learning, and they arrive at the conclusion that development of informational skills in the information-educational environment of today is not only important but essential. Among other matters, their investigations concern the age in which it is advisable to start using electronic teaching aids in education (Alkhawaldeh, Hyassat, Al-Zboon, & Ahmad, 2017;Pasterk & Bollin, 2017), selection of information content (Bulman & Fairlie, 2016), building an individual learning trajectory for schoolchildren (Lapenok et al, 2016), introducing elements of remote learning in school (Nakayama, de Almeida, & Vicari, 2004), required level of a teacher's proficiency in computer technologies (Baturay, Gokcearslan, & Ke, 2017). https://dx.doi.org/10.15405/epsbs.2019.02.02.48 Corresponding Author: Irina Dobrotina Selection and peer-review under responsibility of the Organizing Committee of the conference eISSN: 444 Scholars discuss what learning that meets informational and educational needs of today's schoolchildren should look lie if we want it to help students build cognitive independence in the information space (Ivanova, 2016).…”

A Semi-automated Approach to Categorise Learning Outcomes into Digital Literacy or Computer Science

“…To evaluate our approach, in a first step, experts were asked to categorise the learning outcomes into CS and DL using a questionnaire. The process and first results of this step have already been described by Pasterk and Bollin [2] and are summarised and extended in section 5.1. In a second step, a categorisation with the help of natural language processing based on linguistic features is applied on the same learning outcomes.…”

“…As described by Pasterk and Bollin [2], a group of nine experts, consisting of four computer science teachers and five researchers in the field of computer science education, participated in a survey to categorise the learning outcomes of three selected educational models. To get a larger basis for the evaluation of the semi-automated approach, the survey was repeated with the same group of experts and with two additional educational models, the CSTA computer science standards from 2011 and from 2017.…”

“…One of the problems that arises from those open discussion points is that the number of formulations and learning outcomes overwhelms researchers and curricula developers who seek to determine the focus of a curriculum. Curricula often include between dozens and hundreds of formulations and learning outcomes, and manually classifying them is a tedious work [2]. This paper describes a semi-automated approach to categorise learning outcome formulations into computer science or digital literacy categories.…”

K-12 Digital Skills Programs as Preparation for Engineering Study: A Systematic Literature Review

“…The programs that did not target any engineering skills were either focused on increasing interest in STEM in a short window of time [29] or were offered to the youngest students, who were seen as being at the beginning of their skill development [30]. The high occurrence of digital skills in the papers could result from the methodology of our search, but does confirm what Pasterk and Bollin saw in their study where digital literacy skills were taught more than computer science topics in two of the three countries they looked at [31].…”