The Power in Digital Literacy and Algorithmic Skill

AbstractWe argue that in educational contexts ICT (Information and Communications Technology) and CS (Computer Sciences) should not be separated. To support our ideas, we present methods related to the minimalist principle with which students with different interests would develop algorithmic skills even in an ICT environment, and this introductory phase would lead the students on to more serious CS studies. The core of these methods is that from the very beginning of CSI education algorithms should be looked for in every computer-related problem. Deep-approach metacognitive methods should be applied, instead of uncontrolled sequences of surface-approach metacognitive activities such as aimless clicking, unplanned wandering, and relying on the newest features in graphical user interfaces (GUI). Our team has developed a deep-approach metacognitive method for teaching spreadsheet to novices, which is in accordance with the concept of building algorithms to solve computer-related problems. The three cornerstones of the method are (1) introducing as simple and as few functions as possible, (2) building multilevel formulas based on these functions, and (3) focusing on the problem instead of the features of the software. As the students make progress, the number of functions would be increased, but general purpose functions would still be focused on. Testing our deep-approach method has proved that it is a lot more effective in teaching spreadsheet than the classical surface-approach, wizard-based metacognitive methods, since all the basic elements are in accordance with the minimalist theory, which advises teaching as simple a language as possible for beginners to develop basic algorithmic skills. Beyond the direct advantages of the method, spreadsheet would serve as an introductory language to high level programming languages, which is our ultimate goal