Software Tools

Software Tools

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  Reflections on SoftwareTools in Informatics Teaching Peter Micheuz1 1 Alpen-Adria Universität Klagenfurt Institut für Informatiksysteme [email protected] Abstract. Undoubtedly, software tools play an outstanding and dominant role in Informatics teaching. Currently we experience a plethora of these tools in all areas of Informatics education. The vast variety of still proliferating tools, together with their immanent interdependency with underlying concepts and purposes, issues a didactic challenge to all Informatics teachers. Starting with related results of an empirical study in Austrian upper secondary education, software tools are reflected from different perspectives. 1 Introduction Since its beginning, the history of Informatics education (not only in Austrian schools) is not least the history of software and its use in Informatics teaching. Any use of computers in the wide field of Informatics education is inherently interwoven with using software in its diversity and complexity. A comprehensive understanding of Informatics education at schools encompasses three major highly dependent fields as depicted in Fig. 1. 74
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  Reflections on SoftwareTools in Informatics Teaching 75 Fig. 1. Synthesis of Informatics Education [1] Formal Informatics education at schools is characterized and 1 fundamentally influenced by computers and software. Not surprisingly, within the subject Informatics the computer emerges as − an abstract machine (as subject-matter and for theoretical reflection), − a concrete tool (for executing specific tasks and solving problems practically), − a versatile medium (for supporting teaching and learning Informatics). Software tools are ubiquitous. As immanent dynamic parts of Informatics systems they play an exceptional role in all three 2 manifestations, mapping consistently to the pillars of Informatics education as depicted in Fig. 1. Software tools are also constitutive for informatics systems as media. For some years already, in everyday life computers are perceived rather as media than as tools. Perhaps Alan Kay gets to 1 Informatics is implemented in most countries as a separate subject in various forms and in different extensions. Where this is not the case yet, it is claimed by many stakeholders in form of resolutions. 2 An Informatics system is defined as the combination of hardware and software (in a network environment) for solving application problems.
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  76 Peter Micheuz point of it by his intuitive definition: The Computer is a medium. I always thought it as a tool, a much weaker concept. 2 An Austrian Case Study 2.1 The Particular Situation in Secondary Academic Schools This type of schools, also denoted as Gymnasium (grammar school), comprises lower/upper secondary education and is attended by approximately 200.000 out of 1.200.000 Austrian pupils and students, aged from 10 to 18 years. The role of ICT/Informatics in these schools has been described already in [2,3,4]. According to the title of this paper, in this chapter additional empirical findings on applied software (tools) will be given. In a holistic view, Informatics education in Austrian secondary academic schools can be described euphemistically - as diverse, if not somehow anarchistic . Due to lack of strict regulations and standards, schools and teachers can act autonomously to a wide extent. This applies in particular to the free choice of software tools. Due to autonomy of schools, formal Informatics instruction in lower secondary education is offered by each school in different ways and extensions [6]. The use of standard software (MS Office) and product training in dedicated Informatics lessons at ECDL-level are3 the norm, whereas other software tools (e.g. webdesign and programming tools) are rather exceptions. E-Learning develops in the age group 10-14 years fairly well, with the learning platform Moodle as the prevalent backbone serving as content delivery and communication tool. In this chapter I draw on an online-survey which I conducted in 2007. It focuses on findings about software tool issues in upper secondary level. 3 European Computer Driving License
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  Reflections on SoftwareTools in Informatics Teaching 77 2.2 Informatics in the 9th grade In contrast to lower secondary level, Informatics in the 9th grade the first year in upper secondary education, where students are 15 years old - is obligatory and mainly (input)controlled by a compact and open curriculum [7]. As a consequence the range of software used in these lessons is very wide. The results of the survey reveal a clear picture about the setting of priorities in this age group, reflecting the main subject matters in this discipline. In Fig. 4 the eighteen most frequently used software tools are listed. The diagram shows the prevalence of Microsoft® (MS) name- branded software products. Open source software as Phase, a proprietary German free HTML editor, Open Office and the image processing software Gimp play (still) a minor role. Fig. 2. Concrete software products used in the 9th grade (n = 270). Fig. 3. Occasionally used tools with max. three nominations from 270 teachers. Obviously, the first semester is dominated by branded standard software tools, whereas in the second semester database software,
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  78 Peter Micheuz image processing and programming languages as Delphi, Visual Basic, Robot Karol, VBA and even Javascript gain some currency. Austrian teachers seem to be very creative in harnessing even seemingly exotic tools in their Informatics lessons. The free webeditors Bluefish and Topstyle, as enumerated in the tag-cloud shown in Fig. 3., are examples for that assertion. 2.3 Informatics in the 10th 12th grades The content-related part of the central curriculum for the elective subject Informatics which is chosen by about 20% of the students in the 10th 12th grades (16 - 18 years) consists of a random list of topics, such as − principles of information processing, − concepts of operating systems, networks and of programming languages, − extensions of essentials of Informatics, algorithms and data structures, − artificial intelligence and social/legal aspects. This comprising curricular input raises the question of utilized software tools. The answer is given by about 25% of the responding teachers for these age groups. As a result, database software, webdesign tools, programming languages and client-server tools come into play in the course of higher grades at the expense of standard software which still matters especially in the 10th grade. Viewing at the impressive remaining software tool jungle , the old Roman proverb quot capita, tot sententiae can be replaced by quot capita, tot instrumenta. .
