Abstract
This chapter provides an analysis of issues for the development of the TEL field, and considers how to push forward educational software engineering.
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Notes
- 1.
It may be noticed that another consequence of ICT is that, in many cases, the pattern of “running after the last emerging technology” (wikis, Web 2.0, etc.) remains unchanged, although who runs after the technology has changed: the fact that computer scientists were running after new technologies to build so-called innovative educational software is now often replaced (or completed) by educationalists making use of front-end technological innovations.
- 2.
It may be noticed that, paradoxically, ICT gives a new dynamics to the perspective according to which emphasis should be on building a technological choice: it is more or less explicitly considered that, although such an approach did not lead to very positive results in the past, the fact that ICT is “naturally” useful for education, and technologies may be adapted or interoperated in different ways, now allows this approach to be productive.
- 3.
Although rather surprising with respect to other types of artifacts, it is quite often the case that some software applications are massively bought and used while reliable free alternatives exist.
- 4.
Genericity refers here to the fact that a construction may be defined in an abstract way and, in context, instantiated with a given type of data or process. Generic constructions are abstract but precise, in particular when using parameterization. As an example, generic programming languages allow direct implementation of computable algorithms defined with respect to the abstract properties of data or processes. Similar examples may be found in meta-modeling techniques.
- 5.
This idea is illustrated by the classic joke of the guy who has lost his keys on the road but is looking for them in the garden because “this is where the light is”.
- 6.
Sandoval, W.A., & Bell, P. (2004). Design-based research methods for studying learning in context: introduction. Educational Psychologist, 39(4), 199–201.
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© 2011 Springer-Verlag Berlin Heidelberg
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Tchounikine, P. (2011). Conclusions. In: Computer Science and Educational Software Design. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-20003-8_9
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DOI: https://doi.org/10.1007/978-3-642-20003-8_9
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