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It emphasizes the development of thinking abilities and the acquisition of computer concepts through developing common computer skills in order to build up proper information processing knowledge.


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Informatics is unique by its demand for equipment in order to realize the implied concepts and theoretical discussions. Thus, most work should be practiced on computers whether in designated labs, in the classroom computers, in the Schools shared domain areas, or on personal machines. As for learning methods, the curriculum encourages individual as well as cooperative work in order to help the learners construct their own knowledge, as modern teaching and learning strategies suggest.

Knowledge is acquired and disseminated in the form of information in textual, visual, and acoustic formats. This process of acquisition and dissemination is always in need for technology as a medium of communication. The history of mankind has witnessed gradual changes in the technology of communication from carving on stones and clay in the early stages of human civilizations, to printing, to the recent explosion of digital technologies. On the other hand, education as a process of assisting youngsters in their mental, psychological, and physical growth is facilitated through information in order to exchange ideas and develop mental skills.

Thus, the need for information and communication technologies is in the heart of the education process. The ongoing incredible development in digital information technologies has left no options but to use digital technologies in education as education depends on information. The question is no longer whether or not we should use information technology in education.

We have no option but to use technology in education as the consequences could be very serious if we opt not to. However, the technology is only a tool that has the potential to be used meaningfully by skilled teachers. Technology alone cannot change education, but the way we teach and learn using the technology.

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We need to create environments that provide opportunities for learners to learn through technology. We need to establish an intellectual culture in which individual projects are encouraged and contact with powerful ideas is facilitated Papert, Traditional educational practices are no longer sufficient to provide students with all the necessary skills for economic survival in today's economy. Students must apply strategies for solving problems and use appropriate tools for learning, collaborating, and communicating.

The most effective learning environments should combine traditional approaches and new approaches to facilitate learning of relevant content while addressing individual needs ISTE, Being involved in such new culture, teachers will have a harder job, but far more interesting and creative one.

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In a digital environment, teachers are expected to join the learners in constructing new knowledge. They need to set up situations in which the learners are expected to make their own "discoveries" and learn on their own using computers. Teachers can play leading role models through which they practice what they preach for. A good way to do so is by sharing the learning process with their students. It is exciting and inspiring for the learners to see their teachers learn with them.

The prerequisite for such a situation is for teachers to have enough confidence in what they do in order to pass it on to their students.


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  5. Modern educational systems should enable their students to become:. Parents' Desire: Parents want their children to graduate with skills that prepare them to properly function in today's society and marketplace or advance to higher levels of education and training. Economical Needs: Modern economy favors individuals who are honest, reliable, literate, and able to reason, communicate, make decisions, and learn on their own. Technology plays a core role in all those functions. Community Expectations: Communities want schools to prepare their children to become good citizens and productive members of the society in an increasingly technological and information-based world.

    The community knows that the KS have computers, therefore there is high expectation that teachers have the skills to use computers in teaching activities, and the students can use computers to improve their learning. National Needs: National leaders, at all levels recognize the essential role of technology in the 21st century education.

    Schools, are expected to play a decisive role in this regard. All youngsters must be ready for a different world. The present curriculum emphasizes hands-on minds-on approach. It fosters the idea of using the computer as an environment for enjoyable creative production rather than merely a tool to consume ready-made products. It uses the computer's capacity as a programmable machine to enforce a culture of information processing based on deep understanding.

    In order to achieve that, the curriculum proposes activities that move from simple manipulation of text and objects on the screen to gradually building cohesive programs using all kinds of digital media elements. The most intelligent way to do that is through programming. The word "programming" should not frighten us because some people perceive computer programming as something to be done only by professionals or should be studied at higher specialized levels.

    The fact is that all school subjects are also studied at higher levels. Mathematics, sciences, languages, social studies, arts, etc. Should that stop us from teaching these subjects at the school level? Imagine a curriculum without mathematics, sciences, or languages.

    We should look at informatics from the same angle, especially that information processing technology is present in most aspects of our life.

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    Should we teach programming at the school level? Without programming, the computer will be void of its basic characteristics as programmable machine. Thus, programming is a core issue in the present Informatics curriculum. Programming transcends the function of the machine from a low level tool used to produce static texts and limited graphics into a tool of the mind. Through it, learners can transform their own ideas and dreams into dynamic entities that can play, move, talk, and write. In addition to being exciting, making such dynamic entities will have great positive impact on the learner's abilities to communicate through texts, pictures, sounds, animation, mathematical operations, statistics, etc.

    There is no media other than computers that can do that. It is a known fact, that good computer users have higher command of communication skills including the linguistic ones. Furthermore, the culture of programming is a culture of participation as it is fit to group work and discussion of ideas and solutions. Computer programming provides a unique educational environment that encourages the youngsters to think, to develop, to experiment, to build, to share, and to enjoy their creations. The educational art is to present computer programming in ways that are conceivable by the learners in a progressive manner moving from simple to complex, and from easy to more difficult exercises and always in attractive, interesting, and mentally challenging fashions.

    Dr. Abhineet Anand - Computer Science & Engineering Faculty

    The richness of multimedia computers can facilitate that. Many large-scale experiences worldwide proved the effectiveness of this approach. Still there are many other experiences that we don't know publications about them. As computer programming constitutes the core of the present curriculum, this is not done on the expense of teaching other common computer skills. The curriculum contains sections to teach file management and the basics of operating systems, text, image, multimedia processing, and the Internet.

    In fact, programming at the school level should not be conceived as writing a collection of complicated codes in a certain programming language. Enumerations in Alphabetical Order. Enumeration by Tree Structures. Languages, Generating Functions and Recurrences. Routes in a Square Grid. Arrangements and Combinations with Repetations. Sieve Formula.

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    Other Mountains Ranges. Burnside's Formula. Matrices and Circulation on a Graph. Parts and Partitions of a Set. Partitions of a Number.


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