INFORMATIKUS MÉRNÖK-TANÁRKÉPZÉS A SZÉCHENYI ISTVÁN FÕISKOLÁN

Nyéki Lajos, e-mail: nyeki@rs1.szif.hu
Széchenyi István Fõiskola

Abstract

The paper describes the current practice of the training of informatician engineer-teachers at the István Széchenyi College. It describes the antecedents; the training of mechanical engineer-teachers with two branches: technical teacher branch from 1975 and technology teacher branch from 1985. The paper describes the main characteristics of the current curriculum (it is valid from 1993.) and characterizes the new credit-point system curriculum (it becomes effective in autumn, 1996.). The last chapter of the paper surveys the practical training of the engineer-teacher students, analyses the demands of the National Base Curriculum and the curriculum of the secondary school subject named "informatics", and describes the instruction of the teaching methodology of "informatics" and the corresponding school practice.

Husi Géza, husigeza@infosrv.klte.tech.hu
KLTE MFK ÁMI

Abstract

Educating informatics -for manager students- got started at the KLTE MFK in the 1994-95 term. Its main objective was to introduce the students into the world of enterprises and make them study the technical-economic informational methods so that they could help the designers and various system making good use of their own knowledge. This lecture demonstrates the past present state of informatics as well as its future possibilities based on the author's plan.

Kovács Csaba, kovaccs@novell.poliod.hu
Dr. Strauber Györgyi, strauber@novell.poliod.hu
ME. Dunaújvárosi Fõiskolai Kar, Informatikai Intézet

Abstract

By the educational development the Polytechnic of Dunaújváros intends to become a modern institute for higher education and training in its region, adapted to the needs of the regional society. This development must result in an improvement of the higher education and training inside the institute and updates of the qualifications of certified students to need of the economical, cultural, social society. This goals will be reached by the realisation of a long term planned educational policy process, aiming at a total renewal of the educational and training environment of the whole institute. This process includes an introduction of flexible learning periods, within certain limits adapted to the capacities of individual students. The introduction of this innovation will be realised in two phases: first by a pilot-group, starting in September 1995, and then by the followers, starting in September 1996.

Hartványi Tamás, hartvanyrs1.szif.hu
dr. Kovács János, kovacsjrs1.szif.hu
Széchenyi István Fõiskola Informatika Tanszék, Gyõr

Abstract

At our college we have been instructed specialists on the branch of the technical informatic, since 1989. In the first grade were 35 students, but today the number of the pupils grew to 250. The changing of the student's number urged us to find new methodology solutions to hold and to improve the quality of the education. For that reason we reworked the syllabules and developed a new training form

The result of our development is a new, complex educational system, which based on a team work and we'd like to show the parts of it at the conference.

Kása Zoltán, kasa@cs.ubbcluj.ro
Robu Judit, robu@cs.ubbcluj.ro
Varga Ibolya, ivarga@cs.ubbcluj.ro
Babes-Bolyai Tudományegyetem, Matematika és Informatika Kar, Kolozsvár

Abstract

In this paper we present the history of the education in computer science at the Babes-Bolyai University of Cluj, which began in 1961.

Juhász István, pici@math.klte.hu
KLTE, Matematikai és Informatikai Intézet, Információ Technológia Tanszék

Abstract

The Institute of Mathematics and Informatics of Kossuth Lajos University has been carrying on training in mathematics and informatics for day-time and corresponding students. The informatics majors are: programming and program designing mathematics, informatics teacher courses, informatics-librarian courses. In the academic year 1994\95 the new Regulation of Studies based on the credit system was introduced at the Institute of Mathematics and Informatics of KLTE, which ensure more freedom for the students in their choice of special subjects.

Dr.Jámbor Attila , jambor rs1.szif.hu
tanszékvezetõ
Széchenyi István Fõiskola , Gyõr

Abstract.

After the Faculty of Informatics have been integrated to the technical higher education system, some topics of informatics are still present in the curriculum of traditional faculties.

I have made an international survey and comparison of the curriculum structure of Westem European countries.

Dr. Vadász Dénes, vadasz@iit.uni-miskolc.hu
Miskolci Egyetem, Informatikai Intézet, Általános Informatikai Tanszék

Abstract

Our recently established education course: Engineer of Information Technology at the University of Miskolc provides students with a deep theoretical and mathematical background; a wide knowledge and skill of information engineering; and an acquaintance with a traditional applied engineering knowledge. Special moduls of subjects can be studied leading to that last one. The paper shows our approach in teaching of special moduls, it summarises the concepts of the curriculum.

Szlávi Péter, Szlavi@ludens.elte.hu
Zsakó László, Zsako@ludens.elte.hu
ELTE TTK Informatikai Tanszékcsoport

Abstract

Informatics is a new subject in Hungarian primary and secondary education. It has been taught in large number of schools for a few years, although there is no uniform, standard curriculum. The reason for this is that a large number of informatics teachers were autodidacts in acquiring their knowledge of informatics. But there is a much more serious problem i.e. unlike mathematics or other disciplines there does not exist a unified methodology of informatics.

In this paper we are trying to summarize all the topics, tools and methods which have been worked out in Informatics Teacher Training at ELTE in the last few years.

dr. László Zoltán, laszlo@fsz.bme.hu
BME Folyamatszabályozási Tanszék

Abstract

Due to the increasing impact of information technology on the production and service, the software engineering becomes one of the most important field of informatics. The software engineering deals with the methods, tools and techniques which are necessary to develop and maintain software systems. Because today the large software development project cannot be managed without using Computer Aided Software Engineering (CASE) tools, the importance of such tools is constantly increasing. Last decade at the Faculty of Electrical Engineering and Informatics at TU Budapest the staff has got extensive experience of practical application and teaching software technology. The last some years the technical background and the financial conditions make it possible to introduce some CASE courses in the regular education process. The purpose of this paper is to summarize the experience and practice of the CASE education.

Dr. Harangozó József, harang@fsz.bme.hu
Dr. Halász Péter, halasz@fsz.bme.hu
Dr. Katona László, katona@fsz.bme.hu
Antal Péter, antal@fsz.bme.hu
Wolkensdorfer Péter, wolkens@fsz.bme.hu
Szilágyi Sándor, szilagyi@fsz.bme.hu
BME Folyamatszabályozási Tanszék
Dr. Tóth Csaba, toth@mmt.bme.hu
Kiss István, kiss@mmt.bme.hu
BME Mûszer és Méréstechnika Tanszék

Abstract

The paper presents a training program for students of technical informatics at the Technical University of Budapest, Faculty of Electrical Engineering and Informatics. This program was developed as a part of the subject "Computer Networks". The aim of this program is to provide appropriate knowledge and practice in computer networking techniques to access the services of computer networks, to write programs and make developments in this field. However, the program does not intend to cover all the details of this field. The program contains seven exercises. Each of them requires individual learning and solving specific tasks. The students should write reports including the solutions of problems, the developed and tested programs. The report should contain a short description about the experience they collected while they solved the specified tasks. The program proved the expectations, it is useful for the students, and they like it.