The Computer Input/Output Subsystem Education in an undergraduate introductory course: a Multiperspective Study

Edurne Larraza 2014



This dissertation is framed in the Computing Education Research area. As background, the Technological, Pedagogical and Content Knowledge framework (TPACK model) has been used. Each construct of the mentioned framework serves as a different study perspective, where the topic analysed is the computer I/O subsystem. From the content knowledge perspective, textbooks, university syllabi and research bibliography have been analysed and different approaches found. From the technological knowledge perspective, the I/O subsystem of the Nintendo DS machine has been studied. From the pedagogical knowledge perspective, project-based learning (PBL), and other active learning methodologies have been learned for its latter application. The dissertation explains how these constructs have been combined into technological content knowledge, technological pedagogical knowledge, pedagogical content knowledge, and finally technological, pedagogical and content knowledge in order to define an effective educational environment for the computer I/O subsystem topic. The following steps are followed: • The selection of a content representation approach, • The preparation of the Nintendo DS machine for its use this the specific content, and • The validation of the proposed pedagogical techniques. Although somehow hidden, the TPACK model, as an educational framework, includes the student as a perspective, and also does this work, with the analysis of students’ knowledge. This work opens many doors in the field of Computing Education Research towards the computer I/O subsystem, which has been barely payed attention.

Nestor Garay Vitoria
Nestor Garay Vitoria
Universidad de País Vasco - Euskal Herriko Unibertsitatea
Facultad de Informática
Arquitectura y Tecnología de Computadores
Sobresaliente Cum Laude
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