JTIE, 2013 (vol. 5), issue 1
COMPETENCE AS AN OBJECT CATHEGORY AND ACHIEVING EDUCATION RESULTS COMPLEXITY
Norbert BETÁK, Miroslava O®VOLDOVÁ
JTIE 2013, 5(1):5-11 | 10.5507/jtie.2013.001
The article presents critical thinking development as one of the key competencies of th 21st Century, which have to be an integral part of education in information society. Asking appropriate questions via the response system is essential to this process, because the questions asked by teachers as well as by students has the possibility to activite thinking processes and thereby promote the development of thinking. We also mentioned about the innovative didactic tools and methods using questioning as the part of their concepts.
TEACHING EFFICIENCY OF ALGORITHMS ON CZECH GRAMMAR SCHOOLS
JTIE 2013, 5(1):12-20 | 10.5507/jtie.2013.002
The contribution introduces partial results of experimental computer science education on Czech grammar schools (general secondary education, students are 15-19 years old). Informatics on our grammar schools aims on user skills and misses the scientific aspects, while computer science seems to be promising regarding main educational goals on grammar schools, mainly the key competence to solve problems. Our research is based on the idea of teaching computer science on par with traditional science subjects, such as physics or biology. We have developed an experimental course program and tested it on a group of grammar school students in Prague. In this...
THE EXPERIENCE WITH IMPLEMENTATION OF TECHNOLOGY - ENHANCED LEARNING IN TEACHING BACHELORS
JTIE 2013, 5(1):21-30 | 10.5507/jtie.2013.003
Among teachers, the European research policy related to ICT for education is less known.It is commonly equate with eLearning, which is understood more as an educational issue than a technology one. In the context of the FP7 policy for "Technology-enhanced learning", the experiences are presented that were obtained within the "extended" participatory action research when teaching bachelors. "Extended" refers to the fact that the technology system is programmed by the author of this paper. The system consists from the educational software BIKE and a set of informatics tools that are developed and applied according to the immediate needs in order to automate...
PRESCHOOL EDUCATION VERSUS CURRICULAR REFORM
JTIE 2013, 5(1):31-34 | 10.5507/jtie.2013.004
The curricular reform, its strategies and implementation requires a systematic and thorough reflection that should monitor the impact and effect on education at all levels. The curriculum is being reviewed in order to react to and eliminate any problems with an objective to increase the quality of Czech education.
The aim of the article is to inform readers about the current issues of the ongoing curricular reform in the Czech Republic with an emphasis on preschool education in the context of a research study performed within a Czech Science Foundation scheme at the Faculty of Education, Palacký University, Olomouc focusing on children's readiness...
THE PERCEPTION AND USING OF ICT IN THE DIFFERENT AGE GROUPS
JTIE 2013, 5(1):35-41 | 10.5507/jtie.2013.005
The using of information and communication technologies (ICT) is typical for the recent time in the all aspects of human life. Every age group is using ICT due to different purposes and the difference is possible to observe in the time length spent by using of ICT. On the basis of the mentioned fact, there is the dividing of people into the different groups according to using of ICT. One of the dividing is determining the group called "Generation Y" or "Millennial Generation". This generation comprises people born in 1981 and later. The Generation Y is different in the using of ICT and it has got different perception of ICT in the comparison with older...
INTERACTIVE P&E METHOD IN TEACHING PHYSICS AT SECONDARY SCHOOLS
Ąuboą KRI©«ÁK, Miroslav NĚMEC, Ján STEBILA, Zuzana DANIHELOVÁ
JTIE 2013, 5(1):42-49 | 10.5507/jtie.2013.006
The paper deals with the possibilities of using interactive P&E method with supplementary teaching aid in a form of multimedia DVD in teaching of the topic - nuclear physics at secondary schools in Slovakia. The paper deals also with the interactive P&E method, whose main idea is interactive working with students with the help of experiment and problem task analyses and with multimedia DVD. DVD contains supplemented study text from nuclear physics for grammar schools, a set of computer aided experiments and problem tasks from nuclear physics. DVD contains also teacher's guidelines and students' worksheets available for each task. The second...
I. EDUCATIONAL ROBOTICS IN PRIMARY SCHOOL: UNUSUAL METHODS OF EVALUATION
Karolína MAYEROVÁ, Michaela VESELOVSKÁ
JTIE 2013, 5(1):50-57 | 10.5507/jtie.2013.007
In this article we offer brief overview of evaluation, assessment process and importance of functions, which should support evaluation. Further, look at the article from the perspective of educational robotics and we are trying to find appropriate evaluation methods that could make lessons with educational robotics more effective. Reasons for choosing unusual methods of evaluation robotics lessons are described in detail in article. In the same way we describe how have we designed and created these methods, their implementation and analysis of data that were collected during testing. At the end we confirm some conclusions using the interview with the...
MODERN APPROACHES TO TEACHING PROGRAMMIN
JTIE 2013, 5(1):58-62 | 10.5507/jtie.2013.008
The article bases from practical experience of the author teaching programming on secondary and tertiary level of education. The aim is to show suitable methods in teaching of object-oriented programming. The results of the surveys in primary and secondary schools, we can say that the teaching of programming and algorithms are not sufficiently exploited. The author tries to find most frequent problems of this teaching and at the same time its subjects matter and methods in generally use and present some suggestions of possible solution.