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  Reflections on SoftwareTools in Informatics Teaching 79 Fig. 4. Concrete software products used in the 10th 12th grades (n ~ 100) Fig. 5. Other tools used (max. three nominations by 100 teachers) 2.4 About Software Products and Tools In the same online-survey Informatics teachers have been asked if they are interested in Informatics-related in-service training, and if so, they should propose their favorite topics. 190 out of all responding 400 teachers nominated 470 proposals.
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  80 Peter Micheuz Fig. 6. Aggregated proposals for in-service training A further qualitative analysis has lead to a first attempt to categorize and sharpen the view on software tools in terms of application and development software. Table 1. In-service training: Allocation of teachers proposals Concrete Specific products activities and general tools Application software 99 64 35% Development software 103 55 34% Tool independent concepts 149 31% and other general topics It can be inferred that Informatics teachers often think in terms of concrete software products. This finding correlates considerably with experiences related to in-service courses for teachers 4. Courses where concrete products are offered are much more accepted than abstract general topics. 4 In-service training and further education are for Austrian teachers at secondary academic schools not obligatory. In the past and dependent from an attractive offer, especially Informatics teachers showed much interest in in-service training. There is evidence that this interest is decreasing.
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  Reflections on SoftwareTools in Informatics Teaching 81 3 Teaching Tool-based Skills and Knowledge The ways in which teachers cope themselves with software tools, and what is more important, how they deal with them in different classroom settings can be well mapped by Kolb s learning style model [7] as depicted in Fig. 7. When thinking of teaching basic IT-skills in the context of standard software, many didacts complain about mere product training and teaching pushing the buttons , and thereby disregarding the underlying concepts of the tools. In [8,9,10] different methodical approaches in teaching text processing are described. The authors address the task of imparting practical skills combined with theoretical underpinnings and thus traversing Kolb s model at least to abstract conceptualisation . A French study about spreadsheet skills and knowledge [10] revealed considerable deficits among junior high school students, due to minimal training at one stage, whereby students do not master even basic principles of software interface, not to mention basic concepts as variables, data types and functions. The main finding of that study - occasional use of software is not sufficient - is remarkably redolent of the old but proved saying practice makes perfect . Fig. 7. Kolb s learning styles
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  82 Peter Micheuz However, as Mittermeir [11] insinuates in the analogy calculating: mathematics = ICT : Informatics, teaching software tools should not be overloaded by formal and abstract concepts especially for early age groups. In primary schools nobody would think of introducing simple counting by referring to Peano axioms. We have to consider this especially in case of teaching and training ICT-skills with regard to standard software, which usually takes place in lower secondary education. Imparting abstract and formal concepts in viewing at standard software through an object oriented lens [cmp. 8] is definitely a viable option in upper secondary education. However, at lower secondary level it is a subject for debate. The following assertion, found at [12], deserves a deeper reflection: A child does not discover the world by learning abstract rules. Instead it learns by looking at concrete examples. An example contains the rules as well. In contrast to rules, the recognition of examples can be based on tangible reality. The knowledge extracted from an example serves as a pattern that is used to remember facts and to construct new solutions. When grown-ups are about to learn something or have to apply unknown tools, they are put into a child s position again. They will favor concrete examples over abstract rules. The rules will happily be generated automatically, for this is how the brain works. At first sight, this contradicts with Kolb s model. But thinking about this model from the learner s and not from the teacher s perspective, concept building by concrete examples has to be regarded as a promising option. Using software tools in combination with understanding their underlying concepts must be seen in a wider context of the practice- theory issue. Having Bloom s taxonomy [13] in mind, practical activity and basic knowledge about a particular software tool build the basis of this model. A more comprehensive theoretical body of knowledge about understanding and applying software tools address higher cognitive levels in Bloom s pyramid. Hartmann [14] presents a further model addressing the practice- theory issue. Accordingly, in classroom settings a clear distinction
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  Reflections on SoftwareTools in Informatics Teaching 83 between theory and practice is proposed. This model can be applied even for skills training with concrete standard software. For example, with regard to word processing, the advanced subject matters format-templates or form letters should be taught separately from practicing and exercising with the concrete tool. This leads to the versatile model of a matrix, which can be applied not only to software tools, but also to real-world environments. Table 2. General model of tools Concepts Practical realization What is product How are tool concepts independent with realized with a Tools regard to tools? concrete product? Typical tasks and procedures What is product How are object- independent with concepts realized in regard to the concrete object types? Objects corresponding objects? Attributes, categories Further, teachers should not only consider the difference between concrete practicing and abstract concepts, but also be aware of the strict distinction between particular software tools and their associated objects. In [18, pp. 147-149] convincing examples (Picture editing, E- Mail, operating systems, algorithms and data structures) illustrate the power of this model. Another concrete example, publishing websites on the internet, is given in the table below.
