Teaching Computing v.s Educational innovation

Fiorela Fernandez Otoya

Teaching Computing v.s Educational innovation.

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e are currently witnesses and sometimes protagonists of a dazzling reality that carries the brand new track of the information society. In that sense, the learning process is vulnerable to dramatic tone offered by ICTs, which improve and motivate students’ learning.

Today, the subject of Teaching Computing and Informatics is a real challenge for teachers, due to it is not only about transmitting knowledge about the area, but teaching to teach, in other words, to form a future professional that when he or she enters the stage of teaching can confront the various problems that occur with his/ her own students.

Sanchez (2007), considers teaching as the "scientific discipline that explains the teaching - learning processes according to the achievement of educational goals" In this sense, the teaching coupled to any branch of human knowledge should be based on educational outreach goals. That is why teaching computing not only requires mastery of knowledge but an appropriate methodology that allows them to engage students, thus achieving the cherished significant learning and therefore the development of students’ important skills.

This appropriate methodology needs to turn the use of educational means to optimize the teaching - learning process. To this recently called information and communication technology. Its use represents a significant variation and ultimately a change in education, in the interpersonal relationships and the way to disseminate and generate knowledge. The interactivity of ICTs stimulates learning processes to improve control that people have on the process itself and to allow them to decide what they want to learn and how they want to. ( Chumpitaz et al; 2005 ) .

From this perspective, the course of didactics of Computing and Information must be taught and learned in innovative ways, it means through the use of educational software as an unprecedented response to the time in which we live, because if we look at the present, today we are in a context coloured by the progress of science and technology: " Society of knowledge and information."

This current scenario makes demands of development and adaptation of people and organizations that undoubtedly represents one of the most important challenges. As Chumpitaz and others (2005) states: "We must learn to learn to unlearn continuously, over a lifetime, and additionally learn by networking. This basically involves, first, using the resources the network itself provides and, secondly, setting up communities and virtual teams oriented learning and knowledge management."

Therefore, it is really inevitable that the course of Didactics of Computing and Information is based on technological tools that guarantee compensatory results and to leave very clear that the technology has many advantages especially when projecting to complete goals in the field of Education, where innovation is more required.

Las TICs diseñadas como eje transversal en el proceso de formación toman, por el propio lugar que se les concede en los curricula, un doble papel. Por un lado, un papel instrumental para ofrecer posibilidades que otros recursos didácticos no ofrecen para el aprendizaje y, por otro lado, se proponen también como medio para acceder al lenguaje informático básico que permita colaborar con el proceso de formación”.

Finally I delimit Baldivieso and others’ study (2005), in which he states that "New technologies are clearly presented as a teaching tool that will accompany other didactic- curricular activities in the proposed reform of the profiles of professionals form. Therefore, we must understand that this is a resource with unique characteristics, which the teacher must know to harness their potential for student learning. ICTs designed as a central focus in the process of training taken, by the very place they are given in the curriculum, a dual role. On one hand, an instrumental role to provide opportunities that other teaching resources do not offer for learning and, on the other hand, they are also proposed as a means to access to basic computer language to collaborate with the training process ."