The computer technology has developed so far that instruction could focus more on the underpinnings and principals of computing tecnology. I wounder therefore, why so much time in computing education is about pushing/selecting buttons/menys in a sequence, when learning a tool like an integrated development environment, a browser, photoshop etc?
Could it be that integrated values in today's computing tools is hidden for the learner and teacher?
There are certain premier programs that get the job done, and these are taught. Problems are then experienced by the students, particularly in knowing what button to press next, because every Human Computer Interface is different, in subtle ways that catch the students. Teachers and lecturers then get caught up in showing each pupil or student what to do next.
Today's software tools do hide how they work generically, and how to optimise your workflow with them. The developers only too happy to have developed bug-free software that actually works and has a big, brainwashed (specific, programmed user interface) customer base.
We need to teach people generically how to operate software. E.g., Lesson #1: When stuck, press F1 for help.
I am old enough to remember typing class, and how the typing teacher was not into innovation nor creativity -- it was all about cranking out the work. The interface between the person and the machine has not really changed, despite the promises of hi-def touch screens and asynchronous distance learning, etc. I'm not sure the average human is equipped to handle so much potential, and therefore, such as you are contemplating is something few would recognize as even possible. For example, the existence of unimaginably enormous data bases -- towards what ends?
I read a wonderful chapter in SAGE handbook of curriculum and instruction, by Barbara Means where she describes the teachers bias towards technology instead of transforming towards something more pedagogical or philosophical. However she does not pinpoint the underlying values. Instead she draws from the three pilars when it all started; Programmed education, AI and constructivism, as a base to discuss how they still form teacher's instruction.
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@Ian: Would you say we can teach them read the text that some programmer has hidden under the F1-key? I would say that text is only for the people learning to become able to answer in the support-line of Microsoft. Instead we need more intuitive interfaces to manage the tools offered.
Means, B. (2008). Technology’s role in curriculum and instruction. In F. M. Connelly (Ed.), The SAGE handbook of curriculum and instruction (pp. 123-144). Los Angeles, CA: Sage.
https://www.researchgate.net/publication/305815882_Challenges_for_Atomix_System_Ltd_The_ITES_industry_in_Bangladesh?ev=prf_pub
Article Challenges for Atomix System Ltd.: The ITES industry in Bangladesh
@Lennart: Yes, our first lesson should teach the usefulness of , in spite of its responsiveness.
But real FAQs should be automatically downloaded into the program.
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