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  84 Peter Micheuz Table 3. Special software tool model: Publishing websites Concepts Practical realization (Web)editors, client- MS-Word, server-support (FTP), Dreamweaver Software tools CMS, CMSimple, Typo 3, Webserver Joomla Apache-Server protocols, TCP/IP, HTTP Objects textfiles, documents HTML, CSS Being aware of inherent shortcomings of all models as miniature representations of reality, they are helpful in reducing complexity in didactics issues though. A deep understanding of these models by the learner means that he/she has to be a reflective practitioner [15] and competent user. This advanced state of proficiency can be best reached by extending teaching methods. Therefore an appropriate blend of problem-oriented, task-oriented, menu-oriented, function oriented, concept oriented and abstract-oriented approaches, based on contextual and situational teachers didactic skills, is necessary [16]. 4 Classification and Criteria of Software Tools At first sight and illustrated in chapter 2, we face a plethora of software tools in Informatics teaching in Austrian higher secondary education. Due to the complexity and versatility of some software tools, their distinct assignment into classification schemes is a demanding task. Below, a first approach to classify the wide range of used and taught software is attempted.
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  Reflections on SoftwareTools in Informatics Teaching 85 Table 4. Classification scheme for software tools (used in Informatics lessons) Dimension Domain Examples and remarks The classics standard software Is it an application, and programming languages are development, currently extended by large Scope simulation, frameworks as Java, .Net creativity, gaming or technologies, APIs on the one hand authoring tool? and small educational tools on the other Invisible to the user, this addresses, fundamental ideas as Which Informatics algorithms, file and data types, Didactics concepts does the client-server principle, object tool cover? orientation and functional modeling. As toys, books and computer In which age group games in general, also software Appropriateness should the tool be tools are suitable for various age used? groups. Visible to the user, but often not How many features Functionality recognized. Many tools suffer from are supported? featuritis . Standardsoftware, as the trademarks Excel and Flash, are How many application and programming Complexity application areas are tools. Scratch, for instance, is a covered? painting-, creative- and programming tool. Luckily, we observe a trend to Is the tool easy-to- better usability and Ergonomics use and neatly standardization. This issue relates arranged? to a high degree to habituation. This important aspect addresses Commercial software the pirate copies. This issue must Legality still be considered as a legal gray or Open source? zone. For educational purposes (in order Are there special to avoid legal problems) open Costs license and pricing source could be the choice in the conditions? future.
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  86 Peter Micheuz Dimension Domain Examples and remarks The more than twenty years old For how long has the computer language Turbo Pascal History tool been used? Is it is still used in some Informatics a day fly ? lessons Which OS does the Windows or Linux is not only a Technicality tool support? Are question of faith . Exotic software there stable releases? could make trouble. The browser war between Does the tool serve Internet Explorer or Mozilla basic standard(s) Firefox and complying with Standards and established standards is permanently a matter formats? of concern. Are open standards supported? Especially many web 2.0 tools are Are there equivalent Singularity interchangeable at will. A market products available? adjustment is needed urgently. Is the software proprietary? Is it Where/how is the Coverage used in many countries? Is it used tool used? also commercially? Is it a stand alone -, Cloud computing is a current Locality network or neologism and trend in computing web 2.0 application? with high expectations. In view of the ongoing proliferation of software tools especially of that available on the web (in the cloud), this classification scheme may serve as useful orientation for categorizing appropriate tools for Informatics teaching. Two of these criteria, costs and locality, will affect the organizational setting of Informatics education rather than its quality. Obviously, currently we face the shift to increased educational use of open source software, and moreover, there is a remarkable dynamics in web 2.0 applications. The transition from WWW to the WWC (world wide computer), as Nicholas Carr predicts, can be expressed by the neologism cloud computing and is currently associated with high expectations. On closer examination, however, locally installed standard software is still dominating Informatics lessons, especially at lower 5 5 In recent years, all federal schools in Austria were centrally equipped with Microsoft Windows and Office Software. However, the future about using mainly
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  Reflections on SoftwareTools in Informatics Teaching 87 secondary and the beginning of upper secondary level. Regarding these complex tools, Pareto s principle, also known as the 20-80 rule, can be applied in two respects. First, just a few software tools and products cover a wide range of Informatics teaching, and many individual and proprietary tools are applied for the rest. Second, the functionality of such software is used only partially and, in typical classroom settings, it is far from being exhausted. However, even with a restricted set of features a wide range of tasks can be accomplished. For example, MS Excel with the embedded language VBA must be considered as an application and development tool, although many teachers are not aware of that. This raises a fundamental didactical issue and methodological question which has to be decided individually by the teacher: Is it more appropriate to exploit the full conceptual potential of a software tool or should the students get acquainted with different special tools instead? This is an interesting topic for future research. 5 Concluding remarks Compressing the quasi infinite spatial of software tools related to Informatics teaching into a finite paper might appear as an outsized challenge. Accordingly, every attempt to accomplish this task can not raise the claim of completeness. However, in view of the enormous influence which software tools exert in everyday Informatics lessons, it is a worthwhile undertaking. Beginning with a glimpse on software tool usage in Austrian schools, the focus in this paper changed to didactic issues. All tools have particular purposes and never should be an end in itself. The question of teaching tool skills and competences, together with the combination of profound tool knowledge including its underlying concepts, has been discussed. This should be still a matter of concern for future research. Finally, a classification scheme was proposed in order to provide orientation and guidance for the plethora of current software tools. commercial software at schools is uncertain.
