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This paper investigates what actions could improve the situation, analyzing past and present approaches to informatics teaching, curriculum development, and the growing mismatch between education outputs and IT labor market demand.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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problem does the paper identify in current informatics education?","Question",{"text":63,"@type":64},"Informatics education can no longer meet the needs of industry and higher education and has not kept pace with students’ digital capabilities and expectations.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does the paper describe international strategies for introducing informatics in schools?",{"text":68,"@type":64},"It reviews three strategies: informatics as an independent subject, informatics integrated into many other subjects, and informatics integrated into a single specific subject.",{"name":70,"@type":61,"acceptedAnswer":71},"What does NAT 2012 include in the informatics educational area?",{"text":72,"@type":64},"NAT 2012 organizes it into areas such as using IT/ICT tools, users’ knowledge, problem solving with tools and methods, infocommunication, information society, and library 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Zsakó, Győző Horváth  \nAbstract: Informatics education has been in a cul-de-sac for several years (not only in Hungary), being less and less able to meet the needs of the industry and higher education. In addition, the latest PISA survey shows that – to put it a little strongly – the majority of the x-, y- and zgenerations are digital illiterates. The aim of this paper to examine what could be done in order to improve the situation.  \nKey words: Informatics, Hungarian National Core Curriculum (NAT), digital literacy, computer science, information technology  \n1. Problems in informatics education: past and present  \nInformatics education in the world was launched along three different strategies:  \n􀁸 Informatics as an independent school subject;  \n􀁸 Informatics integrated into many other school subjects (e.g. mathematics, science, literature);  \n􀁸 Informatics integrated into another specific school subject (e.g. only mathematics) .  \nInformatics cannot be an independent school subject unless some basic material (computers) and intellectual (teachers, curriculum) requirements are met. That is the reason why only a few countries chose this path, and most of them failed, mainly because of the lack or shortage of qualified teachers; the latter presumably comes from the lack of informatics teacher trainings in universities from several countries all over Europe recently, at least based on their homepages.  \nThe other two strategies could be launched in a way that it was not compulsory to immediately include informatics in other subjects, but it has become more and more widely used and integrated as the necessary conditions have gradually been met. The third strategy could naturally lead to the emergence ofICT as an independent subject (i.e. the realization of the first strategy), while this kind of transition is very difficult in the case of the second strategy due to the scatteredness of the informatics curriculum.  \nIn Hungary informatics set its foot at the beginning of the 1980s within the framework of a school subject called technics. In 1983 informatics teacher training started with approximately 300 teachers graduating per year. After that it took about 15 years for informatics to be included in the first National Curriculum as an independent school subject; by then the material and intellectual conditions had already been established.  \nEurope has now a shortage of IT professionals [21] . In Hungary alone there are over than 22,000 open positions for IT professionals [20], while primary and secondary education only worsens the situation due to the reduction in the number of lessons for the informatics subject in the curriculum. A major problem of higher education is that it is not able to produce as many informatics graduates as the IT sector requires in order to maintain the current number of employees. The deficit cannot be explained by low wages since IT jobs are among the best paid ones in the labour market. A clear reason could be  \nthe lack of motivation. One can motivate in various ways, but undoubtedly public education is among the most effective ones.  \nBefore 1980 informatics courses had been mostly theoretical, and it was so not only in Hungary. In the 80s the appearance of the first personal computers significantly redesigned the curriculum, and consequently until 1990 the main topic was computer science, especially programming and algorithmisation.  \nAfter 1990, taking advantage of IT opportunities, teaching digital literacy became a mass phenomenon. Instead of creating products, using ready-made products, as well as communication via such products, came to the foreground.  \n2. The recent past of informatics subject area  \nThe Hungarian National Curriculum 2012 (NAT 2012) categorizes the informatics educational area as follows: [1]  \n1. The use of IT/ICT tools  \n2. Users’ knowledge  \n2.1.Creating electronic written and a","cbCainjkjyzBulmf","https://ap.wps.com/l/cbCainjkjyzBulmf","pdf",415566,"English","# Problems in informatics education: past and present\n## Strategies for introducing informatics in schools\n## Historical development in Hungary and curriculum shifts\n## Recent assessment of needs and challenges\n# The recent past of informatics subject area\n## NAT 2012 categorization of informatics education\n## Issues with over-emphasis on application systems","[{\"question\":\"What major problem does the paper identify in current informatics education?\",\"answer\":\"Informatics education can no longer meet the needs of industry and higher education and has not kept pace with students’ digital capabilities and expectations.\"},{\"question\":\"How does the paper describe international strategies for introducing informatics in schools?\",\"answer\":\"It reviews three strategies: informatics as an independent subject, informatics integrated into many other subjects, and informatics integrated into a single specific subject.\"},{\"question\":\"What does NAT 2012 include in the informatics educational area?\",\"answer\":\"NAT 2012 organizes it into areas such as using IT/ICT tools, users’ knowledge, problem solving with tools and methods, infocommunication, information society, and library informatics.\"}]","QUO VADIS, INFORMATICS EDUCATION? - TOWARDS A MORE UP-TO-DATE INFORMATICS EDUCATION | PDF",1792065844]