CONTINUOUS PROFESSIONAL DEVELOPMENT ORIENTATION IN THE FIELD OF INFORMATION AND COMMUNICATION TECHNOLOGY
JTIE 2013, 5(1):63-66 | 10.5507/jtie.2013.009
The paper summarizes results of the research in which the analysis of submitted applications for accreditation in the continuous professional development of teachers dealing with information and communication technologies (ICT) was realised. These applications for accreditation are tracked separately: educational programs on basic ICT literacy, the ICT methodology, pedagogical documentation and programs dealing with computer science, programming and algorithms. The results should help in designing and shaping the new career system of continuous professional development of teachers.
COMPUTER SCIENCE TASKS AND TOPICS AS A PART OF ICT CURRICULA IN THE EYES OF PUPILS AND TEACHERS
JTIE 2013, 5(1):67-74 | 10.5507/jtie.2013.010
Last years, the trend of reintroducing into teaching of information and communication technology not only topics of digital literacy, but also topics from the basics of computer science is emerging in many countries. Czech national school documents disregards these topics and narrow it to digital literacy and handling with applications and information on the Internet. Consequently, Czech primary and secondary schools in global do not produce people prepared for studying IT subjects at the universities. One of projects how to introduce informatics tasks into schools is a Bebras contest, in Czech Bobřík informatiky. A research among participants of the...
STUDY PROGRAMS OF TRAINING TEACHERS OF INFORMATICS IN THE CZECH REPUBLIC
JTIE 2013, 5(1):75-80 | 10.5507/jtie.2013.011
Accreditations of so-called long-master's programs (5 years) draw to an end of their force in the Czech Republic. Training teachers of Informatics (Computer Science) was also divided into two levels. Bachelor's programs (3 years) bear the name e. g. Informatics (Computer Science) in Education. Master's programs (2 years) are named Teaching of Informatics (Computer Science). They are differentiated the master's programs of teaching for lower-secondary school from teaching for upper-secondary (high) schools at some universities. This article provides a comparison of the subjects-composition of these study programs at Czech universities. The subjects...
THE BEBRAS CONTEST IN PRIMARY INFORMATICS
JTIE 2013, 5(1):81-88 | 10.5507/jtie.2013.012
In this article I am dealing with an informatics contest called Bebras, in Slovak "iBobor". This competition focuses on elementary and secondary school students. In the school year 2011/12 a new competition category called "Bobrík" appeared in Slovakia for the 3rd and 4th class elementary school pupils.
Since 2008, when a school reform took place, Informatics has been a compulsory subject from the 2nd class of elementary schools in Slovakia. However there is still a lack of teaching materials. In my article I am offering some lesson plans in details. The aim of this article is to introduce to the teachers how to make use of some competition tasks...
FUNDAMENTAL IDEAS OF INFORMATICS AND THEIR RELATIONSHIP TO DIDACTICS OF INFORMATICS
JTIE 2013, 5(1):89-95 | 10.5507/jtie.2013.013
The teacher of informatics should have a clear idea of the content of informatics, about the subject and the methods of its working and about the forms of its impacts in the world. In mathematics, biology and other courses, the subjects and methods of work are proven for centuries. Main subject of exploration of informatics is only gradually being born and only gentle crystallizes in development.
The impulse for writing this article was the results of the survey from practice for students of information technologies and informatics. They confirm the trend of recent years, when the informatics is perceived in the society as a technical discipline....
ROBORIC KITS IN SECONDARY SCHOOL
Michaela VESELOVSKÁ, Karolína MAYEROVÁ
JTIE 2013, 5(1):96-101 | 10.5507/jtie.2013.014
In the article we introduce robotic kits (RK) which are used at secondary schools. We provide overview of RK based on different criteria. We select two most suitable RK and we are going to use them in classes where we are conducting our research. We also provide a description of the tested activities with RK. In conclusion, we provide results of our qualitative research. Based upon results, we choose one RK to continue with in further research.
JTIE 2013, 5(1):102-106 | 10.5507/jtie.2013.015
The paper focuses on a children's programming language named SCRATCH and community project with the same name. It evaluates not only its unique strengths, but also indicates some reserves. The paper presents several examples which explain how to work with an integrated development environment and create the program composited from the prepared command blocks. This is similar to work with a quality building kit. The attention is aimed at work with graphic elements "sprites" and intuitive multi-threaded programming, in which individual scripts communicate with each other via messaging.
METHODOLOGY ARCHITECTURE FIRST
JTIE 2013, 5(1):107-114 | 10.5507/jtie.2013.016
The set of tasks solved by computers increases all the time. There are also programming tasks among them. The area, which still resists to automation, is a design of a good architecture. However, most of the current methodologies do not reflect this trend and teach primarily how to write a program in some programming language. The methodology Architecture First turns it up and starts with teaching the architecture. The paper introduces this methodology and explains its basic principles.
USING OPEN SOURCE OPENCV LIBRARY FOR PRACTICAL COURSES OF COMPUTER VISION
JTIE 2013, 5(1):115-119 | 10.5507/jtie.2013.017
The article shows how to use free software library OpenCV as a main software tool for Computer Vision courses at secondary schools and universities. Sample lectures of Computer Vision are covered with respect to how to demonstrate algorithms' behavior using OpenCV. Comparison of OpenCV with alternative software tool MATLAB is presented. Working C# code samples are part of the article.