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Issue No.03 - July-September (2008 vol.30)
pp: 56-63
Peter K. Antonitsch , Universität Klagenfurt
Robert Kleinhagauer , Universität Klagenfurt
Peter Micheuz , Universität Klagenfurt
Technical artifacts and mental concepts that help to master, and make sense of, the flood of information surrounding us are vital. This article, based on the 1998 IFIP
secondary education, computing, informatics, history, stories, teaching method, orientation matri
Peter K. Antonitsch, Robert Kleinhagauer, Peter Micheuz, "Incorporating History in Secondary Education Informatics Courses", IEEE Annals of the History of Computing, vol.30, no. 3, pp. 56-63, July-September 2008, doi:10.1109/MAHC.2008.49
1. IFIP TC3 and TC9 Join Task Group, "History in the Computing Curriculum," IEEE Annals of the History of Computing, vol. 21, no. 1, 1999, pp. 4-16, .
2. A. Atsushi and W. Aspray eds. , Using History to Teach Computer Science and Related Disciplines, Computing Research Assoc., Washington, D.C., 2004, .
3. Lehrplan AHS, Allgemeiner Teil [Austrian national curriculum for Secondary Academic Schools, section of general guidelines for educational work]; see (in German).
4. Lehrplan BHS, Allgemeine Bestimmungen [Austrian national curriculum for Secondary Technical and Vocational Schools, section of general guidelines for educational work]; see HTLBGBl._Anlage_1_302-97.pdf(in German).
5. A. Flitner ed. Johann Amos Comenius—Große Didaktik [John Amos Comenius—Great Didactic], 8th ed., Klett-Cotta, 2005 (in German).
6. UNESCO, Int'l Bureau of Education, Prospects, vol. XXIII, no. 1/2, 1993, pp. 173-196, comeniuse.PDF.
7. Lehrplan Informatik [Curriculum for the subject "informatics" at Austrian Secondary Academic schools]; see (in German).
8. S. Blumrich, "Schulsysteme und Informatische Bildung im Internationalen Vergleich," [Comparison of School Systems and Informatics Education at an International Scale], master's thesis; see fakultaet_informatik/smt/dil/ib laendervergleich/(in German).
9. P. Antonitsch, R. Kleinhagauer, and P. Micheuz, "A Didactical Look at the History of Informatics," Proc. MEDICHI 2007—Methodic and Didactic Challenges of the History of Informatics, L. Böszörmenyi ed. Austrian Computer Soc., pp. 151-160.
10. Massachusetts Dept. of Education, , "Massachusetts History and Social Science Curriculum Framework," Aug. 2003, p. 11, see .
11. "National Curriculum," Qualifications and Curriculum Authority;
12. Ibid., "History key stage 3," subjects/historyindex.aspx, found at paragraph "1.3 Change and continuity."
13. Lehrplan Geschichte und Sozialkunde [Curriculum for the subject "history and social studies" at Austrian Secondary Academic Schools]; see (in German).
14. W. Cechovsky et al., Durch die Vergangenheit zur Gegenwart 8 [Through the Past to the Present], VERITAS Verlag, 2005, (in German).
15. Amnesty Int'l USA, "Censorship in China," .
16. Electronic Frontiers Australia, "Internet Censorship: Law &Policy around the World;,"
17. OpenNet Initiative, "Internet Filtering in China in 2004–2005: A Country Study;,"
18. S. Brüne ed. Neue Medien und Öffentlichkeiten: Politik und Telekommunikation in Afrika, Asien und Lateinamerika [New Media and Publicities: Politics and Telecommunications in Africa, Asia, and Latin America], GIGA Verlag, 2000, (in German).
19. E. Rattenhuber, "China mauert im Internet," [China Stonewalls the Internet]; http://www.igfm.deindex.php?id=402(in German)
20. L. Böszörmenyi, "Teaching: People to People—About People," From Computer Literacy to Informatics Fundamentals, R. Mittermeir ed. LNCS 3422, Springer, 2005.
21. R. Baumann, Didaktik der Informatik [Didactics of Informatics], Ernst Klett Verlag, 1996, (in German).
22. , It should be noted that the young history of informatics didactics in Germany has seen several synonymous transformations of this set of fundamental ideas. Instead of formalization, networking, and automatization, Andreas Schwill called for "language," "structured dissection," and "algorithmization"; A. Schwill, "Fundamentale Ideen der Informatik [Fundamental Ideas of Computer Science], Zentralblatt für Didaktik der Mathematik, no. 1, 1993 (in German); a slightly altered, English version of this paper can be accessed at EATCS.pdf. In contrast, Peter Hubwieser decided on "representation," "distribution," and "processing" of information; see P. Hubwieser, Didaktik der Informatik [Didactics of Informatics], Springer, 2000 (in German).
23. P. Denning, "Great Principles in Computing Curricula," Proc. 35th SIGCSE Tech. Symp. Computer Science Education, ACM Press, 2004, pp. 336-341.
24. V. Bush, "As We May Think," The Atlantic Monthly, July 1945, .
25. J. Nyce and P. Kahn eds. , From Memex to Hypertext: Vannevar Bush and the Mind's Machine, Academic Press, 1991.
26. J.C.R. Licklider, "Man-Computer Symbiosis," IRE Trans. Human Factors in Electronics, vol. HFE-1, Mar. 1960, http://memex.orglicklider.pdf.
27. M. Hauben and R. Hauben, Netizens: On the History and Impact of Usenet and the Internet, IEEE CS Press, 1997.
28. P. Ceruzzi, A History of Modern Computing, 2nd ed., MIT Press, 2003.
29. T. Berners-Lee, "Information Management: A Proposal," CERN 1989; .
30. T. Berners-Lee, "The World Wide Web: Past, Present and Future," ppf.html.
31. M. Friedewald, Der Computer als Werkzeug und Medium [The Computer as a Tool and a Medium], GNT-Verlag, 1999, (in German).
32. S. Brin and L. Page, "The Anatomy of a Large-Scale Hypertextual Search Engine," Computer Networks and ISDN Systems, vol. 33, 1998,
33. M. Broy and E. Denert eds. Software Pioneers: Contributions to Software Engineering, Springer, 2002.
34. H.D. Hellige, Geschichten der Informatik [Histories of Informatics], Springer, 2004, (in German)
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