The school subject information technology

Abstract

In this paper our presupposition is that the content knowledge of the school subject Information Technology (IT) is beyond the expected depth of Grade 12 learners. We demonstrate our presupposition by indicating different concerns from principals, teachers and learners. We show that learners have not achieved the stated outcomes as specified in the National Curriculum Statement and Learning Programme Guidelines. In addition, we compare the United Kingdom's leading award body for A-Level qualifications for Computing with the IT content framework of South Africa.We recommend a revision of the content framework to accommodate all learners and equip them with a more balanced knowledge base of the subject field.

Novice Students and Computer Programming: Toward Constructivist Pedagogy

“…It is well-known amongst researchers and lecturers alike that computer programming is a difficult subject to pass (Corney, 2010, Robins, 2003. Pass rates are low (Havenga, 2009) and graphs for students learning computer programming often reflect bimodal distribution of marks (Robins, 2010). Given these statistics, many attempts to ease novice difficulties have been introduced.…”

“…• Introduced collaborative learning by dividing large groups up into approximately 20 students for laboratory and tutorial classes (Daniels, 1996); • Introduced Scripting languages to teach computer programming instead of system programming languages, such as Java and C++ (Warren, 2001); • Introduced Iconic programming notations, such as B# (developed at NMMU) to provide students with an opportunity to focus on problem solving skills instead of low-level programming details (Cilliers, 2005); • Identified that the pass rate of grade 12 students that have taken Information Technology as a school subject is low and the level of proficiency is poor (Havenga, 2009); • Identified motivation as an important aspect that influences student understanding (Koorsse, 2010b); and • Identified that computer programming is difficult to such an extent that very few students are able to write simple programs that compile and run on completion of novice students' first computer programming course (Koorsse, 2010a, Vogts, 2008. Although some researchers have made use of innovative pedagogical approaches within the South African context, the state of teaching-and-learning computer programming within the South African context is less than desirable (Havenga, 2009).…”

“…Although some researchers have made use of innovative pedagogical approaches within the South African context, the state of teaching-and-learning computer programming within the South African context is less than desirable (Havenga, 2009). …”

Using a Collaborative Learning Technique as a Pedagogic Intervention for the Effective Teaching and Learning of a Programming Course

“…Programming is a challenging task and programming courses are generally considered problematic by many learners (Govender, 2006;Macgregor, 2007;Havenga & Mentz, 2009). Cooperative learning, and more importantly PP, has opened up new possibilities for learning programming.…”

“…Kinnunen and Malmi (2006) indicated that many institutions report dropout rates of 20-40% or even higher in introductory programming courses. Furthermore, there is overwhelming evidence (Cooper et al, 2003;Govender 2006;Havenga & Mentz, 2009;Kolling & Rosenberg, 2001;Okur 2006) that supported the fact that both students and educators considered programming difficult to learn and teach, and that an intervention strategy was required to improve students' pass rates. This bears testimony to the fact that educators and academics are seriously concerned about the high student dropout rate and dwindling numbers of new students enrolling for Computer Science programming courses.…”