Titlebook: Computer Science Education in the 21st Century; Tony Greening Book 2000 Springer-Verlag New York, Inc. 2000 Information Technology (IT).In

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,Computer Science Educational Futures: The Nature of 2020 “Foresight”,courage contributing authors to risk being visionary, while being close enough to ensure some anchorage to reality. The result is a scholarly set of contributions expressing the visions, hopes, concerns, predictions and trend analyses of the future of a discipline that continues to impact greatly on the wider community.

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New Technologies in Computer Science Education,computer science. These advances are favoring the emergence of new styles of learning and teaching [Rei95]. This chapter describes such advances and their impact on education, particularly computer science, and it also foretells how computer science education will evolve, describing a day in a 2020 University.

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Emerging Constructivist Forces in Computer Science Education: Shaping a New Future?,le more than bring the new technology into the classroom. It assists in deciding whether new tools for education exploit the current state of the art and whether such tools are cognitive ones that embody new approaches to educational practice or simply gee-whiz extensions to existing principles. The

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Curriculum 2020,ndation, for whom programming is almost a clerical task. The basic educational philosophy is called abstraction-first. Students are first introduced to abstraction as a client of predesigned abstractions and are gradually led to the point of designing their own abstractions. Theoretical foundations

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Computer Science Education over the Internet: The Future?,teachers wanting to èdo awayé with conventional lectures by making their lecture notes available to students via the Web. The desire to move away from conventional lectures may well be meritorious but to replace them with a set of notes can hardly be viewed as an improvement in the educational proce

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https://doi.org/10.1007/978-1-4899-3553-3le more than bring the new technology into the classroom. It assists in deciding whether new tools for education exploit the current state of the art and whether such tools are cognitive ones that embody new approaches to educational practice or simply gee-whiz extensions to existing principles. The

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