Charoula Angeli – författare

Improving Computer Science Education examines suitable theoretical frameworks for conceptualizing teaching and learning computer science. This highly useful book provides numerous examples of practical, "real world" applications of major computer science information topics, such as:• Spreadsheets• Databases• ProgrammingEach chapter concludes with a section that summarzies recommendations for teacher professional development. Traditionally, computer science education has been skills-focused and disconnected from the reality students face after they leave the classroom. Improving Computer Science Education makes the subject matter useful and meaningful by connecting it explicitly to students' everyday lives.

Improving Computer Science Education examines suitable theoretical frameworks for conceptualizing teaching and learning computer science. This highly useful book provides numerous examples of practical, "real world" applications of major computer science information topics, such as:• Spreadsheets• Databases• ProgrammingEach chapter concludes with a section that summarzies recommendations for teacher professional development. Traditionally, computer science education has been skills-focused and disconnected from the reality students face after they leave the classroom. Improving Computer Science Education makes the subject matter useful and meaningful by connecting it explicitly to students' everyday lives.

Technological pedagogical content knowledge (TPCK) reflects a new direction in understanding the complex interactions among content, pedagogy, learners, and technology that can result in successful integration of multiple technologies in teaching and learning. The purpose of this edited volume is to introduce TPCK as a conceptual framework for grounding research in the area of teachers’ cognitive understanding of the interactions of technology with content, pedagogy, and learner conceptions. Accordingly, the contributions will constitute systematic research efforts that use TPCK to develop lines of educational technology research exemplifying current theoretical conceptions of TPCK, and methodological and pedagogical approaches of how to develop and assess TPCK.

Technological pedagogical content knowledge (TPCK) reflects a new direction in understanding the complex interactions among content, pedagogy, learners and technology that can result in successful integration of multiple technologies in teaching and learning. The purpose of this edited volume is to introduce TPCK as a conceptual framework for grounding research in the area of teachers’ cognitive understanding of the interactions of technology with content, pedagogy and learner conceptions. Accordingly, the contributions will constitute systematic research efforts that use TPCK to develop lines of educational technology research exemplifying current theoretical conceptions of TPCK and methodological and pedagogical approaches of how to develop and assess TPCK.

Technological pedagogical content knowledge (TPCK) reflects a new direction in understanding the complex interactions among content, pedagogy, learners and technology that can result in successful integration of multiple technologies in teaching and learning. The purpose of this edited volume is to introduce TPCK as a conceptual framework for grounding research in the area of teachers’ cognitive understanding of the interactions of technology with content, pedagogy and learner conceptions. Accordingly, the contributions will constitute systematic research efforts that use TPCK to develop lines of educational technology research exemplifying current theoretical conceptions of TPCK and methodological and pedagogical approaches of how to develop and assess TPCK.