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  88 Peter Micheuz Antoine de Saint-Exupery is said to have remarked, Technology develops from the primitive to the complicated to the simple. In case of so many different software tools, it is evident that we will stay in the state of complicatedness still for a while. Men have become the tools of their tools. This quote from Henry Thoreau who lived in the 19th century should cause more worry References 1. Hubwieser, P.: Didaktik der Informatik. Springer Verlag, Berlin, 2003 2. Micheuz, P.: 20 Years of Computers and Informatics in Austrian s Secondary Academic Schools. In From Computer Literacy to Informatics Fundamentals, edited by R. Mittermeir, Springer, Berlin, 2005, pp 20 31 3. Micheuz P.: Some Findings on Informatics Education in Austrian Academic Secondary Schools, in: Informatics in Education, Journal, Lithuanian Academy of Sciences, Vilnius, 2008 4. Micheuz, P.: Informatics Education at Austria s Lower Secondary Schools between Autonomy and Standards. In The Bridge between Using and Understandig Computers, edited by R. Mittermeir, Springer, Berlin, 2006, pp 189 198 5. Haider G.: Schule und Computer, Österreichischer Studienverlag, 1994 6. Micheuz P.: Zahlen, Daten, Fakten zum Informatikunterricht an den Gymnasien Östereichs. In: Proceedings of 13.INFOS: Fachtagung Informatik und Schule INFOS 2009. 7. Kolb D.A.: Experemental Learning: Experience as the source of learning and development. Englewood Cliffs. New York, Prentice Hall, 1984 8. Voss S.: Informatics Models in Vocational Training for Teaching Standard Software. In Mittermeir R. (ed.) From Computer Literacy to Informatics Fundamentals, Springer, Berlin, 2005, pp 145 155 9. Schulte C.: Duality Reconstruction Teaching Digital Artefacts from a Sociotechnical Perspective. In: Mittermeir R. (ed.) Informatics Education Supporting Computational Thinking, edited by R., Springer, Berlin, 2008, pp 110 121 10. Tort F.:, Spreadsheet Knowledge and Skills of French Secondary School Students. In: Mittermeir R. (ed.) Informatics Education Supporting Computational Thinking, edited by R., Springer, Berlin, 2008, pp 110 121
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  Reflections on SoftwareTools in Informatics Teaching 89 11. Mittermeir R.: Was ist Schulinformatik? Rechnen:Mathematik = ??:Informatik in Donhauser D., Reiter A.(eds): ME 2001, ÖVE Schriftenreihe Nr. 26, pp. 3-13. 12. Kühne T.:, A Functional Pattern System for Object-Oriented Design (1999), http://www.mm.informatik.tu-darmstadt.de/~kuehne/tfps/fps- sans-escher.pdf (accessed 2009-10-20) 13. Krathwohl, D. R., Bloom, B. S., & Masia, B. B. (1973). Taxonomy of Educational Objectives, the Classification of Educational Goals. Handbook II: Affective Domain. New York: David McKay Co., Inc. 14. Hartmann W., Näf M.: Reichert R., Informatikunterricht planen und durchführen, Springer, Berlin, 2006 15. Schön D. A.: The Reflective Practitioner, Temple Smith, London, 1983. 16. Csiki N., Zsako L. ICT Teaching Methods Applications. In: Mittermeir R., Syslo M. (eds.) Informatics Education contributing across the curriculum, Faculty of Mathematics Computer Science, Nicolaus Copernicu University, Torun, 2008, pp. 47-53