What is WWW? When was WWW born? When do students in Vietnam start learning the Informatics subject?
What is WWW? When was WWW born?
To understand what WWW is, and when it was born, students can refer to the following article:
WWW stands for World Wide Web, a term referring to all interconnected HTML pages accessible via the Internet. WWW is a collection of websites found on computer networks and requires a web browser to access via the Internet.
The main function of the World Wide Web is to support users in accessing any website address by initiating communication requests to retrieve necessary information, data, and display the requested website on the user's screen, ensuring the complete display of user requests.
When was WWW born?
WWW was developed by a British scientist Sir Tim Berners-Lee in 1989 at CERN, the nuclear research organization in Switzerland. Initially, WWW was intended to create a system for sharing information among researchers and scientists worldwide.
In 1990, Berners-Lee wrote the Hypertext Markup Language (HTML) and the Hypertext Transfer Protocol (HTTP) to create web pages and transmit information. He also developed the first web browser called WorldWideWeb.
Subsequently, in 1993, CERN announced that WWW would be developed as an open-source technology, allowing people worldwide to participate and contribute to its development. This opened the door for the widespread popularity and expansion of WWW globally.
Since then, WWW has become an indispensable part of daily life. It has transformed how we access information, communicate, shop, and access online services. WWW has created unprecedented social connections and exchanges.
The above information is for reference only.
What is WWW? When was WWW born? When do students in Vietnam start learning the Informatics subject? (Image from the internet)
When do students in Vietnam start learning the Informatics subject?
According to the General Education Curriculum for Informatics issued with Circular No. 32/2018/TT-BGDDT:
Duration allocated for each grade in primary school (percentage of lesson periods):
| Topic | Grade 3 | Grade 4 | Grade 5 |
|---|---|---|---|
| Topic A. Computers and You | 40% | 11% | 9% |
| Topic B. Computer Networks and the Internet | 6% | 6% | 6% |
| Topic C. Information Storage, Search, and Exchange | 14% | 14% | 11% |
| Topic D. Ethics, Law, and Culture in the Digital Environment | 3% | 3% | 3% |
| Topic E. ICT Applications | 14% | 37% | 20% |
| Topic F. Problem Solving with Computer Assistance | 17% | 23% | 45% |
| Periodic Assessment | 6% | 6% | 6% |
Note: For each topic, practical duration is about 35%.
Thus, students in Vietnam start learning Informatics in Grade 3. The duration for Informatics in Grade 3 is 70 periods/year.
What are the perspectives on constructing the 2018 General Education Curriculum for Informatics in Vietnam?
According to the perspectives of the General Education Program, the Informatics curriculum emphasizes four perspectives according to Section 2 of the General Education Curriculum for Informatics, issued with Circular No. 32/2018/TT-BGDDT, including:
(1) Inheritance and Development
- Inheriting the current Informatics curriculum
The Informatics curriculum inherits and develops the basic advantages of the current program, such as systematic and scientific organization, while avoiding an overemphasis on theory in certain contents and redundancy between educational levels, avoiding overload.
- Exploiting the Informatics curriculum of advanced countries
In the context where many countries emphasize developing educational informatics programs to train human resources for the fourth industrial revolution, the Informatics curriculum leverages, selects, and applies the curriculum from advanced countries for integration, aiming towards international standards.
(2) Scientific, Modern, and Pedagogical Nature
The Informatics curriculum selects basic, popular, and modern contents from three knowledge streams DL, ICT, and CS. At the same time, it pays appropriate attention to content on ethics, law, culture, and the impacts of informatics on society, ensuring the principle of "teaching knowledge and teaching people" and valuing humanism in an era of high connectivity between the real and digital worlds.
The program is designed with pedagogical principles: ensuring balance and development of knowledge streams both linearly and concentrically, constructing a system of core concepts.
The program selects content and requirements suitable for the age group, intertwining theoretical with practical content, abstract with intuitive elements.
Major themes run throughout educational levels with requirements gradually increasing. Core concepts are initially formed at the primary level and gradually developed at higher education levels.
(3) Practicality
- Serving career orientation
In the context of the fourth industrial revolution with many new professions and jobs requiring in-depth informatics knowledge and skills, the Informatics curriculum demonstrates the ability of connection and widespread integration of informatics into all various fields of life, establishing a wide array of specialized and application-oriented careers for different student groups.
- Implementing STEM education
STEM education direction is being deployed as an essential approach in education and training in many countries around the world.
As a fundamental technology, encompassing all four elements of STEM education (Science (S), Technology (T), Engineering (E), and Mathematics (M)), the Informatics subject plays a central role in connecting other subjects, promoting STEM education, fostering students' creativity to create ICT-rich digital products.
The Informatics curriculum exploits the advantage of interdisciplinary integration by requiring students to produce digital products individually and in study groups to bridge the gap between academic education and reality.
(4) Openness
- An open curriculum
The Informatics curriculum has mandatory topics as well as elective topics. Content topics are not dependent on specific hardware and software, without distinguishing between open and closed software and educational materials, facilitating adaptation to the abilities of different localities and student groups.
Due to its specific nature, the Informatics curriculum needs to be periodically updated and adjusted in short terms under the guidance of the Ministry of Education and Training to ensure modernity and relevance, responding to the rapid development of digital technology, suitable for the socioeconomic conditions of the country.
- Diverse educational forms
The Informatics curriculum selects practical and engaging topics, creating conditions for students to study and apply informatics not only within the Informatics subject but also in other subjects, not only on school premises but in other environments (at home, via computer networks, in clubs, and reality).
