Informatics literacy: Difference between revisions

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== Introduction ==
== Introduction ==


Informatics literacy is different from [[digital literacy]]
Informatics literacy is different from [[digital literacy]]. It is also different from computer science literacy that puts emphasis on algorithms and other important mathematical and computational concepts.


{{quotation|A joint working group by Informatics Europe and ACM Europe produced in April 2013 a landmark report on Informatics Education in Europe: "Europe cannot afford to miss the boat". As Michael Gove, the UK Education Secretary, declared on 11 January 2012: "Imagine the dramatic change which could be possible in just a few years... Instead of children bored out of their minds being taught how to use Word and Excel by bored teachers, we could have 11-year-olds able to write simple 2D computer animations… By 16, they could have an understanding of formal logic previously covered only in university courses and be writing their own apps for smartphones."}} ([http://www.informatics-europe.org/news-and-events/157-joint-informatics-europe-acm-europe-report-on-informatics-education-in-schools.html Joint Informatics Europe-ACM Europe Report on Informatics Education in Schools, 2013], retrieved Jan 2015.
{{quotation|A joint working group by Informatics Europe and ACM Europe produced in April 2013 a landmark report on Informatics Education in Europe: "Europe cannot afford to miss the boat". As Michael Gove, the UK Education Secretary, declared on 11 January 2012: "Imagine the dramatic change which could be possible in just a few years... Instead of children bored out of their minds being taught how to use Word and Excel by bored teachers, we could have 11-year-olds able to write simple 2D computer animations… By 16, they could have an understanding of formal logic previously covered only in university courses and be writing their own apps for smartphones."}} ([http://www.informatics-europe.org/news-and-events/157-joint-informatics-europe-acm-europe-report-on-informatics-education-in-schools.html Joint Informatics Europe-ACM Europe Report on Informatics Education in Schools, 2013], retrieved Jan 2015.


Modern visions sometimes start by adopting first an abstract competency model. For example, the ACM [https://www.acm.org/binaries/content/assets/education/curricula-recommendations/it2017.pdf Information Technology Curricula 2017] (IT2017) report identifies IT competencies as knowledge + skills + dispositions in context.  
Modern visions sometimes start by adopting first an abstract competency model. For example, the ACM [https://www.acm.org/binaries/content/assets/education/curricula-recommendations/it2017.pdf Information Technology Curricula 2017] (IT2017) report identifies IT competencies as knowledge + skills + dispositions in context. IT 2017 identifies the following curricular domains core competencies (p. 48, p.64). Some are essential (ITE), others are supplemental (ITS) and some are both:
'''Essential only'''
* Information Management (ITE-IMA)
* Integrated Systems Technology (ITE-IST)
* Platform Technologies (ITE-PFT)
* System Paradigms (ITE-SPA)
* User Experience Design (ITE-UXD)
'''Essential + Supplemental (5 + 5)'''
* Cybersecurity Principles (ITE-CSP) / Cybersecurity Emerging Challenges (ITS-CEC)
* Global Professional Practice (ITE-GPP) / Social Responsibility (ITS-SRE)
* Networking (ITE-NET) / Applied Networks (ITS-ANE)
* Software Fundamentals (ITE-SWF) / Software Development and Management (ITS-SDM)
* Web and Mobile Systems (ITE-WMS) / Mobile Applications (ITS-MAP)
'''Supplemental Only (4)'''
* Cloud Computing (ITS-CCO)
* Data Scalability and Analytics (ITS-DSA)
* Internet of Things (ITS-IOT)
* Virtual Systems and Services (ITS-VSS)


See also:
See also:

Revision as of 16:31, 9 January 2018

Draft

Introduction

Informatics literacy is different from digital literacy. It is also different from computer science literacy that puts emphasis on algorithms and other important mathematical and computational concepts.

“A joint working group by Informatics Europe and ACM Europe produced in April 2013 a landmark report on Informatics Education in Europe: "Europe cannot afford to miss the boat". As Michael Gove, the UK Education Secretary, declared on 11 January 2012: "Imagine the dramatic change which could be possible in just a few years... Instead of children bored out of their minds being taught how to use Word and Excel by bored teachers, we could have 11-year-olds able to write simple 2D computer animations… By 16, they could have an understanding of formal logic previously covered only in university courses and be writing their own apps for smartphones."” (Joint Informatics Europe-ACM Europe Report on Informatics Education in Schools, 2013, retrieved Jan 2015.

Modern visions sometimes start by adopting first an abstract competency model. For example, the ACM Information Technology Curricula 2017 (IT2017) report identifies IT competencies as knowledge + skills + dispositions in context. IT 2017 identifies the following curricular domains core competencies (p. 48, p.64). Some are essential (ITE), others are supplemental (ITS) and some are both: Essential only

  • Information Management (ITE-IMA)
  • Integrated Systems Technology (ITE-IST)
  • Platform Technologies (ITE-PFT)
  • System Paradigms (ITE-SPA)
  • User Experience Design (ITE-UXD)

Essential + Supplemental (5 + 5)

  • Cybersecurity Principles (ITE-CSP) / Cybersecurity Emerging Challenges (ITS-CEC)
  • Global Professional Practice (ITE-GPP) / Social Responsibility (ITS-SRE)
  • Networking (ITE-NET) / Applied Networks (ITS-ANE)
  • Software Fundamentals (ITE-SWF) / Software Development and Management (ITS-SDM)
  • Web and Mobile Systems (ITE-WMS) / Mobile Applications (ITS-MAP)

Supplemental Only (4)

  • Cloud Computing (ITS-CCO)
  • Data Scalability and Analytics (ITS-DSA)
  • Internet of Things (ITS-IOT)
  • Virtual Systems and Services (ITS-VSS)

See also:

Bibliography

Links